Tom Brady

Thomas Edward Patrick â€Å"Tom† Brady, Jr. (born August 3, 1977) is an American football quarterback for the New England Patriots of the National Football League (NFL). After playing college football at the University of Michigan, Brady was drafted by the Patriots in the sixth round of the 2000 NFL Draft. In Brady's ten seasons as a starter, the Patriots have earned trips to the Super Bowl in five of them, winning three. He has also won two Super Bowl MVP awards, has been selected to eight Pro Bowls, and holds the NFL record for most touchdown passes in a single regular season.His career postseason record is 16–6. He also helped set the record for the longest consecutive win streak in NFL history with 21 straight wins over two seasons (2003–04), and in 2007 he led the Patriots to the first undefeated regular season since the institution of the 16-game schedule. Brady has the fourth-highest career passer rating of all time (96. 4) among quarterbacks with at least 1,500 career passing attempts. Brady and Joe Montana are the only two players in NFL history to win the NFL Most Valuable Player and Super Bowl MVP awards multiple times.Brady and John Elway are the only two quarterbacks to lead their teams to five Super Bowls. He was also named the NFL MVP in 2007 and 2010 (becoming the first player to be unanimously chosen as MVP in the 2010 season) as well as 2007 Male Athlete of the Year by the Associated Press, the first time an NFL player has been so honored since Joe Montana won the award in 1990. He and Bill Belichick have also combined to form one of the most successful quarterback-coach tandems in NFL history, winning 125 regular season games and 16 postseason games together, as well as appearing in five Super Bowls together, all NFL records.

Allusions in Brave New World

Henry Ford served as the inventor for the assembly line. He believed that the idea of independently manufacturing products was too inefficient and cultivated the idea to move the product instead of the people building it. Ford also pioneered technological research in developing products. Ford served as the turning point for technology; introducing and utilizing break-through ideas. Not only did he change how automobiles were manufactured, he changed the way people thought about technology. He made new technologies readily accessible and set the standard for the 20th century.In Aldous Huxley’s Brave New World, Huxley makes Ford the center-point for why the new society was created, the old one was un-happy and inefficient. Replacing God with Ford, Brave New World, showcases how Ford’s ideas could have been implemented. 2. Vladimir Lenin was the first person to make a country completely communist. With his uniting of the Soviet Union, Lenin integrated his communist ideolog ies into its member countries. Lenin derives many of his beliefs from his time when he was a member of the Bolshevik faction. This is where he accumulated Marxism fundamentals. Unlike in Brave New World, Lenin believed in a single class.Brave New World, invasions a perfect society with multiple social classes. In these classes, all of their members are perfectly fit with where they stand in society. There is neither backlash nor hatred among the population against the other classes. Lenin, however, believes that having different classes arouses hatred amongst a society’s citizens. 3. Thomas Malthus was an English economist that is much acclaimed for inventing modern-day rent as well as sparking awareness of population growth. The father of Malthusianism, he believed that economic factors were to be held above all else in a society.He also believed that England’s out-of-control population growth would eventually hurt the economy. He believed that the government should p lay a role in determining population growth. He was also, however, a firm believer in natural selection. Brave New World follows many of Malthus’ ideas. The primary being his belief of population growth control. Huxley implements this by having the government control all factors of the population and essentially removes bad-traits through natural selection. The society only produces people that have few DNA imperfections, allowing them to be the strongest.This essentially removes natural selection as a problem for the society. 4. Thomas Hunt Morgan was an evolutionary geneticist. He is praised with having found that genes are carried on chromosomes. Morgan also found the significance of sex-linked traits and was able to prove Darwin’s sex determination theory incorrect. Brave New World demonstrates Morgan’s genetic heredity theories by utilizing genetics to artificially create people. 5. Lewis Henry Morgan was an acclaimed anthropologist. He theorized that socie ty in general is much greater than the need for a family.He stressed that kinship must be attained by all of the societies members. He also believed that people must sense belongingness within a group in order to feel happy. Brave New World demonstrates Morgan’s fundamentals by embracing the need to belong, in order to feel happy. Citizens in Brave New World are made to feel happy by having a sense of belongingness within their own social class. They put down other social groups and only feel good about theirs. Each member is happy where he or she is in the class system. 6. Benito Mussolini was an Italian fascist dictator. Mussolini believed heavily in the national or group based identity.He wanted his citizens to act as one, having extreme pride for their nation and hiding their personal identities. He demanded that foreign influences be eradicated. Brave New World embraces Mussolini’s ideas by having its citizens share a mass-identity within their class. Individual i dentity differences are put aside and people only classify others past upon their class. 7. Herbert Hoover, a former U. S. president, believed that efficiency was the solid backbone of an economy. He theorized that the U. S. economy was heavily inefficient and as a result was beginning to slow down.He instituted many new government policies that were built upon this idea. Brave New World demonstrates this efficiency policy into the society’s main economy. The government controls most enterprises and believes that inefficiencies would slow down the economy. Automation and technology are utilized whenever possible. 8. Leon Trotsky was a Russian communist leader in the early 20th century. His beliefs, called Trotskyism, stated that the working class should have supreme power in government control. Brave New World implements Trotsky’s ideas through social classification with a cast system.Although there is a working class and wealthy class, the majority are working class m embers. Socialism is also used throughout Brave New World by the distribution of wealth and control. 9. Charles Darwin was the father of evolution and natural selection. Darwin brought about the idea of genetic evolution by theorizing that only the strongest in a population will survive and be able to carry on their genes. Brave New World takes on these ideas by utilizing genetic engineering to ensure that the society members have the best genes and have few DNA imperfections.This ensures that the members of a class will not be able to become stronger than the high class. It also ensures a broad single identity amongst a class’s members. 10. Napoleon Bonaparte was a military ruler and dictator of France and eventually most of Europe. Bonaparte used many tactics in order to control his population. He introduced Napoleonic code, which stated that men were superior and outlined a new French government. He also heavily utilized propaganda by controlling the press and restricting access to historic publications. Brave New World shares many parallels with Bonaparte.The government uses censorship in order to control public opinion. They ban texts such as Shakespeare in order to alleviate artistic interpretations and opinions. 11. Hermann von Helmholtz was a German physicist that introduced the conservation of energy and electrodynamics. Helmholtz believed that technological innovation within science was lacking but the information in order to so was. He presented that technology could be used to grow society and make it more efficient. Brave New World takes some of Helmholtz’s ideas about technological innovation and efficiency. The society pushes itself to keep innovating.The society also embraces science as a way of life through shared concepts such as thermodynamics. 12. John B. Watson was a psychologist of the behaviorism philosophy of psychology. Watson regarding everything that humans do, such as thinking, acting, or sensing, can be regarded as be haviors. These behaviors can be altered through classical or operant conditioning. Brave New World uses these ideals in order to shape how the society members think and act. Classical conditioning is used in order to change people’s behaviors. These are as simple as thinking a pant color looks good or bad. 13. Karl Marx was a German communist philosopher.He presented his ideas through Marxism, a sub-unit of communism. Working with Friedrich Engels, he believed that capitalism was a corrupt economic policy, stating that it would eventually lead to socialism, followed by communism. Brave New World encompasses his ideas by separating classes but having each class feel good about itself. Alphas look down upon epsilons, but epsilons also look down upon the alphas, instead of having jealousy. Brave New World shares the ideas of Marx but does everything possible in order to avoid them. 14. Friedrich Engels was an industrialist and co-founder of Marxism.Engels believed in a single wo rking class with quality. Brave New World takes Engels ideas and tries to do everything possible in order to avoid a Marxist based situation. Although there are different classes, they all share similar working types and although there are higher classes, there is not a classic cast system of the haves and have-nots. 15. Jean Jacques Rousseau’s Noble Savage depicts the idea that society corrupts the good natural state of a person. Brave New World shows the noble savage as John. Not correctly anticipating the new society makes him loose his values.It shows how society changes a person’s personality in order to fit within the society. 16. The quote â€Å"God’s in his heaven – all’s right with the world† in the poem Pippa Passes is modified in Brave New World. The words God and heaven and substituted by Ford and flivver respectively. Ford is used instead of God, as modern-day religion does not exist within the new society. Ford is referred to a s the cultivator of the society. Flivver is used instead of heaven as flivver referrers to something unsatisfactory or low in quality. Flivver is also used to describe old cars, notable since Ford created the modern automobile.When stating that Ford is in his flivver, this indicates that Ford has changes the world forever. Basically stating that Ford is happy where he is, the state of flivver. 17. Shakespeare’s The Tempest is used within Brave New World as an ironic symbol for the new society. When John of Brave New World and Miranda of The Tempest say â€Å"O, Brave New World†, they do not what the new society is like. They both incorrectly mistake the new world as perfect with no imperfections. Unlike Amanda, John eventually realizes the imperfections of the new world. Amanda never finds out the truth. 18. Soma is an ancient Indian herb drink.It was used to give energy to the consumer and is considered a spiritual drink. Brave New World citizens consume soma in order to relax anxiety and stress. 19. Mustafa Kemel Ataturk was the first ruler of modern-day Turkey following its independence from the Ottoman Empire. Kemel was a liberal-progressive who introduced a new Turkish alphabet and introduced many reforms under Kemalism. These included the removal of religious law and introduction of women’s rights. Brave New World encompasses several of Kemel’s beliefs such as the belief of socialism and government-controlled entities.

