Reflection Black Thursday - 551 Words

In a time where people were investing almost everything they had into the stock market because of what they had seen, even taking out mortgages on their homes to put more in and make more money the stock market took the biggest plunge it has ever taken still to this day. This day was known as â€Å"Black Thursday† on October 24th where the stock market dropped 22.6% due to people panic selling their stocks when the dow had gone down from it’s then all time high. People lost everything, their homes, their jobs, everything. When people were being evicted from their homes, there was a group of people in the Self Help Organizing and Unemployment Councils who would help you if you got evicted from your home. They would either stop it from happening or help you move your things back into your home after they had taken it. They also helped other people by picketing and notifying people by telling them what stores had too high of prices or what apartment buildings had too high rent. Another helping hand lent by people was that the government asked out of work artists (which was basically all of them at this point) to make art such as murals paintings and posters. The artists included were not just some random people found on the streets, rather, they were some of the most well known artists as of today such as Jackson Pollock and Willem de Kooning and many lesser known artists. The jobs created by the government for these artists could have sparked their career or kept them goingShow MoreRelatedDiscovering The American Past : The Port Royal Experiment, 1861-1865 ( 237-274 )1562 Words   |  7 Pagesthe American Past: Ch 10: â€Å"No More Pint o’ Salt for Me†: The Port Royal Experiment, 1861-1865 (237-274) In Class Read: 1. Problem 237-238 Task: Analyze evidence in order to answer the following two questions A. Would the Sea Island blacks be able to use the educational, economic, and military opportunities made available to them to become knowledgeable, responsible, and productive citizens of the United States? B. Would they be able to dispel the widespreadRead MoreEssay about Children’s Literature in Jamaica4155 Words   |  17 Pagessound of our parent’s voices echoing in our dreams. As we start to grow older and the poetry of Shel Silverstein’s, Where the Sidewalk Ends no longer holds our imagination as much as it did at eight years old, we begin to read stories that are a reflection of the environment we live within. We engaged ourselves in the lives of such characters as the Hardy Boys and Willy Wonka. What these stories lacked however, are the social issues that are ever present in today’s society. Not all of AmericanRead More Short Story Essay example947 Words   |  4 Pagesslowly down the dusty stairway humming to herself along the way. She was one of those people who was always stringing words together to make tunes, this was her one escape from reality, well that and long walks along the quarry side on Thursday afternoons. She moved slowly and gracefully through the hallway and into the dinning room. â€Å"Samantha Jane Smith, you’re late again! Well what have you got to say for yourself?† â€Å"I’m really sorry Mrs Longhurst† â€Å"IsRead MoreEssay on Blakes The Songs of Innocence1353 Words   |  6 Pageslighter tones of Songs of Innocence. When we look at the poems in Songs of Innocence and Experience, we see that while Blake reveals both the light and dark aspects of the human existence, we also see that this dichotomy is not always a finite, black and white generalization. That is, Blake emphasizes that both the innocent and experienced states of the human soul are achievable at any moment, regardless of age, past actions, or station in life. This reinforces the idea that Blake’s conceptionRead MoreReflections from the Yearbook Editor757 Words   |  3 PagesAs Yearbook Editor, I feel that the theme took a toll on the class. Day by day, we worked on font color, spacing, backgrounds, and more. Our job was not a simple task, for we had to work double time. The class stayed after school on Mondays and Thursdays, during a teacher work day, and on Saturdays. The reason Yearbook stayed afterschool was that we were behind because of our own ideas. The theme, Clash and Trash Wonderland, varied many times. At first, we decided to have crazy characters andRead MoreSatire Essay1076 Words   |  5 PagesYour Traditional Pre-Black Friday Newsletter So the last two newsletters, in my opinion, were a pleasant diversion and definitely cathartic for me! Soaring rhetoric and amazing separation of independent clauses with perfectly placed semi-colons, passing references to Zero Mostel, zombie apocalypses, orange urine, loan calculations; plus, an obscure Bible reference, regarding seed sowing and free range donkeys. However, no matter how high you fly, someone always seems to be there ready, willingRead MoreWhat Is the Rational of Planning for Development in Developing Countries1460 Words   |  6 Pageswhat is the rationale for development planning in developing countries? by Vincent Siwawa on Thursday, April 5, 2012 at 6:48pm  · Among the various purposes oor reasons for developmemt planning in developing countries include, market failures, foriegn aid, resource mobilisationand allocation, attittudianl or psychological impact, the need to get direction, to measure progress, nation building through public participation, to avoid conflicts and prevent resource from being wasted and intergrationRead MoreRacial, Ethnic, And Cultural History Essay1127 Words   |  5 Pagesimmigration that can get help. â€Å"Asians and Hispanics will see the most dramatic increases between now and mid-century, when the U.S. population will have grown by almost 50 percent to reach 420 million, according to Bureau projections being released Thursday.† (Cosgrove-Mather, 2004) The challenges we face will be in the Untied States will be right as the human being, the racism that will come to people, and that we are such judgment to other people. That we have a hard time to look past other becauseRead MoreWhat Is the Rational of Planning for Development in Developing Countries1444 Words   |  6 Pageswhat is the rationale for development planning in developing countries? by Vincent Siwawa on Thursday, April 5, 2012 at 6:48pm  · Among the various purposes oor reasons for developmemt planning in developing countries include, market failures, foriegn aid, resource mobilisationand allocation, attittudianl or psychological impact, the need to get direction, to measure progress, nation building through public participation, to avoid conflicts and prevent resource from being wastedRead MoreWhat Did Cedric s High School Fail Help Provide Him With An Excellent Education?1241 Words   |  5 Pagesessay. Now he finds himself asking the same question, Who is Cedric?, but isn t as sure about the answer as he once was. He goes for a walk and stops at the Salvation Army to look at clothes, buying himself a beige wool overcoat. When he sees his reflection, he is surprised at how much he looks like his father. On the street, ee asks an older white man driving an Infiniti Q30 about his car and the man drives away scared. Cedric considers W.E.B. DuBois idea of double consciousness: that African Americans

Essay on How Do War and Conflict Affect the Population of...

Different types of conflict exist, however one kind of conflict impacts the world the most; war. A population of a country can be controlled by war. During the war, there’s a high death rate and low birth rate which decreases the population drastically, however post war there will be low death rate and high birth rate which increases the population. The trigger of a war plays a key role such as the treatment of race changes and can cause friction between two different races or within the same race, dividing the race clearly in different perspectives and the clash of their perspectives triggers another war and so on, causing rapid changes in the population. There may not be any major war in progress right now, but we are still impacted by†¦show more content†¦For example, although the Mongol conquest. Fig 1. â€Å"1945-2000 Death Rate† World Mapper Worldmapper.org Web Image 24 March 2014 http://www.worldmapper.org/display.php?selected=287 At first the Mongols conquered mainly Asian countries until the Mongols â€Å"carved a bloody track across Armenia and Georgia- the Mongols† which make Europe aware of the Mongols, causing tension between Europe and Mongolia. During this time, according to the map â€Å"World Mapper - 1945-2000 Death Rate†, it shows that the Eastern countries and places where the Mongols conquered there is a high death rate compared to Western countries. Furthermore, according to â€Å"Wikipedia’s List of wars and anthropogenic diseases by death toll† It shows that the Mongol Conquest had the highest percentage of the world population involved scoring 7.5%. However, World War 2 scored the highest in the â€Å"Lowest estimated death† being 40,000,000, but only 3.1% of the world’s population involved. To prove that the world war impacted the most towards Western countries and while the Western countries were at war most of the Eastern countries had compensated for their death by their rapid increase of population. Which at first appears to balance out the population of the world, however the population increase only happened in one part of the world, creating an imbalance in supply of food, water, land etc. leading to rationing, and rationing leads to poor quality of life. From a localShow MoreRelatedAnalyzing The Severity Of Civil Wars By Bethany Lacina Essay1377 Words   |  6 Pages The article â€Å"Explaining the Severity of Civil Wars† by Bethany Lacina looks at why some civil wars are more deadly as compared to others by investigating a new data set that shows the number of combat deaths in civil wars from 1946 to 2002. The article looks at the statistics behind the deaths in the conflicts such as the era, the type of conflict ant the region that the conflict takes place in. The article also uses the strength of the state, the type of regime and cultural characteristics in aRead MoreThe World s Population Must Be Defined As A World Conflict Between Christians And Muslims1346 Words   |  6 PagesThe world’s population is supposed to reach that of 9 billion people by the year 2050, which is a thirty-five percent increase from 2010 (Pew Research Centre, 2015). With the world increasing by thirty-five percent, this is going to direc tly change the religious population, as there is an increase of 3 billion people. This influx will have to decide what religion they want to practice. Religion can be defined as â€Å"the belief in and worship of a god or gods, or any such system of belief and worship†Read MoreGovernment Interference in Soverign Affairs1229 Words   |  5 Pagespolice department, your city would be chaotic. Police officers interfere in domestic conflict to prevent further issues. 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Changes must be made gradually so that future generations do not suffer consequences that current generations have place uponRead MoreImpact Of Climate Change On Our Security1444 Words   |  6 Pagesabout what constitutes a national security risk and how to prioritize these risks. The world has had to deal with threats from many different sources and our security environment is constantly changing. Terrorists wish to do us harm, failed states have the potential to impact our security, a nd the effects of climate change has impacted our security. Wait climate change impacts our security? How does extreme weather change, droughts, and floods affect my survival and ability to prosper, one may ask?Read MoreRelevance For The Post 2015 Mdgs Agenda1519 Words   |  7 Pages CONFLICT AND DEVELOPMENT Relevance for the post-2015 MDGs agenda Conflict is a relatively new concept in development, and the relation between the two is complex and remains not entirely understood. However, and given that the correlation among insecurity and development is clear, there is a general consensus in arguing that development cannot happen without security. In 2015, end of the Millennium Development Goals cycle, fragile and conflict-affected countries are lagging far behind other developingRead MoreWe Spend $ 50 To Make The World A Better Place1511 Words   |  7 Pages â€Æ' BOOK CONTRIBUTORS AND AUTHOR The book entitled â€Å"How to spend $50 Billion to Make the World a Better Place† was made under the contribution of Harold Alderman, Kym Anderson, Jere Behrman, William Cline, Paul Collier, John Hoddinott, Anke Hoeeffler, Philip Martin, Anne Mills, Lant Pritchett, Frank Rijsberman, Susan Rose-Ackerman and Sam Shillcutt. All said contributors are in the field of teaching economics in a world class universities or holds a high position in business. The book was edited