Just what is that makes America culture so wrong-yet so appealing How Essay

Just what is that makes America culture so wrong-yet so appealing How have cultural theorists viewed America mass culture and why, for so many people, is America culture still a 'promblem' - Essay Example From a historical standpoint, what made this possible and is this a positive thing for the rest of the world? Just what is it that makes the American culture so wrong yet so appealing? Why for many people is American culture still a problem? Seeking to address these questions and many more with respect to American cultural hegemony and the world today, this essay will provide an in-depth exploration of American culture today. Addressing charges of cultural imperialism and the role of the United States in cultivating a mass market â€Å"world culture†, the following will begin with a concise overview of the history of American cultural imperialism looking at its roots in the social revolution of the 1960s. We then turn to an analysis of the commercialization and later globalization of the world through the spread of American economic culture. Finally, we turn to American military might and the unilateralist turn in US foreign relations. This is an important cultural component of the United States of America as its military is both emulated, envied and feared the world over. By looking at American cultural imperialism through a social, economic and political/military lens, this essay aims to provide a three-pronged approach to exploring an issue which remains incredibly timely and topical. The globalization of American values began in the post-World War II period following the near universal physical, economic and social devastation of the European continent. A social revolution paved the way for the export of American values and ideas across the world. For the United States, the social revolution of the 1960s was also a cultural revolution. In fact, the â€Å"rise of a specific, and extraordinarily powerful youth culture indicated a profound change in the relation between generations† (Hobsbawm 1994). Leading this Cultural Revolution were the young: teenagers started wearing jeans – prior to that

The Mechanism of Dis2 Phosphorylation by Chk1 and Cell Cycle Dissertation

The Mechanism of Dis2 Phosphorylation by Chk1 and Cell Cycle Regulation - Dissertation Example PP1 and its role as a mitotic checkpoint xxxii 1.6. PP1 and cell cycle control xxxiv 1.7. Importance of regulatory subunits and their role in diseases xxxv 1.8. Human paralogues of Dis2 xli 1.9. Conclusion xliv Chapter 2 xlvii Materials and Methods xlvii 2.1. Preparation of media xlvii 2.2. Preparation of buffers xlviii 2.3. Preparation of stain l 2.4. Preparation of normal SDS-PAGE buffer and gels l 2.5. Preparation of PEMS solutions liii 2.6. Preparation of protein extracts for use in SDS-PAGE liv 2.7. Running of SDS-PAGE: lvii 2.8. Construction of yeast strains lviii 2.9. Preparation of membrane lx 2.10. Chk1-HA shift experiment lx 2.11. TCA protein extraction lxii 2.12. Immune localization of proteins in yeast cells lxiv 2.13. Drop test lxviii 2.14. Preparation of cells for imaging lxix 2.15. Acute cell survival lxxi Chapter 3 lxxiv Results lxxiv 3.1. Dephosphorylation of Chk1 at 40Â °C is not affected by Dis2 phosphatase lxxiv 3.2. Dephosphorylation of Hus1 at 40Â ° lxxviii 3. 3. Hypersensitivity to DNA damaging agent lxxxi 3.4. Structural changes to cells lxxxiv 3.5. Study on cell survival lxxxvi 3.6. Identification of hus1 isoforms xcii 3.7. Comparison of Dis2 with other proteins xciv Chapter 4 xcix Discussion xcix 4.1. Conclusion civ 5. Appendix cvi 5.1. Appendix – 1 Multiple sequence alignment of dis2 protein cvi 5.2. Appendix – 2 Alignment of dis2 from S. pombe with human protein serine/threonine phosphatase cviii 5.3. Appendix - 3 Significance sequence alignment of protein serine/threonine phosphatase-1 cxi Acknowledgment This thesis was made possible by the unrelenting support of my supervisors and peers. I thank the university and the department for providing me with the technical as well as educational support apart from laboratory facilities for carrying out this research. It has been a great pleasure to complete this thesis under the support and guidance of my professors. Hypothesis Chk1 kinase is phosphorylated at serine 345 in r esponse to DNA damage. Dis2 dephosphorylated this residue slowly when cells recover from a DNA damage-induced cell cycle arrest. A rise in temperature from 30Â °C to 40Â °C results in the rapid dephosphorylation of S345 by a yet unknown phosphatase. The purpose of this experiment is to investigate the requirement of Dis2 for the heat-induced phosphorylation and to investigate the cell cycle roles of this enzyme. Other phosphor-proteins such as Hus1 and Rad9 are also investigated. 1. Abstract Protein phosphatases are a group of enzymes which have very specific role in biological cell activities. Dis2 is a PP1 enzyme (serine-threonine phosphatase-1) which plays a key role in regulation of DNA damage signaling. Fission yeast Dis2 regulates the DNA damage respons by dephosphorylation of chk1 kinase at Ser 345. In eukaryotic cells, phosphorylation mainly occurs on three hydroxyl-containing amino acids, namely – serine, threonine, and tyrosine, of which serine is the predominant target. Dis2 dephosphorylates the DNA damage checkpoint kinase Chk1 (at Ser-345) to switch off the checkpoint signal. Interestingly, heat stress results in very rapid removal of the phosphate from Ser 345 by a yet unknown phosphatase. Given the requirement of Dis2 for the dephosphorylation of Ser 345 at the normal growth temperature of 30Â °C, this study was conducted to investigate the role of this phosphatase under heat stress condition modification of Ser 345 is easily detected as a band shift of the protein which changes from a closed, low activity conformation

Management Consulting in the UK Research Paper Example | Topics and Well Written Essays - 3250 words

Management Consulting in the UK - Research Paper Example    Today, the industry is more worth than 9 billion pounds and hires more than 80,000 consultants. The industry extends a wide range of firms, most of which undertake pure management consulting work, of which are part of larger firms that also undertake IT and change programmes and from training individuals and team to provide expert advice in specialized fields (Bushko 45). Essential to the success of the whole consulting industry is their capabilities to deliver high-quality services that enable create sustainable value to organizations. To this end, the MCA has a Code of Practice to which all MCA members pledge. The MCA also encourages the positive contribution made by the industry to the economy and the wider society through the annual MCA Awards (Buono 45). As its clients look for integrated solutions to their IT requirements and management, many consultancy firms are entering into treaties with software suppliers, telecoms or communications firms in order for them to provide a broader range of quality services and outspread their global reach. At the same time, the consultant/client relationship is changing. Boundaries are distorting. Consultants can become part of the client organization for some time, and may as well sometimes share the profits as well as the risks of a scheme or project (Bushko 34). Consultancy firms that have in history compete d are now more or less working together on client projects and there will be continuing union within and outside the industry as firms co-operate and join in order to offer better services to their clients (Buono 59).   

The Law of One Price - Purchasing Power Parity Assignment

The Law of One Price - Purchasing Power Parity - Assignment Example Multinational companies operating in countries such as those may be faced by risk emanating from their trade especially when there is a drawdown as well as repayment of Import/ Export Forex Loans in addition to disbursements of import/Export Bills denominated mostly in foreign currencies. Such companies will also be faced with risk emanating from Inward/Outward Remittances which are also denominated in currencies from other countries. There is also risk coming from overseas dividends that are arising from repatriating profit from overseas back home as well as operating expenses of overseas such as paying employees working in overseas. Lastly, foreign exchange risk may emanate from assets held in overseas countries such as excess cash balances of subsidiaries operating in overseas together with overseas liabilities that may result from the borrowing of foreign currency (Sharan, 2012). These fluctuations in foreign exchange rates may trigger changes in the value of the cash flows, liabilities and assets, particularly when they are denominated in foreign currencies. This means, therefore, such fluctuations may adversely affect a company’s outgoing import disbursements and incoming export funds. This is why management of foreign exchange risk is very important since it can help in minimising the risk or maximising the firm’s profit (Berg, 2010). A managed floating exchange rate is crucial for not only economic restructuring but also optimization of allocation of resources. This is because an exchange rate symbolizes price relations that exist between non-tradable and tradable goods and services. A regime of managed floating exchange rate improves the effectiveness of resource allocation, direct resources to the economic sectors that are mainly fuelled by domestic demand, for instance, the services sector, promotion of industrial upgrading, transformation of the economic pattern development, reduction of trade imbalances together with over-reliance on exports, all these stimulate economic demand to have an influential role in economic development and hence leads to promotion of balanced and sustained economic growth.

Persuasive Letter on a Geoscience Issue Essay Example | Topics and Well Written Essays - 500 words

Persuasive Letter on a Geoscience Issue - Essay Example According to the news item, the study of measuring the rate and extent of melting ice sheets in Greenland would be to determine how the oceans actually respond to changes in temperatures. More importantly, it emphasized that the results would provide crucial information regarding â€Å"what might happen in the future as the Earth continues to warm† (University of Buffalo par. 3). This is believed to be the most relevant implication that the study could have revealed to the readers. Despite the article being published in a publication that predominantly caters to science as the field of endeavor, it is deemed pertinent to disclose information that would benefit the general public. The rest of the information which were revealed in the news included â€Å"illuminating the history of Greenlands ice sheet†¦ (and) providing geologists with an important new tool: A method of using Arctic fossils to deduce when glaciers were smaller than they are today† (University of Buf falo par. 5). The next crucial concern after being informed about this was: so what? What is the relevant implication of knowing that glaciers were smaller in today’s generation than in 3,000 or 5,000 years ago? This is the information that should have been added in the article to apprise the readers on any potential dangers or any significant courses of action to prepare for the event when and if the glaciers would totally be melted. The article was silent on any implication of the noted study. In fact, it ended by asserting that through the study of amino acid dating, it would allegedly â€Å"help scientists better understand the history of ice -- and climate change -- on Earth† (University of Buffalo par. 16). It is observed that there has been voluminous information that have already been disseminated regarding historical information on life on earth; as well as

Hiring and Firing Staff Essay Example | Topics and Well Written Essays - 2500 words

Hiring and Firing Staff - Essay Example Companies need to hire staffs for expansion program or simply to fill vacancies. In line with this activity, employers try to define corporate standards in order to perform successfully and achieve its goals. Hiring qualified applicants to perform the job is one. The applicants in order to perform the task need to pass the standard. It is therefore thought that the search criteria set by employers is the essence of hiring standards (Outtz, 2005, p.201-336). In a very dynamic job like sales, in hiring an agent for instance, it is important to understand the skills, attitudes, interests and motivations of the applicant (Butler, 2004). Applicants with desirable qualities suited to company standard have the chance of getting hired and to sign a contract. Within this contract a certain relationship is developed between employer and employee as further enhanced by obligations and economic aspects (Holland and Burnett, 2007, p. 17-50). There are different ways involved in hiring the best an d qualified employee for the job. Thus, it is important to know the process involved in it. Zoltners et al. (2001, p.160-190) discussed six steps involved in the hiring process especially on a very dynamic group. Hiring process especially on sales force requires the job definition as the first step, then candidates profile, applicant pool, selection, attraction and evaluation and improvement. The whole steps involved in this hiring process according to Zoltners et al. (2001, p.160-190) affect the quality of the hired employees.