Drug Testing Essay Example For Students

Drug Testing Essay Drug testing in the United States began with the explosive use of illegal drugs,in order to curb drug abuse. This began during the Vietnam War with drug use ata climax. In general, Drug testing is a way to detect illegal drug use and deterit, usually by Urinalysis. Drug testing in the United States violates acitizens right to unreasonable search and seizures along with jeopardizingones freedom. Drug testing is not only an unreliable invasion of a personsprivacy but it assumes that one is guilty before submitting to the test. Drugtesting began to take place in the mid 1960s when drugs like Marijuana,hallucinogens and other drugs were becoming widespread (Stencel, pp.201). Themilitary implemented mandatory drug testing because of the widespread use andthe number of Vets that were returning home because of addiction. Ronald Reaganpushed for employers to implement drug testing and even had himself screened forillegal drugs to encourage employers and to reduce opposition to testing (Stenc el,pp. 200). The increased concern about drug abuse has, in part, ben the resultof the early 1986 appearance on the streets of crack-a new, powerfully addictiveform of cocaine-and the growth of cocaine addiction (Berger, 12). PresidentReagan later called for a second war on drugs campaign. In October of1986, President Reagan signed into law a 1.7 billion dollar antidrug bill,called the Drug-Free Workplace Order. In addition to the bill, Reaganinstructed his cabinet officers to create a plan to begin drug testing forfederal civil employees (Berger, 14). Drug testing thus begun a sharp climb intothe area of private employers. In November of 1988 Congress passed an Actrequiring grant recipients or federal contractors to maintain drug-freeworkplaces. Most of the employers set up voluntary testing programs and manyemployees began to sue, claiming that individual testing is a violation ofprivacy rights. The argument is that the employees are being deprived of theirFourth Amendment protect ion. Many believe that government testing programsshould be unconstitutional unless the authorities have either reasonablesuspicion or probable cause that the individuals being tested are on drugs. Tojustify the use of private employer testing, President Bush said in 1989 thatDrug abuse among American workers costs businesses anywhere from $60 billionto $100 billion dollars a year in lost productivity, absenteeism, drug-relatedaccidents, medical claims, and theft (Horgan, 19). This claim was derivedfrom a source that interviewed families that were 28% lower in overall incomethan the average household. This was used in an effort to promote Bushswar on drugs forum into the private sector (Horgan, 21). Many behaviorsof lower income people often differ statistically from upper-income people,therefore the statement of Bush never establishes a clear or accurate statistic. In 1989 President George Bush unveiled his National Drug Control Strategy,encouraging comprehensive drug-free workplace policies in the private sector andin state and local government (Stencel, 201). This created many controversieswithin the American workplace and in National Treasury Employees Union v. VonRaab decision, the Supreme Court upheld that drug testing was legal as long asit outweighs privacy rights (James). Then, in 1991 Congress passed the OmnibusTransportation and Employment Testing Act, which would extend drug testing inthe United States. Throughout the rest of the 90s drug tests were extended tothe outermost sectors of society causing drugs to become a significant issueduring election times, although politicians are never tested themselves. TheFourth Amendment of the Constitution was created because of the rough treatmentof colonists by the British. The British restricted trade and travel and thisgave way to smuggling. British soldiers frequently conducted unrestricte dhouse-to-house searches. People were forced to keep their private records andother personal information on their person or hidden in their home or businessto avoid exposure and possible arrest (Berger, 102). The Fourth Amendment waspart of the Constitutions Bill of Rights to protect ones privacy andmaintain search and seizure guarantees. The right to privacy was described bySupreme Court Justice Louis D. Brandeis as the right to be let alone-the mostcomprehensive of rights and the right most valued by civilized men. TheFourth Amendment of the U.S. Constitution guarantees the right of the peopleto be secure in their person, houses, papers and effects against unreasonablesearch and seizure except upon probable cause. Random drug testing threatensthe Fourth Amendment and has been called suspicion by association. This is tosay that it is not possible to justify a search of one person because they aresimilar to another. Suppose a certain neighborhood has a high incidence ofviolent crime . The police cannot defend a blanket search of all residents byclaiming that there were many armed individuals among them, they say (Berger,52). Random drug testing assumes that every student is using drugs until theyprove to the contrary by submitting a urine sample, (ACLU, 1) In general, thegovernment cannot search a person without reason to suspect that he or she isguilty of wrongdoing. There is an exception, however, in limited circumstances,where the search is in special need, the government has a compelling interest inthe search or the privacy interests affected by the test are minimal. In RandomDrug testing there are no Fourth Amendment rights to be maintained. The rightto privacy is, as determined by the Supreme Court to be an implicit guarantee ofthe Constitution (Holtorf, 132). Drug tests reveal many areas of ones lifewhich may want to be hidden to their employer or to the outside world. Drugtests can reveal the use of contraceptives, pregnancy, or medication fordepression , epilepsy, diabetes, insomnia, schizophrenia, high blood pressure,and heart trouble (Holtorf, 132). The disclosure of this type of informationcan be both embarrassing and harmful to ones social and professional career. Pearl Harbor Attacked EssaySome tests have shown that coarse hair shows much higher concentrations ofdrugs than lighter hair after ingestion at the same amount of drugs (Stencel,199). There have been numerous studies conducted that show that when twoindividuals ingest the same amount of drugs, the darker complected, darkerhaired one will show greater concentration of the drug. In two different casestwo African-American women were tested positive to Drug use through hair testingand now are pending investigations. Last August, Althea Jones and AdrianMcClure, along with six other Chicago African-Americans who say they receivederroneous hair test results when applying for the Police Academy, filedcomplaints of racial discrimination with the Equal Employment OpportunityCommission. The group is considering suing both the city of Chicago andPsychemedics (Kean, 1) Many scientists have confirmed that there is no truedistinction between the drug being smoked or being in the same area or room fora great duration of time in the result of the hair test. Also, because of thelow level of tolerance in the testing even a second hand experience to a drugsuch as Marijuana can cause a positive result in a drug test. Dyeing of hairalso has different effects for types of hair. Using bleach, perming or excessiveUV exposure can decrease the chance of testing positive in a Hair test. Forthese reasons, the ACLU strongly opposes hair testing. Every reputablescientific organization in America rejects the use of hair testing foremployment purposes, (Stencel, 199). The Food and Drug Administration, theDepartment of Transportation, the National Institute of Drug Abuse, and theSociety of Forensic Toxicologists all raise serious questions about the accuracyof hair testing. The consensus of scientific opinion is that there are stilltoo many unanswered questions for it to be used in employment situations,said Edward Cone, the National Institute of Drug Abuses leading researcher onthe test, in June 1998. In a recent interview, Cone said that hair testing isnot ready for use yet, where peoples lives are at stake (Kean, 2). OurPoliticians in the United States are not tested for Drugs. This is quitealarming that the idols that we vote into office and make out laws are somehowabove the law when in comes to Drug testing. In late September, the WhiteHouse refused requests from congressional investigators seeking informationabout the jobs held by those in the special drug testing program. Yourrequest amounts to asking us to be complicitous in a methodical, broad scaleinvasion of privacy, White House Counsel Jack Quinn wrote in a letter toHouse Civil Service Subcommittee Chairman John Mica. (York, 7). Even the manwho the leader of our great nation. The one man who holds the greatest power andreceives the most respect in the world has fallen into drugs. There isevidence that Bill Clinton himself attended some of Lasaters parties. Id never seen the governor around coke unless he was around Lasater.Brown told Tyrell that he saw Clinton stoned but never actually witnessedthe governor ingesting drugs (York, 7). While Congress pushed for moresmall businesses to do drug testing, it refused to submit to drug testing, itrefused to submit to drug testing for congressmen and their staffs, claiming itwas too undignified and possibly unconstitutional (Stencel, 205). It isntfair for a Congress that enacts laws to require the people to undergo drug testsnot submit themselves to the same level of testing. Drug testing in our countrydoes have its benefits. Yet there are so many disadvantages and holes in Drugtesting that it costs our country billions of dollars every year. EmploymentDrug testing is a proven failure, the only gain is the gain of public funds andreputations that politicians have gained through their active role in Drugtesting. Drug testing is not decreasing drug abuse, it is being used todiscriminate thousands and ruin lives of millions of others. The FourthAmendment is a cornerstone of our counties Democracy, Drug testing needs to beremoved from our everyday lives to ensure that we maintain this Democracy andcontinue to live our lives the American way as the framers of theConstitution intended. BibliographyAmerican Civil Liberties Union. New Jersey judge blocks drug testing ofstudent athletes. New Jersey, 1997. Berger, Gilda. Drug Testing. New York:Impact book, 1987. Holtorf, Kent. Ur-ine Trouble. Scottsdale: StephanieCartozian, 1998. Horgan, J. Test NegativeA look at the evidencejustyifying illicit-drug tests. Scientific American, March 1990; 262(3):18-22. James, Jeannette C. The constitutionality of federal employee drugtesting. The Amerifcan University Law Review, Fall 1998. Kean, Leslie. More than a hair off. The Progressive. 63 no.5, 32-34. May 1999. McBay, AJ. Drug-analysis technology-pitfalls and problems of drug testing. Clin Chem. 1987;33:33B-40B. Stencel, Sandra L. Issues for Debate in American Public Policy. Washington D.C.: Congressional Quarterly, 1998. York, Byron. Fast times atwhite house high The American Spectator. V29, pp.20-26. 1996.