Misconceptions in Science Essay Example | Topics and Well Written Essays - 1000 words

Misconceptions in Science - Essay Example Most cardboard boxes would start out floating, but the porous nature of the cardboard would allow the water to swamp the voids, changing the density of the overall structure. The cardboard would become waterlogged and sink. A marble would sink because the density of the marble relative to the amount of displaced water would be too great. The surface area of the marble and the surface tension of the water would not create a ratio conducive to buoyancy. An orange is able to float because the orange rind is a low-density material. The makeup of an orange rind provides buoyancy for the orange. It is interesting to note that if an orange is pealed from the rind and placed in a bucket of water, it will not flood because the removal of the orange rind has altered the overall density of the object. One common misconception children have about objects sinking or floating is inked to the weight of the object. Many children think that heavy things sink and light things float. We know that this is not true. The density of the object relative to the density of the water is the determining factor in whether something sinks or floats. A misunderstanding of force also causes this misconception. Students reason that something heavy pushed down on the water harder than something light. If it floats, the water is pushing up hard enough to support it, but if it sinks the water is not strong enough to support it. Students need to understand the water doesn’t push up against the object. The determining factor is the relationship between water density and object density. Another misconception many students have is that small items will float more easily than large items. This is closely related to the idea of weight being a determining factor and shows a misunderstanding of density as well. Many young elementary children do not understand the differences between density and weight. For example,

The Wine of Astonishment Essay Example for Free

The Wine of Astonishment Essay â€Å"God don’t give you more than you can bear. † The opening line of the novel suggests that it is a deeply rooted religious novel. As the story unfolds, we explore the religious journey that the afflicted Spiritual Baptists in Bonasse have to embark on, in efforts to restore their rights to practise their faith. The title of the novel, The Wine of Astonishment can be analysed in two ways. Firstly, the literal translation of ‘The Wine of Astonishment’ stems from the meanings of the words ‘wine’ and ‘astonishment. ’ Wine is an alcoholic beverage typically made of fermented grape juice and is usually bitter. Astonishment refers to something unexpected. Combining the meanings, one can deduce that the Wine of Astonishment refers to something bitter and unexpected. As one of the major themes in the novel is struggle, we can interpret the wine to imply bitterness – the hardships and ‘sour’ experiences the Spiritual Baptists had to withstand and astonishment – the unexpected. Therefore, the Wine of Astonishment can literally mean an unexpected hardship. Secondly, if analysed from a biblical perspective, the phrase ‘the wine of astonishment’ is mentioned in Psalm 60:3 ‘ Thou hast shewed thy people hard things: thou hast made us to drink the wine of astonishment. ’ To David, the psalmist, in Psalm 60, he felt as though God withheld His protection, that God had turned his back on them because when the Israelites were at war away in the North, they were invaded in the south. It appeared as though instead of granting them the wine of blessing, God had rejected them unexpectedly. This was God’s way of testing the faith of his people. He made them endure unexpected hardship to see just how strong they were. In the novel, Eva knows that the trials they experience was God’s challenge to them. It seemed as though God rejected them and showered them with tribulations but real help comes from God alone and when a situation seems out of control, we can trust God to do mighty things. Hence, God made the Spiritual Baptists ‘drink the wine of astonishment’ to test their faith as a church and in the end, God restored his protection of his people and freed them from the torment they endured in attempts to keep their religion. The book’s title introduces the reader, to a religious plot that will examine the course of a struggling people.