The Gulf War Essay Example For Students

The Gulf War Essay The Gulf WarIn the early morning of August the second1990, Saddam Hussein and a fleet of tanks as well as 100,000 thousand troopsinvaded neighboring Kuwait with out provocation or warning. Iraq also hadsurface-to-surface missiles to take complete control of Kuwait; this alltook place just hours after Saddam Hussein had assured neighboring countriesthat there would under no circumstances be an invasion. George Bush enteredthe Gulf War for the sole reason of recovering the oil and Kuwaiti Booleanthat Saddam Hussein had stolen. President George Bushs goal in enteringthe war was to recover the stolen oil from the Iraqis, and ensure thatit continues to be sold at a reasonable amount by the Kuwaitis, ratherthan have the prices raised or even the threat of being cut off by SaddamHussein; there was also an extreme threat that the Iraqis possessed nuclearweapons which would endanger all bordering countries. We will write a custom essay on The Gulf War specifically for you for only $16.38 $13.9/page Order now The President said that anything less thanthe full cooperation of the Iraqi troops and tanks would result in immediateaction by the U.S troops in his address to the people. Bush also demandedthat full restoration of the Kuwaiti government must also take place ratherthan the puppet regime that was established by Saddam Hussein after histake over. This was one of the many incidents that lead President GeorgeBush to take action against the Iraqis due to their involvement in thePersian Gulf crisis. The United Nations placed sanctions uponIraq, which lead to the starvation of one point two million Iraqi civilians. It was also the cause of the famine rate amongst children from the agefive and below to rise almost one quarter from its rate the previous year. 960,000 women and children dead due to the sanctions brought forth by theUN. The sanctions, which were brought forth, involved the immediate holdput on all food, clothing, and medicines from entering Iraq. The pointsof the sanctions were to weaken the strength of Saddam Hussein and histask forces. In July of 1997 the U.S government held a press conferencestating that it was indeed true that the figure was actually well overone point two million Iraqi civilians were killed due to the sanctions. This was one of the major set backs in the campaign of President Bush amongthe people. Another fact that set President Bush backwas the belief of the people that it was not worth putting the lives ofAmerican troops on the line for oil. The tabloids headlined most nationalpapers with no blood for oil. Bush found himself so wrapped up in thewhole oil dispute that his own people was opposing his actions for thefear of losing their loved ones over a mere oil dispute. Among the public and in the eyes of themedia the President seemed truly sympathetic; it seemed as though he wasshowing great sympathy for the people of Kuwait. Bush told the people thatthe hatred of Saddam Hussein could possibly and would spread causing worldwar three. The President also warned that if the crisis went on withoutinterruption that eventually the United States would be forced into takingaction, as the madness created by Saddam Hussein would spread. President Bush also explained to the peoplethat dealing with Saddam Hussein could very well is dealing with the nextAdolph Hitler. Both Hussein and Hitler both look at the life of othersthrough the same perspective: The meaning of life compares nothing to thatof having the greatest power in the world. Neither Hitler nor Hussein caredfor the people of their prospective lands, they cared for the benefit oftheir personal crusade as well as attempt at being the first ever to controlthe world. Hitler tried to accomplish this feat by just shear force. SaddamHussein tried to achieve his goal of supremacy by controlling one of theworlds richest and much needed resources, the Kuwaiti oil. So thereforethere was a great threat to all other nations that Saddam Hussein wouldbe the next Adolph Hitler thus to act fast would prevent a possible worldwar three from ever occurring as well as a possible threat of world dominationfrom Saddam Hussein. .u7bd2825c7d442f24a59b536e83e6b344 , .u7bd2825c7d442f24a59b536e83e6b344 .postImageUrl , .u7bd2825c7d442f24a59b536e83e6b344 .centered-text-area { min-height: 80px; position: relative; } .u7bd2825c7d442f24a59b536e83e6b344 , .u7bd2825c7d442f24a59b536e83e6b344:hover , .u7bd2825c7d442f24a59b536e83e6b344:visited , .u7bd2825c7d442f24a59b536e83e6b344:active { border:0!important; } .u7bd2825c7d442f24a59b536e83e6b344 .clearfix:after { content: ""; display: table; clear: both; } .u7bd2825c7d442f24a59b536e83e6b344 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7bd2825c7d442f24a59b536e83e6b344:active , .u7bd2825c7d442f24a59b536e83e6b344:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7bd2825c7d442f24a59b536e83e6b344 .centered-text-area { width: 100%; position: relative ; } .u7bd2825c7d442f24a59b536e83e6b344 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7bd2825c7d442f24a59b536e83e6b344 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7bd2825c7d442f24a59b536e83e6b344 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7bd2825c7d442f24a59b536e83e6b344:hover .ctaButton { background-color: #34495E!important; } .u7bd2825c7d442f24a59b536e83e6b344 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7bd2825c7d442f24a59b536e83e6b344 .u7bd2825c7d442f24a59b536e83e6b344-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7bd2825c7d442f24a59b536e83e6b344:after { content: ""; display: block; clear: both; } READ: Human rights EssayPresident Bush and other members of theUN had to worry about the threat of Hussein using germ warfare to intimidatesurrounding countries into surrendering there nation power to him and hisarmy. Germ warfare would take care of all those who opposed him and orresisted his reign as ruler. Therefore the threat of all surrounding areasgiving into Hussein and having him become the ultimate power that Hitlerhad become it was very necessary for Bush to intervene in the Gulf andsend in the American eighty-second Airborne Division as well as key unitsof the United States Air Force to assist the Saudi Government in the defenseof their homeland. The members of the UN realized that therewas a great threat of Saddam Hussein attacking Saudi Arabia, therefore;it was reasonable to move the air units in, there was no question thatSaddam Hussein wanted to control the middle-east, and all the oil salesand trade through out Asia, Europe, and the Middle East. With the powerover one of the worlds greatest and richest resources Saddam Hussein knewthat he could count on the fact that he had the power to cut any countryhe liked out of the circle and prevent them from purchasing his oil. Healso reserved the right to raise the price at any given time for any givenreason. With the sale of the vast amount of Kuwaiti oil Hussein had allthe money need to have the most powerful germ warfare weapons as well aschemical and biological weapons to pressure the resisting countries. Therefore George Bush intervened in theGulf War for the sole purpose of saving the Kuwaiti oil as well as to protectthe Saudis who requested to extra defense of the UN and the United States. Bush also intervened in the war to protect the American troops that hadbeen sent over to the Middle East to assist the Saudi Government in fendingoff the possible attacks from Saddam Hussein and the Iraqi army. The threatof chemical warfare, the possible attacks on the Saudis, the aggressionact, Hitler syndrome, Kuwaiti oil, and finally the disregard by SaddamHussein for the sanctions placed on Iraq. Causing the deaths of many ofhis people were all key factors, which contributed to George Bush and theUnited Nations entering the Gulf War and battling, Saddam Hussein.

Media. Music. You. essays

Media. Music. You. essays In our society today, people are influenced by many different things. The media uses advertisements and commercials to sell us what we think we need in order to fit in. This type of media hype is everywhere; in our magazines, on our television screens, on billboards, and in our music. Yes, music does control society in some aspects. Little girls idolize pop stars, and young men look up to the clever lyricists in our popular culture. Yet, sometimes these role model artists are not sending the right messages to young adults. Girls may judge what a man should be based on her current pop star crush, and guys may judge girls in the same way. Not all boys can be Justin Timberlake, and not all girls can be Britney Spears. This should not be the message to young people in the first place; they should listen to artists who present diverse issues in their music, so the young minds of these teenagers can form their own opinions about the world. The media and the big corporations that own the r ecord companies place such a big hype on certain artists that some people may not take the time to dig deeper and find genuinely good music, or to see what underlying issues are taking place in the music industry. There is a website called Downhillbattle.org that provides information for music activists; the site shows the world how the big record labels are controlling the radio music play and how artists get paid close to nothing compared to how much the big corporations make. One of the ways Britney and Justin are made into pop idols is through a system in the music industry call pay-for-play. In an article by Eric Boehlert called Will Congress tackle pay-for-play? the issue of Congress finally stopping the big record companies from paying out the radio stations is discussed. ...It virtually shuts off access to commercial FM radio for artists or record companies who can't or won't spend hundreds of thousands...