Green Postcolonial Reading in Kocharethi

Green Postcolonial Reading in Kocharethi The present paper proceeds from the conviction that postcolonialism and ecocriticism have a great deal to gain from one another. It tries to spell out some of the obvious differences between the two critical schools, search for grounds that allow a productive overlap between them and define green postcolonialism. The paper then attempts a comparative green postcolonial reading of the first novel in Malayalam by an Adivasi/tribal, namely Narayans Kocharethi (1998) and Mother Forest (2004) the autobiography of the Adivasi/tribal activist, C.K. Janu. This juxtaposition raises vital questions regarding the plight of Keralas (the southernmost state of India) indigenous people in a postcolonial nation. The legacy of colonial modernity, language, education, nationalism, gendered subalternity, cultural history and ecopolitics is examined within the framework of green postcolonialism, thereby indicating the moral urgency for a fruitful alliance between the two critical schools of postcolonial ism and ecocriticism to envision an alternative future. The changes associated with globalization have led to the rapid extension and intensification of capital alongwith an acceleration of the destruction of the environment and a growing gap between the rich and the poor. This has had a significant impact on the terrain in which postcolonialism and ecocriticism operate.While both ecocriticism and postcolonialism are committed to locating the text in the world, they conceive of both world and text in radically different ways. In keeping with a commitment to recognize the land as more than a scape, but a picture and a story in which humans participate along with other life forms, ecocritical conceptions of the world tend to privilege non-urban settings, in which those other life forms predominate. Postcolonial criticism tends to envision the world through urban eyes; an obvious historical explanation being the arrival of Third world intellectuals in the metropolitan centres of the First World. Postcolonial theory has frequently asserted the value of positionality in order to foreground the politics of discursive authority. Positionality has generally been thought to include race, gender, sexuality, and class but has more recently come to include geographical and biotic space. In an era of increasing ecological degradation, the mutually constitutive relationship between social inequity and environmental problems has become more stark and vivid. If pressing environmental crises have spurred the development of environmental criticism in literary studies, the increasing awareness of how such crises have been and will continue to disproportionally impact the vulnerable populations of the postcolonial world have made the nexus of postcolonialism and ecocriticism a particularly urgent area of study. Yet, this intersection is fraught with danger. Ecocriticism has been developed primarily from the perspective of Western critics using Anglo-American literature and has often worked from assumptions, common in Western environmental movements, which are extremely problematic in postcolonial contexts. Different conceptualizations of individual places extend to different ways of conceiving the relationship between the local and the global. While stressing the importance of local place, ecocriticism gains its global focus by encompassing the very earth it studies. Postcolonialism also recognizes an interplay between the local and the global, but in a more cautious, indirect way. Wary of the ideological and material implications of globalizing impulses, postcolonialism admits the force of the global in a way that explicitly prohibits its recuperation into a formula that confirms the place of the individual in a universal order, either of nature or culture. The global and the local come together, not by the way of simple synecdoche, or the relationship between macrocosm and microcosm, but in a way such that each interrupts and distorts the other, thereby refusing the possibility of concrete platial or abstract global belonging (OBrien 142). Rob Nixon points out four main schisms between the dominant concerns of postcolonialists and ecocritics. First, postcolonialists have tended to foreground hybridity and cross-culturation. Ecocritics on the other hand, have historically been drawn more to discourses of purity: virgin wilderness and the preservation of uncorrupted last great places. Second, postcolonial writing and criticism largely concern themselves with displacement, while environmental literary studies has tended to give priority to the literature of place. Third , and relatedly, postcolonial studies has tended to favour the cosmopolitan and the transnational. Postcolonialists are typically critical of nationalism, whereas the canons of environmental literature and criticism have developed within a national (and often nationalistic) American framework. Fourth, postcolonialism has devoted considerable attention to excavating or reimagining the marginalized past: history from below and border histories, often along t ransnational axes of migrant memory. By contrast, within much environmental literature and criticism, something different happens to history. It is often repressed or subordinated to the pursuit of timeless, solitary moments of communion with nature (235). Attempts to distinguish between postcolonialism and ecocriticim are always likely to be perilous; and it is against this uncertain historical background that green postcolonialism has made its recent entrance into the critical -theoretical fray. What is green postcolonialism? Graham Huggan and Helen Tiffin provisionally define the field in terms of those forms of environmentally oriented postcolonial criticism which insist on the factoring of cultural difference into both historical and contemporary ecological and bioethical debates (9). Differentiated experiences of colonialism provide the main historical link here. They also point out a continuing environmentalist insufficiency of postcolonial literary and cultural texts which also works the other way round with postcolonial ecocriticism serving to highlight the work of non-European authors or critiquing the Euro-American biases of certain versions of environmentalist thought (9). Both fields articulate historically situated critiques of capitalist ideologies of development. They also combine a political concern for the abuses of authority with an ethical commitment to improving the conditions of the oppressed. Green postcolonialism brings out a truism that clearly applies to, but is not always clearly stated in, the different strands of both postcolonialism and ecocriticism: no social justice without environmental justice; and without social justice-for all ecological beings-no justice at all. Postcolonial criticism, despite what might still be seen as an unduly anthropocentric bias, offers a valuable corrective to a variety of universalist ecological claims-the unexamined claim of equivalence among all ecological beings, irrespective of material circumstances and the peremptory conviction, itself historically conditioned, that global ethical considerations should override local cultural concerns (Huggan 720). Subaltern Studies as history from the lower rungs of society is marked by a freedom from the restrictions imposed by the nation state. Gramsci speaks of the subalterns incapability to think of the nation. Once it becomes possible for the subaltern to imagine the state, he transcends the conditions of subalternity. A consciousness of subject positions and voices can re-empower languages, deconstruct histories, and create new texts of more dense dialogical accomplishment. Part of the project of postcolonial theory would be to push literary texts into this shifting arena of discursiveness, thus enabling new stands of counter narratives and counter contexts to shape themselves and complicate binarist histories. But polysemic, anticolonial subjectivities and their energies, which defy the definitions of the colonizer, are muted and translated into a monolithic national identity, articulated in the rhetoric of Nationalism in Kocharethi, a Malayalam novel on the Malayaraya tribe by Narayan (1998). The tribals of Kerala are never identified as Malayalis. Unique in itself-their lifestyles and languages are significantly different from that of the dominant mainstream. Narayans Kocharethi, the first novel in Malayalam by an Adivasi, is an historical intervention where, far from being the objects of history, the Adivasis now become its new subjects. Narayan,himself a Malayaraya, does not attempt to depict the historical or mythical spheres of the tribal experience. Instead, he unravels, fifty or sixty years entwined with his own life situations. He deftly challenges the incorrect representations of the Adivasis in contemporary cinema, television and publications. The life described in the novel, with all rituals, ceremonies, customs, faith, institutions of marriage, food, clothing and shelter, recall the period prior to the Renaissance in Kerala. Mans raw encounter with the forces of nature is vividly portrayed. The forest is not only life-generating but also life-consuming. Kocharethi is a brilliant account of the life and nature of the Malayaraya tribe. Marriages occurred between cousins. Women always carried sickles and wre unafraid to kill anyone who molested them. If unable to do that, the very same sickle ended their lives. They were in charge of their sexuality. The arrival of colonial modernity converted forests into reserved forests and plantations. Destruction of the old order,and the onset of a new one created identity crises. Kochuraman, the medicine-man, had always used animal fat. But he later resorts to soda-water and moves to the medical college for treatment. The nuances of this transition in the life of the Malayaraya tribe is poignantly captured by Narayan. The feudal landlord, the king and the British Raj are symbols of the various stages of this transition. The oppressive power of nascent laws and authority perplex and terrify the tribals. Apart from nature, humans also torture them. The Malayarayas were cheated in prices and weights of their forest products when the currencies and measures changed into the British system. This cancerous exploitation by civil society forced them to search for education. Kochupillai the teacher leads them into the light of letters. The dream of a government job, migration into the city, love-marriages all follow. Christian proselytisations also occur, creating a hybid of New Christians- always prefixed by the term arayan. Kocharethi takes place at the fag end of this phase, in the early half of the twentieth century. It encloses a space of transition from the colonial to the post colonial within the imagined boundaries of the nation state. Thus, situated in a later milieu of Indian history, Kocharethi in a way addresses the questions of acculturation and education of the subaltern, in short of the subalterns translation as appropriation. Education as a necessary ploy for moulding homogenous identities came packaged with the label promising equality and liberty. But the subaltern aspires for education in order to be liberated from the land and its woes. Kocharethi is filled with the new subaltern dream of a government job. Narayan makes a feeble attempt to parody this process of modernizing the tribal. But the novel fails in demarcating a political position opposing colonial modernity (Pillai par13). Kocharethi reveals the slow acculturation of the native into the economy, culture and politics of the nation state. The native in Kocharethi falls prey to the project of colonial modernity, which the new Indian state sets out to continue in order to prove its capability to self-rule. Kocharethi depicts the plight of the native subaltern caught in the regulative politics of the infallible nation state, and betrayed by the promise of the participatory citizenship, struggling to find voice amidst the homogenized Babel of nationalist discourses. State hegemony, nationalist ideology, dominant language and cultural interpellation all collude to construct the native of Kocharethi as a passive subject (Pillai par16). Kocharethi embraces and enhances the task of colonial modernity to instill middle class values and bourgeois virtues into the gendered nationalsubaltern subject. The new woman, conscious of her identity, is at the same time out of her roots. As Parvathy, the educated subaltern migrates to the city, the narrative, in an allegorical twist leaves Kochuraman and Kunjipennu stranded in a government hospital, at the mercy of state welfare aids. Thus one sees the articulation of gender being translated into a different idiom by the interventions of the modern state. Narayan assumes a nationalist identity by which he sees education of subaltern women as necessary but not at the cost of losing the essence of their femininity and culture. The women of Kocharethi have no role in the struggle for independence. As Parvathy inhabits the secure space of her home, Madhavan and his comrades go out into the public domain to free the nation, thus lending their subaltern identities to structure the hege mony of a patriarchal nationalist culture. Meena T. Pillai points out that a close reading of Kocharethi reveals the nuances through which gender and ethic relations become inextricably linked to the formation of the Indian state(par 22). The novel provides a framework to picture the formation of India as a sovereign, socialist, democratic, republic, where native and gender identities are subsumed and tokenized to strengthen the unifying logic of the nation. Language is a fundamental site of struggle in subaltern discourses resisting translation, because colonization begins in language. The evident pull towards colonial modernity and nationalist themes in Kocharethi is found in its language too, which is very near to standard Malayalam, the disjunctions being minimal. There is no attempt to capture the linguistic and cultural ethos of the language of the Malayaraya tribe (Pillai par 23). The subaltern community in Kocharethi, having lost its language, having been translated and co-opted into the dominant discourse, has also lost the power to name. Parvathi, Madhavan, Narayanan all names of upper caste Hindu gods, speak of the silencing a culture. A community devoid of its language is a community devoid of dignity. Kocharethi is a giving in, a passive surrender to the larger history of the nation state(Pillai par 26). In postcolonial parlance to have a history is to have a legitimate existence but the text denies itself in this legitimacy of being, in Kocharethi the subaltern is deftly muted by the dominant discourse. The discourse of the colonial modernity and the nation state that one finds in Kocharethi co-opts the native and re-fashions him/her according to the norms of the dominant culture. Subaltern translations of the lingo of the nation and nationalism thus become acts of cultural displacement. Claiming the nation in the language also means being claimed by the nation. no one knows the forest like we do, the forest is mother to us, more than a mother because she never abandons us (Bhaskaran 5). The Life Story of C.K. Janu, is an oral life history, transmitted through a mediator, and illustrates the efforts of the non-literate or non-literary to tell her story. This text provides an opportunity to explore how a woman views herself and how her self-perceptions have in turn affected the choices she has made in her life. Janu, is a tribal activist who wages bitter struggles against the government for the land rights of tribal groups. She received no formal education but became actively involved in the literacy campaign in Kerala and learned to read and write, proving herself to be a natural leader. Her work focuses on the promotion and defense of human rights, peace activism, and the demands of the landless tribal people of Kerala. She was part of the three-member delegation from India on a European tour organized by the Global Action Group, and the lone representative from India at conference in Geneva organized by the United Nations in (1999), as well as an active participant in the second Global Action Group conference held at Bangalore in 2000. By sharing her own vision of survival and ideas on the strategies to achieve positive development, she is serving as a voice for her community which has been silenced for centuries. In her autobiographical narration, Janu gives a passionate account of her struggle to get back the lands of which they were dispossessed. Without any means of earning a proper livelihood, her people fear that they risk losing their identity also. The forest meant everything to the tribal groups. Janu speaks of her childhood and her life in the forest, then as a maid in a teachers home .Her involvement with the literacy programme and other social activities lead to her political awakening. She became a worker for the communist party, but was soon disillusioned by the partys hidden agendas and attitude towards her community. She is well aware of the fact that forest flower beetles cannot argue with city microphones that make great noise, but she will fight unto death for the restoration of the rights of her people. Her narration is an eloquent testimonial to her convictions and courage in mobilizing a protest against the government to restore the alienated land to the tribal people, enabling them to regain their sense of identity. The first part of the book deals more with her inner world and conjures before us a holistic world view where nature and human commingle. The sights of the forest like, the hills catching fire, rains falling like a woman with her hair -shorn, the wild water all blood-red gushing angrily(2), the depth and beauty of darkness and moonlight, flowers blossoming are all enthralling. But the sights of civilzation like Vellamunda with unfamiliar pathways strange hills and little streams. and fields with strange looking ridges that did not look like ours(7) are disturbing, The forest is never quiet. Streams are always gushing, the woods mumble, winds howl, frogs croak and creatures cry. The tribal instruments chini and thudi create their own distinctive notes. But civil society has its radios, motor pumps, loudspeakers and school children to offset this harmony. The smell of virgin earth coupled with that of hunger dominates the forest. Janu remembers vividly that when her mother used to come and visit her in Vellamunda she brought the smell of our huts with her(12) The earth has different smells in different seasons(13) and gives out its scent only when worked upon. Again culture with its chemicals, church fumes, clothes and vehicles is nauseating. More than thirty different kinds of plants, crops and fruits are mentioned. Rice, kappa, chena, kachil, karappayam, mothangappayam, honey, tubers, banana are some of them.Insects, fish, crabs, snakes, elephants, pigs, all give company. The lifestyle described is always full of activity. Rest seems to be unknown. The very first paragraph itself describes around twenty different activities. Here is a single sentence describing work, only after sowing germinating tilling transplanting weeding watering standing guard reaping carrying threshing and making mounds of grain would the jenmi make his appearance(15). The sentences in the first chapter do not start with capitals. Upper cases appear only when an item from civil society is mentioned. For example:Dhotis and Shirts (5) Even the i is in the lower casea true technique indicating holism and dwarfing anthropocentrism. Commas are absent between varied items signifying that dualities are insignificant as in carrying dung to the fields digging up the soil with spades sowing pulling out the seedlings transplanting them weeding watering reaping carrying the sheaves of corn and such (1). Here language does not merely reflect reality but also actively creates it. Lives are strongly interlinked with Nature, the earth and the trees. There was no formal educational system, the forest was everythingguide, guardian and philosopher. Slowly, there came people to take the children to tribal hostels. Janus sister was one to face a similar fate. The conditions of these residential schools and hostels were terrible. They were unclean and lacked buildings, water and electricity. There were no proper toilets or bathrooms. Food and uniforms were rarities. Seeping sewage water invited diseases. The government never cared for the Adivasi children. The narration may be in a prelapsarian tongue very different from what academic establishments expect for a life narration. Such life narrations may be hard to identify with, for those who have not suffered (Menon par 16). Janus autobiographical narration, presented as an extended conversation with an editor, conveys her lack of compromise in her assertions. The shifts in tone, pauses or changes in diction reflect her refusal to erase the inevitable gaps and fissures of the actual narrative events. She is not positioned as a cultural icon, but as an ordinary individual with strong communal feelings (Menon par17). This narration, boldly resists taken for granted attitudes towards these neglected segments of the population and speak for them. Thus, through the narration an effort to locate themselves as a subject, leaving behind the object status to which cultural identities have confined them is made. This text illustrates the need for a revisionary method of reading the discourses of people regarded as marginal to the dominant literary tradition. It also prompts one to re assess the psychological simplicity attributed to marginalized groups. The autobiographical narration of Janu is not merely a retrospective summation of past events and experiences. She genuinely wishes to change the state of affairs in the community to which she belongs. Janu is also aware of her limitations in face of the power plays of a manipulative society. Her narration ends with a desire to know herself more. She wishes to position herself in a more liberated future, not only for her own individual benefit but for the welfare of her community as a whole. The story of Janu acknowledges that each aspect of reality is gendered. She often reminds the readers that within womens experiences there are variety of subject positions and voices to be heard and represented. Hers is a humble attempt to evolve a subaltern essence. It brings an anonymous collectivity to the front of the stage, with great courage, no longer assuming the role assigned to them but asserting their own right to a voice and a part in the action,which deviates from a fixed object position which is culturally intelligible, purposefully locating themselves as subjects and revolutionizing earlier autobiographical writing norms, demanding attention and respect. Development paradigms and development goals which lead to the management of natural resources without the participation and consent of the natural resource communities have to be vehemently criticised. Mainstream right / left political parties do not address the concerns of the communities facing social and market exclusions by neoliberal economic policies. Thus, a subaltern ecopolitics wakes up in its stead. The Adivasi is represented as one who is unable to speak and who is to be benevolently rehabilitated, protected, developed and slowly integrated into civil society. This representation as a people without voice silences them. Hence, if an Adivasi like Janu speaks, it cannot be her voice but someone elses from outside! Orientalist stereotyping on one had portrays them as innocent, naive, nature loving, uncorrupted by modernity and on the other hand as immoral, drunkards and wretched living beings. The Adivasi is thus an eternal other, defenselessly marginalized and unrepresentabl e. The monolithic representation of Adivasis distort their plurality and prevent the expression of their anxieties. While migrant land encroachments are natural and legitimised, the Adivasi struggle becomes unnatural and criminal. Janu is a symbol that defies conventional right/left binaries. For her, the personal indeed becomes the political. No political history of Kerala can now be written bypassing her. She disturbs us. Nature cannot be mystically revered when Dalits and Adivasis are shot dead, nor can one be slaves to revolutionary principles that hide casteist ecological implications. It is only Janus realm of Adivasi/Dalit/Green/Feminist politics that can problematize caste, tribe, gender, class and ecological parameters. She has helped redefine the concept of an Adivasi from simple, helpless, illiterate, and uncivilised into one ready to struggle for the basic rights to live. Thus, reading Kocharethi and Mother Forest within a green postcolanial framework raises a lot of vital questions regarding the plight of Keralas indigenous people in a postcolonial nation. It also indicates the moral urgency for a fruitful alliance between the two critical schools of postcolonialism and ecocriticism to envision an alternative future.

Essay example --

Major George E. Pickett was from a Virginia family that came to the Colony in 1635. George was a friendly and brave man who made the decision to attend West Point Military Academy, later graduating last with the class of 1846, but with George B. McClellan and Thomas J. Jackson. Due to George’s academic standings at his graduation, he was placed in the infantry and became an army officer, who received two brevets in the Mexican War with officers that he would later have to fight against. When the 9th U. S. Infantry was established, Pickett was soon promoted to Captain stationed within Washington Territory. He and 68 of his men went against hundreds of British troops, giving him a victory in what is known in history as â€Å"the Pig War†. After serving 15 long years in the United States army, Pickett was assigned as a brigadier general for the CSA in January 14, 1862. When the Seven Days Campaign began, he injured himself while serving with his command during the Battle of Gaines Mill. With all his hard work acknowledged upon rejoining the army, his rank went up to being Major General Geor...

Gender Roles In Childrens Literature Essay -- essays research papers

Gender Bias in Literature   Ã‚  Ã‚  Ã‚  Ã‚  I have thought about many different ways to organize this paper and have come to the conclusion that the best way to approach the topic is on a book-by-book basis. My perceptions of the gender biases in these books vary greatly and I did not want to begin altering my views on each so that they would fit into certain contrived connections. What interests me most in these stories is how the authors utilize certain character’s within their given environment. Their instincts and reactions are a wonderful window into how the authors perceive these â€Å"people† would interact with their surroundings and often are either rewarded or punished by the author through consequences in the plot for their responses. Through this means we can see how the authors expect their characters to behave in relation to their post in the world. We must be very careful as readers to judge these biases based only on evidence within the text and not invent them from our own psy che due to the individual world we know.   Ã‚  Ã‚  Ã‚  Ã‚  In Louis Sachar’s award winning book Holes, we see gender biases in many characters. The first and most obvious bias in this book can be found in the way Sachar’s characters address Mr. Pendanski, one of the staff members at Camp Green Lake. Many of the boys refer to him sarcastically as â€Å"mom†, and it is not because of his loving nature. Mr. Pendanski is neurotic about things the boys consider trivial and he has a tendency to nag them. Because Mr. Pendanski is portrayed as the antithesis of Mr. Sir, who simply drips testosterone, others view him as a female for his weakness. The fact that Sachar allows his characters to equate weakness with femininity, or more accurately motherhood, shows a certain bias towards the supposed strength that innately accompanies masculinity. This attitude is only furthered by the fact that the rest of the book as almost totally devoid of female characters other than the witch-like caricature presented to us i n the form of the warden. She comes complete with a vicious disposition and poisonous fingernails.   Ã‚  Ã‚  Ã‚  Ã‚  The most interesting part of this bias is that the boys chose to name Mr. Pendanski â€Å"mom† in light of their own personal family histories. I think it can safely be assumed that not many of these boys had a functional relationsh... ...d allows future generations to go on clinging to the same stilted social values we fault now. Each author presents to us an image of the world and then displays the principles they hold dear by controlling their characters within it. It is by analyzing these images and principles that we will be fully able to understand the views present around us and thereby form a more educated one of our own. Ernst wrote, â€Å"†¦changes in children’s books often come long after they have been seen in reality† (76). We as teachers have a responsibility to dialogue these notions with our students so that they will have the insight to write about it in the future. Bibliography  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bloor, Edward. Tangerine. New York: Scholastic Inc., 1997.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Coman, Carolyn. What Jamie Saw. New York: Puffin Books, 1995.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Creech, Sharon. Walk Two Moons. New York: Harper Trophy, 1994.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ernst, Shirley B. â€Å"Gender Issues in Books for Children and Young Adults.† Battling Dragons. Portsmouth, NH: Heinemann, 1995.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Sachar, Louis. Holes. New York: Frances Foster Books, 1998.

Deceptive Females of Homers Odyssey Essay -- Homer, Odyssey Essays

The Deceptive Females of Homer's Odyssey      Ã‚   Homer's Odyssey is probably the most famous and well-known epic of all time. This tale relates the adventures of the archetypal hero, Odysseus. Odysseus' long journey home takes him to many different places where he encounters many different monsters and creatures, but there are certain recurrent elements throughout. The most common themes in the Odyssey are forgetfulness, willingness to risk pain for pleasure, and sexual temptation.    When comparing the Sirens episode with Odysseus' other adventures, one can observe an emergence and repetition of these themes. The most obvious comparison that can be drawn between the Sirens episode and most other adventures is the theme of forgetfulness. The same idea is repeated in Odysseus' adventures with Calypso, Circe, and, most importantly, the Lotus-eaters. The Sirens are all knowing, beautiful creatures that attract men with their songs about the world, but those who give in and stop to listen can never leave. Fortunately, the Sirens are unable to draw Odysseus in because he has been forewarned by Circe and knows how to resist. "but melt wax of honey and with it stop your companions' ears, so none can listen." (12.47-48) Once he hears their song, he forgets about his homeland and wants to be set free so that he can listen to their song. "fastened me with even more lashings and squeezed me tighter." (12.196) Without... ..., Audiences, and Narrators in the Odyssey, Ann Arbor 1995. Felson-Rubin, Nancy.   Regarding Penelope: From Courtship to Poetics, Princeton 1994. Foley,   Helene "Penelope as Moral Agent," in Beth Cohen, ed., The Distaff Side, Oxford 1995., pp. 93-115. Graham,   A. J.   "The Odyssey, History, and Women,"   Princeton 1992 Griffin, Jasper. Homer on Life and Death, Clarendon Press. 1980. Homer.   Odyssey trans E V Rieu, Penguin Books. 1950. Katz, Marilyn Arthur.   Penelope's Renown: Meaning and Indeterminacy in the Odyssey, Princeton 1991. Lefkowitz,   Mary.   "Seduction and Rape in Greek Myth," 17-37. Schein,   Seth. "Female Representations and Interpreting the Odyssey," by pp. 17-27.   