How to Find the Meaning and Origin of Your Surname

How to Find the Meaning and Origin of Your Surname With a few exceptions, hereditary surnames- the last names passed down through the male family lines- didnt exist until about 1000 years ago. While it may be hard to believe in todays world of passports and retinal scans, surnames just werent necessary before that. The world  was much less crowded than it is today, and most folks never ventured more than a few miles from their place of birth.  Every man knew his neighbors, so  first, or given names, were the only designations necessary.  Even kings got by with a single name. During the middle ages, as families got bigger and villages got a bit more crowded, individual names became inadequate to distinguish friends and neighbors from one another. One John might be called John son of William to distinguish him from his neighbor, John the smith, or his friend John of the dale. These secondary names, werent quite yet the surnames as we know them today, however, because they werent passed down from father to son. John, son of William, for example, might have a son known as Robert, the fletcher (arrow maker). Last names that were passed down unchanged from one generation to the next first came into use in Europe about 1000 A.D., beginning in southern areas and gradually spreading northward. In many countries, the use of hereditary surnames began with the nobility who often called themselves after their ancestral seats. Many of the gentry, however, did not adopt surnames until the 14th century, and it was not until about 1500 A.D. that most surnames became inherited and no longer transformed with a change in a persons appearance, job, or place of residence. Surnames, for the most part, drew their meanings from the lives of men in the Middle Ages, and their origins can be divided into four main categories: Patronymic Surnames Patronymics- last names derived from a fathers name- were widely used in forming surnames, especially in the Scandinavian countries. Occasionally, the name of the mother contributed the surname, referred to as a matronymic surname. Such names were formed by adding a prefix or suffix denoting either son of or daughter of. English and Scandinavian names ending in son are patronymic surnames, as are many names prefixed with the Gaelic Mac, the Norman Fitz, the Irish O, and the Welsh ap. Examples: The son of John (Johnson), son of Donald (MacDonald), son of Patrick (Fitzpatrick), son of Brien (OBrien), son of Howell (ap Howell). Place Names or Local Names One of the most common ways to differentiate one man from his neighbor was to describe him in terms of his geographic surroundings or location (similar to describing a friend as the one who lives down the street). Such local names denoted some of the earliest instances of surnames in France, and were quickly introduced into England by the Norman nobility who chose names based on the locations of their ancestral estates. If a person or family migrated from one place to another, they were often identified by the place they came from. If they lived near a stream, cliff, forest, hill, or other geographic feature, this might be used to describe them. Some last names can still be traced back to their exact place of origin, such as a particular city or county, while others have origins lost in obscurity (Atwood lived near a wood, but we dont know which one). Compass directions were another common geographic identification in the Middle Ages (Eastman, Westwood). Most geographic-based surname s are easy to spot, though the evolution of language has made others less obvious, i.e. Dunlop (muddy hill). Examples: Brooks lived along a brook; Churchill lived near a church on a hill; Neville came from Neville-Seine-Maritime, France or Neuville (New Town), a common place name in France; Parris came from- you guessed it- Paris, France. Descriptive Names (Nicknames) Another class of surnames, those derived from a physical or other characteristic of ​the  first bearer, make up an estimated 10% of all surname or family names. These descriptive surnames are thought to have originally evolved as nicknames during the Middle Ages when men created nicknames or pet names for his neighbors and friends based on personality or physical appearance. Thus, Michael the strong became Michael Strong and black-haired Peter became Peter Black. Sources for such nicknames included: an unusual size or shape of the body, bald heads, facial hair, physical deformities, distinctive facial features, skin or hair coloring, and even emotional disposition. Examples: Broadhead, a person with a large head; Baines (bones), a thin man; Goodman, a generous individual; Armstrong, strong in the arm Occupational Names The last class of surnames to develop reflect the occupation or status of the first bearer. These occupational last names, derived from the specialty crafts and trades of the medieval period, are fairly self-explanatory. A Miller was essential for grinding flour from grain, a Wainwright was a wagon builder, and Bishop was in the employ of a Bishop. Different surnames often developed from the same occupation based on the language of the country of origin (Mà ¼ller, for example, is German for Miller). Examples:  Alderman, an official clerk of the court; Taylor, one that makes or repairs garments; Carter, a maker/driver of carts; Outlaw, an outlaw or criminal Despite these basic surname classifications, many last names  or surnames of today seem to defy explanation. The majority of these are probably corruptions of the original surnames- variations that have become disguised almost beyond recognition.  Surname spelling  and pronunciation has evolved over many centuries, often making it hard for current generations to determine the origin and evolution of their surnames. Such  family name derivations, resulting from a variety of factors, tend to confound both genealogists and etymologists. It is fairly common for different branches of the same family to carry different last names, as the majority of English and American surnames have, in their history, appeared in four to more than a dozen variant spellings. Therefore, when researching the origin of your surname, it is important to work your way back through the generations in order to determine the  original family name, as the surname that you carry now may have an entirely different meaning than the surname of your distant ancestor. It is also important to remember that some surnames, though their origins may appear obvious, arent what they seem. Banker, for example, is not an occupational surname, instead meaning dweller on a hillside.

History of the afterlife Essay Example | Topics and Well Written Essays - 250 words

History of the afterlife - Essay Example While in the afterlife, people will have physical presence like they have in this world, life there would be very different from what it is in this world. A vast majority of Christians also believe in the existence of hell and believe that it is a place meant for punishment. Fire has been included in the description of hell in several passages of New Testament. Many Christians believe in the intense sensation of burning caused by the fire in hell in its literal sense whereas there are others who think of fire as a symbol to reflect the pain and agony that will be caused to the people in hell in the afterlife. Many Christians also believe that people will be made to experience the punishment temporarily, after which they would be destroyed just like the flames destroy an object. Lutheran Churches also teach that Christ will appear at the world’s consummation for judgment, when he will raise all dead up; â€Å"He will give to the godly and elect eternal life and everlasting joy s, but ungodly men and the devils He will condemn to be tormented without end† (â€Å"Christian Beliefs

JUS 104 Joun 6-3 Essay Example | Topics and Well Written Essays - 250 words

JUS 104 Joun 6-3 - Essay Example The security professionals also assist the travelers by giving them directions when they get lost within the premises. These people also have a primary responsibility of taking calls and responding to emergencies such as alarms. The other very important role played by the security officers at the airport is to search the luggage of the travelers for dangerous weapons using sophisticated equipment. They also closely monitor the movement of all people to make sure that they are not bent on committing any crime. On the other hand, security professionals operating within an airport also play other secondary roles such as communicating information related to security concerns to their supervisors. The security personnel may also raise alarm and contact the police in the event that they witness something fishy within the premises. These people are also responsible for coordinating their efforts with other law enforcement agents so as to ensure that maximum security is provided at the

Contemporary cars Essay Example for Free

Contemporary cars Essay

Soldiers Personal Narratives of the Vietnam War and The Vietnam War and the Tragedy of Containment :: Vietnam War Essays