Income, Poverty, and Health Care Essay

The objective for this paper is to explain what I have learned from our class discussion and our readings of Chapter 30 of our text, Economics Today. It will show my personal understanding of this week’s objectives through explaining what I have learned by analyzing the impacts of government regulation of the economy, including the rationalization for and history of regulation, degrees of success, and future consequences if regulation does or does not occur while applying economic concepts to explain income distribution, and its connection lifestyle choices and opportunities. In this week’s assignment, to relate them to my life experiences, I have selected two articles relating to this topic, Income, Poverty, and Health Care, and I will be explaining why we are to review what has been happening lately, and why it is happening? The first article that I have chosen relates to the same topic as our class discussion, healthcare. I chose this because it is highly relatable to not just a small group of individuals, but every American citizen in the United States. Obamacare, or Affordable Care Act, will take effect on October 1, 2013, and it is viewed as â€Å"when poor and middle-class Americans will begin signing up for the health care law’s new benefits. † (Young, J. (1-19-13)) To make sure that everyone signs up for this new healthcare program, they have created â€Å"Enroll America, an umbrella organization of nonprofits and health care industry organizations, that will carry out a major national public education campaign with paid advertising, online outreach, community activities and coordination. (Young, J. (1-19-13)) The major problem that most will have a hard time swallowing is the fines that you will receive, either as an individual, or as an employer. Government Health Insurance Mandates – If an individual does not have insurance they will be required to pay a fine of up to â€Å"$750 per year or up to $2,250 per year for a family that is uninsured. Firms with more than 50 employees will receive a fine of $750 for every employee that obtains federal subsidies for coverage. † (Graham, J. & Kaye, D. (2006) Pg. 79) One issue that most people would not even think about concerning the new healthcare laws is that it is going to affect out budgets a great deal more than we first thought. I know that I was shocked to learn that our family pets’ routine visits to the veterinarian office will also come with a higher price tag due to the new healthcare law. While they said this is unintended, the fact that â€Å"medical equipment and supplies will be going up in cost, that extra expense will have to passed on to the customers. (CBSMiami (3-11-13)) Most would wonder how this would affect their office visit for their furry family members. Well, â€Å"it’s part of a new 2. 3-percent federal excise tax on certain medical devices that just went into effect. The tax will help fund the Patient Protection and Affordable Care Act, intended for people, not pets. † (CBSMiami (3-11-13)) We know that the manufacturers will have to pay this tax, which will in turn cause their costs to produce these products, to rise. They will have no choice but to have to transfer these costs onto the consumers. This affects our vet visits because some of the products that were meant for humans also are used in our vet’s office, such as â€Å"IV pumps, sterile scalpels and anesthesia equipment. † (CBSMiami (3-11-13)) This week’s topic relates to one that I had discussed not too long ago in my Macroeconomics class. Since we are to be charged an additional tax to cover this new law in healthcare, I thought it would be appropriate to bring up the following information. The hoped for results of taxation and government spending as implied by the fiscal policy, is to help keep our economy out of a recession, or even worse, a depression. Depending on how fiscal policy is used in different situations, it will affect different people, and is not always helpful to the whole economy. The economy needs to be closely monitored and adjusted on a constant basis based on what is currently, or what is expected in the future of the economy. In times of high inflation, the government will increase the taxation rate to help build up the economy and keep the inflation rate down. Fiscal policy has the right to increase or decrease government spending which can raise or lower the overall economy monies in circulation. With this being said, it makes it clearer as to why we are taxed higher as the government increases its public spending. It may not seem understandable to the general population because most are not in agreeance with this new healthcare law. Many believe the increase in taxes will not cover the costs that are going to be associated with the healthcare mandate, which will in turn cause the federal and individual states to also raise their taxes or reduce their healthcare costs in order to balance out the increased funding needed to support these new laws. (Graham, J. Kaye, D. (2006) Pg. 681) I must say that after digging deeper into this subject, I am more appalled at the fact that this new â€Å"healthcare reform act† may potentially damage our society instead of help it. In the current state of our economy, which is shaky to say the least, does our government really think this will help us? I for one am not too sure. I do not want to get slapped with a fine because I choose not to purchase healthcare, but taking on an extra payment, when our pocketbooks are already stretched past their limits, is just as equally disconcerting.

Generation Gap Essay

Life styles, rapid changes in Science and Technology has transformed our outlook towards life, increasing the divide, much more than it has ever happened in the past. The divide has always been there but never before has it been so wide. Life style changes with the passage of time and with a changing life style, attitudes and values also undergo a transformation. No two generations have shared the same views and options. However, there has never been a greater divide between two generations than in modern times. With rapid changes in science and technology, the exposure, which today’s teenager is getting, is enormous. Value systems have gradually degenerated and the youth is assimilating a new culture. The result is confused parents who are unable to reconcile with the views of their children. There is a great divide between the perception of both, the young people and the adults. One finds that both are unable to communicate with each other, quite often. One of the reasons could be that neither knows what the other is interested in though they may be living under the same roof. This gap results in direct confrontation between the young and the old. This is a universal truth which is applicable to all times be it the past or future. Shakespeare King Lear beautifully depicts this confrontation between the young and the old. King Lear represents the older generation and the younger generation is represented by his daughters. Generation gap is not only reflected in the choice of dresses but also in music, opinions and other behavior patterns. The younger generation which has acquired a different set of values rebels against the older generation as they wish to impose their own value system on them. They resist this forceful intrusion as they are unable to reconcile with the thought of accepting what they think has become outdated. The parent’s displeasure is obviously natural as it is a defiance of their authority and the right way to lead one’s life. Parents fail to realize that the wheel of change irreversible and those, who do not move with it, tend to become disillusion aggravating conflict. The kids are moving much faster on the technologic track, as well as in daily life, than the parents. Children, today, are capable using complicated gadgets and this phenomenon of superior knowledge children as compared to adults has never happened as much as now in 13 societies. The conflict arises when adults stick to their old ways and refuse accept any change while the world rapidly moves ahead. In short, Generation Gap is nothing but the resistance in adults to adapt| change – They forget that the only thing constant in life is ‘change’. The realization requires a lot of patience and understanding of change perceptions. The adults need to look back, introspect and think also the differences they had with their parents. No doubt, memory is she lived and one tends to forget the past which they are fond of referring to ‘Good old days’, where they as children were obedient, respectful

“Art for Heart’s Sake” by Reuben Lucius Essay

â€Å"Art for Heart’s Sake† is a short story written by Reuben Lucius â€Å"Rube† Goldberg, an American cartoonist, sculptor, author, engineer, and inventor, who lived between 1883 and 1970. He is best known as a cartoonist and a founding member of America’s National Cartoonists Society. Collins P. Ellsworth is a wealthy 76-year-old businessman who is being treated for a form of compulsive buying disorder, otherwise known as oniomania: His uncontrollable buying habits—he can hardly suppress the urge to purchase businesses and property such as grocery stores and railroads—have precipitated a host of mental and physical problems. Dr. Caswell, his doctor, convinces him to try art therapy sessions with Frank Swain, a young art student. As the treatment progresses, Ellsworth turns his interest to painting and to the operations of art galleries. He then paints an amateurish picture, which he exhibits at the Lathrop Gallery. A letter soon arrives, revealing that the First Prize of the Lathrop Show has been awarded to none other than Ellsworth; it turns out that the old businessman has recently purchased the Lathrop Gallery. Written in a combination of third-person narrative and direct speech, the story brings Ellsworth and his experiment with art therapy into focus, reaching its climax when the old man, almost improbably, decides to exhibit his third-rate painting at the Lathrop Gallery (â€Å"He was going to exhibit it . . . !†). The story may be divided into five sections, each of which recounts a different stage of Ellsworth’s progress: from his background as a compulsive property buyer, to Dr. Caswell’s treatment suggestion, to the art therapy sessions with Frank Swain, to the Lathrop exhibition, and finally, to the startling revelation of Ellsworth’s purchase of the gallery. [Possible section titles: Enter a Cranky Property Addict, Cajoled into Rehab, Art is Medicine, Practice Doesn’t Always Make Perfect, A Relapse.] The story is told in a humorous and, to an extent, ironic tone. We would be hard-pressed to deny the situational humor of a snappy and petulant, albeit very wealthy, 76-year-old in a hospital-like establishment. The epithets â€Å"a loud, raucous splash on the wall† and â€Å"a god-awful smudge,† along with the metaphor â€Å"gob of salad dressing,† are teasingly said in reference to Ellsworth’s weak painting skills. His personified dislike of the pineapple juice prescribed by Dr. Caswell (â€Å". . . old pineapple juice comes back.†) is likewise worth a smile. By using zeugma (â€Å"All his purchases of recent years had to be liquidated at a great sacrifice both to his health and his pocketbook.†), Goldberg forges a link of irony between Ellsworth’s health and his money: the more money the old man spends on compulsive property purchases, the more his condition deteriorates. The ultimate irony, however, is that a treatment designed to alleviate Ellsworth’s oniomania serves only to aggravate it. The character of Collins P. Ellsworth is portrayed, mostly indirectly, as crabby, materialistic, and petulant. From the very first lines, we can hear him retorting with the informal nope and brandishing dated colloquial pejoratives (e.g., bosh, rot, poppycock). The simile â€Å"like a child playing with his picture book† brings out Ellsworth’s childishness, while his impatience is highlighted by his frequent use of the interjection umph. Vain and impatient, he â€Å"snaps† and â€Å"grunts with satisfaction† at his feeble attempts at painting. His belief that money—as opposed to talent—can buy one anything may not be the best philosophy to live by, for it is money and his uncontrollable urges to spend it that have undermined Ellsworth’s health. Dr. Caswell is driven by professionalism (â€Å". . . with his usual professional calm . . .†), logic (â€Å"He had done some constructive thinking . . . .†), and compassion, alway s acting with Ellsworth’s best interests at heart. The fact that he recommends Frank Swain as tutor to the often intolerable Ellsworth, thereby helping Swain pay his tuition, also speaks positively of Dr. Caswell. Frank Swain is similarly patient and attentive, which is evident, for example, when he brings the grumpy old man watercolors and oils, or when he politely (â€Å"Not bad, sir.†) comments on Ellsworth’s risible picture, although there is no certain way of establishing whether the remark was or was not used somewhat sarcastically. The character of Koppel, the male nurse, does nothing but fetch pineapple juice and therefore plays only a subsidiary role in the story—perhaps that of helping fuel Ellsworth’s grumpiness and of functioning as a sort of human prop in the final â€Å"surprise† scene of the story. As noted above, apart from largely neural vocabulary, the story features a number of dated informal words (as above, e.g., bosh, rot, poppycock), phrases (by gum), and colloquialisms (kinda), which all serve the purpose of portraying Ellsworth as an old, grumpy, and childish man. Vocabulary pertaining to painting—such as water-colors, oils, picture book, gallery, exhibit, and numerous others—helps establish the setting and reinforces the image of Ellsworth as a grown-up baby â€Å"[fooling] around with chalk and crayons.† At the syntactic level, brisk, simple sentences account for the majority of the sentences found in the story. If not too simple, the syntax, on the whole, is rather uncomplicated, with a significant number of elliptical (â€Å"Not bad.† â€Å"Fine.†) and exclamatory (â€Å"Nope!† â€Å"Bosh!† â€Å"Umph!†) sentences. Such sentences, in conjunction with the straightforward syntax, strengthen the impression of Ellsworth’s awkwardness. Through repetition (â€Å"See, see . . .†) and aposiopesis (â€Å"But, but—well, now . . . .†), Goldberg imitates the way many people would react in moments of overwhelming surprise. This story is interesting in that it portrays a complex man—old, rich, petulant like a child, and in a precarious state of mental and physical health. As we watch his ostensible passion for art develop, we may find ourselves inspired by his progress and, not infrequently, even amused by his caustic remarks. But when we learn about his regression at the end of the story, we are bound for disappointment—we begin to view Ellsworth as a childish and materialistic person not worthy of our sympathy. Is he such a man? That is precisely why this story is so interesting: While humorous and ironic on the surface, it poses the deep question of whether Ellsworth is really in control of himself when he decides to purchase the Lathrop Gallery, or whether he is a victim of a mentall illness none of us would ever wish on our worst enemies. Should we be amused at his regression, or should we pity him?