Soldier's Personal Narratives of the Vietnam War and The Vietnam War and the Tragedy of Containment After reading the Soldier's Personal Narratives of the Vietnam War and The Vietnam War and the Tragedy of Containment, both information did not contradict each other. What both information actually do is that they compliment each other. When reading The Vietnam War and the Tragedy of Containment, we are reading a historical analysis from a historian's point of view. But not all of the analysis can really give the readers a sense of what the war is really like. So by reading the Soldier's Personal Narratives of the Vietnam War, we are reading what the soldiers of the Vietnam War actually goes through and what the soldiers are thinking. For instance, from The Vietnam War and the Tragedy of Containment, it describes: "The Army wanted proof of enemy casualties--high "kill ratios"--to present to Washington. Philip Caputo recalled: "If it's dead and its Vietnamese, it's Viet Cong, was the rule of thumb" in compiling casualty statistics." Similarly from The Vietnam War and the Tragedy o f Containment, it writes: "In March of 1968 an American unit was patrolling the village of My Lai in Central Vietnam. They had suffered recent losses, were frustrated by their inability to find the enemy and anxious for revenge. They rounded up unarmed women, children, and elderly civilians, raped the women, then opened fire. The killed over 300 Vietnamese civilians, mostly women and children." By reading these passages, it makes readers feel disgusted about the war and how the leaders approached their frustrations of who their enemies were. But reading these passages does not give a personal detail of how the soldiers felt or were thinking as these tragedies were occuring. For instance, from the Soldier's Personal Narratives of the Vietnam War's "The Commo Man," it describes a very powerful narrative of how a Vietnamese civilian was shot by a U.S. soldier: "I knew what the Sarge was going to do, but I didn't say anything. I just watched, as if in a dream, unconnected from the world around me, paralyzed, impotent. I could have stopped it. The Bummer and I were close. All I had to do was say "Bummer, don't do it." Just four little words, and the spell would have been broken. Instead, I said nothing, and watched as Sarge put his rifle to his shoulder, took aim and fired.

‘the Lesson’ by Toni Cade Bambara

â€Å"The Lesson† From The Mentor Whenever there is a civil rights movement going on, there are always 3 parties involved. One the Oppressor, second the Oppressed and lastly the Activist or the Mentor. The Activists usually always emerges from the Oppressed. That is when the Oppressed intellectuals feel that it’s time to standup to defend the identity of their people and make them strong enough to make a name of their own. This is what happened during the early 20th century within the African American community. They were racially termed as Negros meaning blacks.And were separated from the mainstream white American society with the Powerful class denying their rights for equal opportunities in basically every field of life. This paved way for the Black Arts movement. When the discrimination of the blacks reached its peak with the assassination of Malcolm X- the great influential African American leader, LeRoi Jones thought that it was time that African Americans bring a bout their true talent collectively. It all started in Harlem. Spanning the 1920s to the mid-1930s, the Harlem Renaissance was a literary, artistic, and intellectual movement that kindled a new black cultural identity.Critic and teacher Alain Locke summed up its essence in 1926 when he declared that through art, â€Å"Negro life is seizing its first chances for group expression and self determination. † (Foner, Garraty). The Harlem Renaissance as it was called, influenced future generations of black writers. And Toni Cade Bambara was one of them. The historical information mentioned above was necessary because it is important to know what period of time a writer lived in, it helps us to understand what influenced the writer to write and thus make us understand the stories better as the writer writes what he or she sees and feels.Toni Cade Bambara grew up in Harlem, so the essence of the Harlem renaissance was in her blood. Following her predecessors, she wanted to give the Af rican American community the bases to stand up for their own selves. And this is what â€Å"The Lesson† is all about. In this short story, Bambara uses her personal life experiences and her work in the field of social justice to describe the injustices done towards the African American society and how education and mentoring can play an important role in the uplift of the African American community and in general the society as a whole.In â€Å"The Lesson†, Toni Cade Bambara tells us about the economic and socio-political situation of the African American community through the eyes of Sylvia along with the hope of an uplift through good people like Ms. Moore. Sylvia, being the first person narrator, portrays the role of a strong willed young Black American girl. She along with her group of friends belongs to a small isolated town of blacks, in Harlem. The way she is seen talking to her friends shows that no proper education and guidance was being provided to them and t hat they were being deprived economically too. â€Å"Can we steal? Sugar asks very serious like she's getting the ground rules squared away before she plays. â€Å" (Bambara 27) This line from â€Å"The Lesson† clearly confirms the above point. Basically, the whole story revolves around the time when Ms. Moore takes out this group of friends for an educational ride. Her character, I think is the exact portrayal of Toni Cade Bambara. Ms. Moore like Toni Cade Bambara belonged to Harlem and was an activist for African Americans’ rights. She like her, made her mission to raise awareness amongst the African Americans, to make them realize their rights and to make them learn to live in the real world.Ms. Moore, seemingly the only educated person in the ghetto town of Harlem to which the kids belonged, wanted to help out and educate the kids. And give them an understanding of how the world sees them and how they should create a good life on their own. For instance when she asked them to pay to the taxi cab driver along with a 10% tip, this shows that she wanted them to learn to calculate. And by firing away questions and trying to make them share their views about the happenings in the toy store on the high profile FIFTH AVE. hich was for the upper white class (where she took them to show the disparity and learn), she wanted them to realize that injustice is done towards them and they should learn to live to live on their own and earn respect. Not all is gone in vain (referring to Sylvia’s and other kids’ cold responses) and Ms Moore is delighted by Sugar’s response. â€Å"You know, Miss Moore, I don't think all of us here put together eat in a year what that sailboat costs. † And Miss Moore lights up like somebody goosed her. â€Å"And? † she say, urging Sugar on. Imagine for a minute what kind of society it is in which some people can spend on a toy what it would cost to feed a family of six or seven. What do you t hink? † (Bambara 99). Giving us the idea that intelligence and awareness exists everywhere, it just needs to be awakened just like Ms. Moore did. Introduction of the side characters shows us that Bambara tries her best to tell the readers that the children of the African American community are as normal as they are. Just like normal white kids, they have their own personalities, they fight, they have insecurities etc. nd like other normal white kids, they can do wonders with a little guidance. With the parents of the children willing to send them with Ms. Moore, Bambara tries to portray that even while living in tough conditions, African American parents want their kids to lead a good life, unlike their own. All this and the conversational style of the story reflect Bambara’s connection with the Harlem world. With even Sylvia’s strong character showing signs of weakness, when she wasn’t able to stand the bitter truth by her sidekick Sugar, makes us wonderf ully realize that Toni Cade Bambara has summed up the entire life of the oppressed in general.That no matter how strong headed or violent they seem, there is always this timid person behind the mask to hide the real face, i. e. the insecurities and also that intelligent minds exist everywhere, they just need to be mentored. Just what Ms. Moore was trying to do and Sugar was living up to Ms. Moore’s expectations. Overall the story deals with the reality of racial and class injustice, yet there is a sense of hope in the conclusion of the story. As the narrator Sylvia (even though realizes and understands what Ms.Moore was trying to make the kids learn but being strong headed was unwilling to accept the fact) is determined to rise above her circumstances and create a better life for herself. â€Å"She can run if she want to and even run faster. But ain't nobody gonna beat me at nuthin. â€Å"(Bambara 109) The above thought also strengthens the sharp contrast between Sylvia and Sugar that even though Sugar comprehends Ms. Moore’s lesson first, she forgets it as soon as they are done with the trip, by starting to think of things they could do with the change money Ms.Moore allowed them to keep while Sylvia who didn’t understand the lesson at first is now determined to deal with the situation. Though we don’t know for sure how Sylvia would end up but her words show that with a determined and sharp mind, she is all geared up to change the way she as a part of community is perceived. This is how Toni Cade Bambara sums up her life long mission through the heart and soul of Sylvia. Which is, that the oppressed (in general, not only the African American community) should always be aware of the injustices done towards them and never should give up with understanding the fact that awareness and education are the eys to success. Work Cited Bambara,Toni Cade. â€Å"The Lesson. † Gorilla,My Love. New York. Random (1972. ) Print. 4th Octobe r. 2012 Tate, Claudia, ed. Black Women Writers at Work. New York. Continuum (1983. ) Web. 4th October. 2012 Garraty, Foner, Editors. The Reader's Companion to American History: Houghton Mifflin Harcourt Publishing Company (1991. ) Web. 4th October. 2012 Gale Research Group. â€Å"Toni Cade Bambara. † Discovering Authors. 1999. Griffin, Farah Jasmine. â€Å"Para Las Chicas Cubanas. † Callaloo: A Journal of African Diaspora Arts and Letters 26. 1 (2003): 74-82. Web. 4th October. 2012