A Dirty Job Chapter 2

2 A FINE EDGE There's a fine edge to new grief, it severs nerves, disconnects reality – there's mercy in a sharp blade. Only with time, as the edge wears, does the real ache begin. So Charlie was barely even aware of his own shrieks in Rachel's hospital room, of being sedated, of the filmy electric hysteria that netted everything he did for that first day. After that, it was a memory out of a sleepwalk, scenes filmed from a zombie's eye socket, as he ambled undead through explanations, accusations, preparations, and ceremony. â€Å"It's called a cerebral thromboembolism,† the doctor had said. â€Å"A blood clot forms in the legs or pelvis during labor, then moves to the brain, cutting off the blood supply. It's very rare, but it happens. There was nothing we could do. Even if the crash team had been able to revive her, she'd have had massive brain damage. There was no pain. She probably just felt sleepy and passed.† Charlie whispered to keep from screaming, â€Å"The man in mint green! He did something to her. He injected her with something. He was there and he knew that she was dying. I saw him when I brought her CD back.† They showed him the security tapes – the nurse, the doctor, the hospital's administrators and lawyers – they all watched the black-and-white images of him leaving Rachel's room, of the empty hallway, of his returning to her room. No tall black man dressed in mint green. They didn't even find the CD. Sleep deprivation, they said. Hallucination brought on by exhaustion. Trauma. They gave him drugs to sleep, drugs for anxiety, drugs for depression, and they sent him home with his baby daughter. Charlie's older sister, Jane, held baby Sophie as they spoke over Rachel and buried her on the second day. He didn't remember picking out a casket or making arrangements. It was more of the somnambulant dream: his in-laws moving to and fro in black, like tottering specters, spouting the inadequate clichs of condolence: We're so sorry. She was so young. What a tragedy. If there's anything we can do†¦ Rachel's father and mother held him, their heads pressed together in the apex of a tripod. The slate floor in the funeral-home foyer spotted with their tears. Every time Charlie felt the shoulders of the older man heave with a sob, he felt his own heart break again. Saul took Charlie's face in his hands and said, â€Å"You can't imagine, because I can't imagine.† But Charlie could imagine, because he was a Beta Male, and imagination was his curse; and he could imagine because he had lost Rachel and now he had a daughter, that tiny stranger sleeping in his sister's arms. He could imagine the man in mint green taking her. Charlie looked at the tear-spotted floor and said, â€Å"That's why most funeral homes are carpeted. Someone could slip.† â€Å"Poor boy,† said Rachel's mother. â€Å"We'll sit shivah with you, of course.† Charlie made his way across the room to his sister, Jane, who wore a man's double-breasted suit in charcoal pinstripe gabardine, that along with her severe eighties pop-star hairstyle and the infant in the pink blanket that she held, made her appear not so much androgynous as confused. Charlie thought the suit actually looked better on her than it did on him, but she should have asked him for permission to wear it nonetheless. â€Å"I can't do this,† he said. He let himself fall forward until the receded peninsula of dark hair touched her gelled Flock of Seagulls platinum flip. It seemed like the best posture for sharing grief, this forehead lean, and it reminded him of standing drunkenly at a urinal and falling forward until his head hit the wall. Despair. â€Å"You're doing fine,† Jane said. â€Å"Nobody's good at this.† â€Å"What the fuck's a shivah?† â€Å"I think it's that Hindu god with all the arms.† â€Å"That can't be right. The Goldsteins are going to sit on it with me.† â€Å"Didn't Rachel teach you anything about being Jewish?† â€Å"I wasn't paying attention. I thought we had time.† Jane adjusted baby Sophie into a half-back, one-armed carry and put her free hand on the back of Charlie's neck. â€Å"You'll be okay, kid.† Seven,† said Mrs. Goldstein. â€Å"Shivah means ‘seven.' We used to sit for seven days, grieving for the dead, praying. That's Orthodox, now most people just sit for three.† They sat shivah in Charlie and Rachel's apartment that overlooked the cable-car line at the corner of Mason and Vallejo Streets. The building was a four-story brick Edwardian (architecturally, not quite the grand courtesan couture of the Victorians, but enough tarty trim and trash to toss off a sailor down a side street) built after the earthquake and fire of 1906 had leveled the whole area of what was now North Beach, Russian Hill, and Chinatown. Charlie and Jane had inherited the building, along with the thrift shop that occupied the ground floor, when their father died four years before. Charlie got the business, the large, double apartment they'd grown up in, and the upkeep on the old building, while Jane got half the rental income and one of the apartments on the top floor with a Bay Bridge view. At the instruction of Mrs. Goldstein, all the mirrors in the house were draped with black fabric and a large candle was placed on the coffee table in the center of the living room. They were supposed to sit on low benches or cushions, neither of which Charlie had in the house, so, for the first time since Rachel's death, he went downstairs into the thrift shop looking for something they could use. The back stairs descended from a pantry behind the kitchen into the stockroom, where Charlie kept his office among boxes of merchandise waiting to be sorted, priced, and placed in the store. The shop was dark except for the light that filtered in the front window from the streetlights out on Mason Street. Charlie stood there at the foot of the stairs, his hand on the light switch, just staring. Amid the shelves of knickknacks and books, the piles of old radios, the racks of clothes, all of them dark, just lumpy shapes in the dark, he could see objects glowing a dull red, nearly pulsing, like beating hearts. A sweater in the racks, a porcelain figure of a frog in a curio case, out by the front window an old Coca-Cola tray, a pair of shoes – all glowing red. Charlie flipped the switch, fluorescent tubes fired to life across the ceiling, flickering at first, and the shop lit up. The red glow disappeared. â€Å"Okaaaaaaay,† he said to himself, calmly, like everything was just fine now. He flipped off the lights. Glowing red stuff. On the counter, close to where he stood, there was a brass business-card holder cast in the shape of a whooping crane, glowing dull red. He took a second to study it, just to make sure there wasn't some red light source from outside refracting around the room and making him uneasy for no reason. He stepped into the dark shop, took a closer look, got an angle on the brass cranes. Nope, the brass was definitely pulsing red. He turned and ran back up the steps as fast as he could. He nearly ran over Jane, who stood in the kitchen, rocking Sophie gently in her arms, talking baby talk under her breath. â€Å"What?† Jane said. â€Å"I know you have some big cushions down in the shop somewhere.† â€Å"I can't,† Charlie said. â€Å"I'm on drugs.† He backed against the refrigerator, like he was holding it hostage. â€Å"I'll go get them. Here, hold the baby.† â€Å"I can't, I'm on drugs. I'm hallucinating.† Jane cradled the baby in the crook of her right arm and put a free arm around her younger brother. â€Å"Charlie, you are on antidepressants and antianxiety drugs, not acid. Look around this apartment, there's not a person here that's not on something.† Charlie looked through the kitchen pass-through: women in black, most of them middle-aged or older, shaking their heads, men looking stoic, standing around the perimeter of the living room, each holding a stout tumbler of liquor and staring into space. â€Å"See, they're all fucked up.† â€Å"What about Mom?† Charlie nodded to their mother, who stood out among the other gray-haired women in black because she was draped in silver Navaho jewelry and was so darkly tanned that she appeared to be melting into her old-fashioned when she took a sip. â€Å"Especially Mom,† Jane said. â€Å"I'll go look for something to sit shivah on. I don't know why you can't just use the couches. Now take your daughter.† â€Å"I can't. I can't be trusted with her.† â€Å"Take her, bitch!† Jane barked in Charlie's ear – sort of a whisper bark. It had long ago been determined who was the Alpha Male between them and it was not Charlie. She handed off the baby and cut to the stairs. â€Å"Jane,† Charlie called after her. â€Å"Look around before you turn on the lights. See if you see anything weird, okay?† â€Å"Right. Weird.† She left him standing there in the kitchen, studying his daughter, thinking that her head might be a little oblong, but despite that, she looked a little like Rachel. â€Å"Your mommy loved Aunt Jane,† he said. â€Å"They used to gang up on me in Risk – and Monopoly – and arguments – and cooking.† He slid down the fridge door, sat splayed-legged on the floor, and buried his face in Sophie's blanket. In the dark, Jane barked her shin on a wooden box full of old telephones. â€Å"Well, this is just stupid,† she said to herself, and flipped on the lights. Nothing weird. Then, because Charlie was many things, but one of them was not crazy, she turned off the lights again, just to be sure that she hadn't missed something. â€Å"Right. Weird.† There was nothing weird about the store except that she was standing there in the dark rubbing her shin. But then, right before she turned on the light again, she saw someone peering in the front window, making a cup around his eyes to see through the reflection of the streetlights. A homeless guy or drunken tourist, she thought. She moved through the dark shop, between columns of comic books stacked on the floor, to a spot behind a rack of jackets where she could get a clear view of the window, which was filled with cheap cameras, vases, belt buckles, and all manner of objects that Charlie had judged worthy of interest, but obviously not worthy of a smash-and-grab. The guy looked tall, and not homeless, nicely dressed, but all in a single light color, she thought it might be yellow, but it was hard to tell under the streetlights. Could be light green. â€Å"We're closed,† Jane said, loud enough to be heard through the glass. The man outside peered around the shop, but couldn't spot her. He stepped back from the window and she could see that he was, indeed, tall. Very tall. The streetlight caught the line of his cheek as he turned. He was also very thin and very black. â€Å"I was looking for the owner,† the tall man said. â€Å"I have something I need to show him.† â€Å"There's been a death in the family,† Jane said. â€Å"We'll be closed for the week. Can you come back in a week?† The tall man nodded, looking up and down the street as he did. He rocked on one foot like he was about to bolt, but kept stopping himself, like a sprinter straining against the starting blocks. Jane didn't move. There were always people out on the street, and it wasn't even late yet, but this guy was too anxious for the situation. â€Å"Look, if you need to get something appraised – â€Å" â€Å"No,† he cut her off. â€Å"No. Just tell him she's, no – tell him to look for a package in the mail. I'm not sure when.† Jane smiled to herself. This guy had something – a brooch, a coin, a book – something that he thought was worth some money, maybe something he'd found in his grandmother's closet. She'd seen it a dozen times. They acted like they've found the lost city of Eldorado – they'd come in with it tucked in their coats, or wrapped in a thousand layers of tissue paper and tape. (The more tape, generally, the more worthless the item would turn out to be – there was an equation there somewhere.) Nine times out of ten it was crap. She'd watched her father try to finesse their ego and gently lower the owners into disappointment, convince them that the sentimental value made it priceless, and that he, a lowly secondhand-store owner, couldn't presume to put a value on it. Charlie, on the other hand, would just tell them that he didn't know about brooches, or coins, or whatever they had and let someone else bear the bad news. â€Å"Okay, I'll tell him,† Jane said from her cover behind the coats. With that, the tall man was away, taking great praying-mantis strides up the street and out of view. Jane shrugged, went back and turned on the lights, then proceeded to search for cushions among the piles. It was a big store, taking up nearly the whole bottom floor of the building, and not particularly well organized, as each system that Charlie adopted seemed to collapse after a few weeks under its own weight, and the result was not so much a patchwork of organizational systems, but a garden of mismatched piles. Lily, the maroon-haired Goth girl who worked for Charlie three afternoons a week, said that the fact that they ever found anything at all was proof of the chaos theory at work, then she would walk away muttering and go out in the alley to smoke clove cigarettes and stare into the Abyss. (Although Charlie noted that the Abyss looked an awful lot like a Dumpster.) It took Jane ten minutes to navigate the aisles and find three cushions that looked wide enough and thick enough that they might work for sitting shivah, and when she returned to Charlie's apartment she found her brother curled into the fetal position around baby Sophie, asleep on the kitchen floor. The other mourners had completely forgotten about him. â€Å"Hey, doofus.† She nudged his shoulder with her toe and he rolled onto his back, the baby still in his arms. â€Å"These okay?† â€Å"Did you see anything glowing?† Jane dropped the stack of cushions on the floor. â€Å"What?† â€Å"Glowing red. Did you see things in the shop glowing, like pulsating red?† â€Å"No. Did you?† â€Å"Kind of.† â€Å"Give 'em up.† â€Å"What?† â€Å"The drugs. Hand them over. They're obviously much better than you led me to believe.† â€Å"But you said they were just antianxiety.† â€Å"Give up the drugs. I'll watch the kid while you shivah.† â€Å"You can't watch my daughter if you're on drugs.† â€Å"Fine. Surrender the crumb snatcher and go sit.† Charlie handed the baby up to Jane. â€Å"You have to keep Mom out of the way, too.† â€Å"Oh no, not without drugs.† â€Å"They're in the medicine cabinet in the master bath. Bottom shelf.† He was sitting on the floor now, rubbing his forehead as if to stretch the skin out over his pain. She kneed him in the shoulder. â€Å"Hey, kid, I'm sorry, you know that, right? Goes without saying, right?† â€Å"Yeah.† A weak smile. She held the baby up by her face, then looked down in adoration, Mother of Jesus style. â€Å"What do you think? I should get one of these, huh?† â€Å"You can borrow mine whenever you need to.† â€Å"Nah, I should get my own. I already feel bad about borrowing your wife.† â€Å"Jane!† â€Å"Kidding! Jeez. You're such a wuss sometimes. Go sit shivah. Go. Go. Go.† Charlie gathered the cushions and went to the living room to grieve with his in-laws, nervous because the only prayer he knew was â€Å"Now I Lay Me Down to Sleep,† and he wasn't sure that was going to cut it for three full days. Jane forgot to mention the tall guy from the shop.

Stylistic analysis Essay Example | Topics and Well Written Essays - 1000 words

Stylistic analysis - Essay Example Non-academic readers can be any person with reading skills. Academic readers can also read non-academic writings. Readers expect different things from academic and non-academic writings, but depending on the writing, can read both genres. The second difference between academic and non-academic writing is structure. Academic writings are structured according to whichever academic style the writer applies. APA is used for medical, psychology, and other related fields, which include a strict guideline for borders, page numbers, and referencing. MLA is used for literature related academic papers. Finally, Harvard referencing is used in England and Australia. Strict structure is a must for academic writing. Non-fiction writing is loosely structured, depending upon the writing. For example, fiction novels can switch between past, present, and future without clear structure. The only real structure that non-academic writers use is the paragraph, sentences, and punctuation. This structure does not even have to be grammatically correct for non-academic writing. The difference between the two types of writings is black and white. Academic writings have a distinct style. The language must be formal, without the use of you, I, or any first person references, unless quoting a source. The academic style is intellectual, structured, and formal. Referencing and in-text citation is part of a good academic papers style. Non-academic writings are not formal. Spelling mistakes, jargon, and first person can be used. Referencing is not used in non-academic writings. The style of a non-academic paper can range from a kindergarten students first sentences to J.K. Rowlings Harry Potter. The style can be flexible, whereas in academic writing is inflexible. Readership, structure, and style are different in academic and non-academic writing. These three things define both writings as academic or

Why was there a Second World War so Soon After the First Essay

Why was there a Second World War so Soon After the First - Essay Example From this study it is clear that from a realist perspective, it is in the normal aspectual realm to assume that because France was so depleted economically and politically, the feeling was one of a sense of hopelessness throughout that country.   Therein lies the reasoning by France to demand some form of compensation from Germany in order to regroup and rebuild her lands.   The compromises that France wished Germany to make were beyond rationalization, from the Germans perspective of the political issues.   The supposed peace ‘The Treaty of Versailles’ was implied to have brought did nothing more than incite rage and fuel the flames of retaliation from the Germans.  This paper outlines that there never really was a period of substantial rest between these historic wars.   What did appear to be present, in the literary sense, was a prevalence of disdain and lack of trust from the Germans, in relation to France and her harsh implications. This lack of stability affected the whole European continent.   These are some of the literary points that will be researched and theorized in this paper.   It will look into the vast reasons why there was a part II of the first World War and what was the main factors leading to it.   Three perspectives will be attempted to be intertwined into this literary work which are the: realistic, liberal, and Marxist theorizations that will give the causes as to how, why and what lead to the provocation of the Second World War.... d into this literary work which are the: realistic, liberal, and Marxist theorizations that will give the causes as to how, why and what lead to the provocation of the Second World War. If the First World War was "the war to end all wars" why was there a Second World War so soon after the First It was in 1946 that two main political speaker's theorizations on the cause of WWII were openly acknowledged. Stalin and Churchill both had ideas into the causation of the Second World War, both holding similarities and differences at the same time. Perhaps this was due to one perspective being a UK one and the other representative of an American view point. Stalin's is cited as follows: It would be incorrect to think that the war arose accidentally or as a result of the faultof some of the statesmen. Although, these faults did exist, the war arose in reality asthe inevitable result of the development of the world economic and political forces onthe basis of monopoly capitalism (Snell 1962: p. vii). It would seem that this idea by Stalin is more of a realist type of perception and is duly focused on the very real circumstances that had a major impact in starting the second phase of WWI. Now, Churchills' existentialist type of view leans the blame of WWII almost entirely on the actions of the Germans and their Nazi beliefs at that specific era of time. His statement into the deciding factor of the cause is cited below: There never was a war in all history easier to prevent by timely action than the one which has just desolated such great areas of the globe. It could have been prevented without the firing of a single shot but no one would listen and one by one we were all sucked into the awful whirlpool. We surely must

Why computer talents become computer hackers Article

Why computer talents become computer hackers - Article Example In addition, the lack of moral values plays a role in encouraging them to engage in destructive activities. Young people are rebellious in nature. For those with computer talents, hacking provides an effective channel for demonstrating their rebellion. However, an individual’s judgment determines if they will engage in hacking. Many students who have an inclination to use their computer skills for illegal activities tend to attack school systems. The failure of high schools and colleges to punish these activities appropriately misses a significant opportunity to correct this behavior (Xu, Hu & Zhang 69). As a result, the young men and women perceive themselves to be invisible. In conclusion, it is possible to prevent young people having computer skills from engaging in hacking. They are driven to the activity out of curiosity (Xu, Hu & Zhang 69). A few young hackers engage in the activity for material or financial gain. Consequently, any effort to combat the rise of hacking in the modern society must involve effective measures to channel the curiosity among young people into a productive