Authority and Social Identity Essay

In “The new psychology of leadership” (2007), the authors offer a new perspective about leadership, based not only on authority but on sharing a social identity with the people. The new concept of leadership is the ability to attain success by having followers wanting to do it instead of enforcing or rewarding them. To accomplish their goals, leaders must be situated among their group, be part of it. When goals are shared by common circumstances, they matter to the group as a whole, thus leaders that are able to represent the group better, have more influence over them. It should be a primary responsibility for the leader to understand values and opinions of the group in order to communicate effectively about what the group stands for and how their values should be reflected in their actions. LeaderÂ’s behavior and character affinity to the group defines how much control and inspiration can be imparted. However, any trait that separates the leader will hinder the chance for effective leadership. Other factors that influence leadership effectiveness are:•Show fairness when making decisions and resolving disputes, although fairness may depend on the perception of the group being led, therefore it is important to consider what itÂ’s fair for the group. •Leadership must shape and define norms conforming the groupÂ’s identity, which is based on shared beliefs and values. •GroupÂ’s social identity must be aligned with reality, since there is no chance of success for unrealistic goals that will eventually disappoint the group. Leaders need to be in touch with reality, and when required, align the groupÂ’s identity with his own. Based on the authorsÂ’ psychological analysis, leaders and followers must have the same identity that will be used to outline future actions. Many times in history, leaders lost their position because their actions depicted  a different identity from their group, and in some cases, only their individual identity. Development and nurturing a shared identity among leaders and their groups is the key for an effective and creative leadership. In FocusJuly 31, 2007The New Psychology of LeadershipRecent research in psychology points to secrets of effective leadership that radically challenge conventional wisdomBy Stephen D. Reicher, Michael J. Platow and S. Alexander HaslamFrom the August 2007 issue of Scientific American Mind

Foundations of Marketing essay

Foundations of Marketing essay Foundations of Marketing essay Foundations of Marketing essayIn order to determine the final selling price that Sports Depot charges for a SPI basketball, it is necessary to determine the selling price of Wholesale Supply that is the entry price for Sports Depot. It is known that SPI sells basketballs to Wholesale Supply for $8.00. It is also known that Wholesale Supply uses a 20% markup for basketballs. Knowing that the markup is calculated in relation to the selling price (Pride and Ferrell 331) and denoting selling price of Wholesale supply as X, it is possible to construct the following relationship: X / ($8 + X) = 0.20. This relationship means that markup constitutes 20% of the selling price for Wholesale Supply.This equation can be rewritten as: X = 0.20 * ($8 + X).X = 0.20 * $8 + 0.2 * X.X – 0.2 * X = $1.6.0.8 * X = $1.6X = $1.6 / 0.8 = $2.The value of markup used by Wholesale Supply is $2 and the selling price used by Wholesale Supply is $8 + $2 = $10. The percentage of markup used by Sports Depot i s also 20%. It is possible to construct a similar equation for determining the value of markup and selling price for Sports Depot.X / ($10 + X) = 0.20.0.8 * X = $2. X = $2.5.The value of markup used by Sports Depot is $2.5 and the final selling price charged by Sports Depot for a SPI basketball is $10 + $2.50 = $12.50. This answer applies to the situation when Sports Depot does add a markup to the selling price. There are cases when Sports Depot sells SPI basketballs at cost; in such cases, the selling price charged by Sports Depot is $10.Status quo pricing objective is defined as the price objective aimed at maintaining current price levels or matching the prices of the competitors(Pride and Ferrell 333). If status quo pricing in this case means matching the prices of the competitors, Sports Depot can easily do this because current prices charged by Sports Depot are lower than the prices charged by competing retailers. Furthermore, the profits of Sports Depot will increase if the c ompany chooses the match the prices charged by competitors.If status quo in this case means maintaining current prices, Sports Depot can achieve such pricing objectives if it has enough resources to operate with low profits or no profit at all. Indeed, Sports Depot sells goods at lower prices compared to competitors’ prices, so the profits gained by Sports Depot are lower. It is likely that the company uses aggressive marketing strategy to increase its market share.

4 Devices That Will Turn Reading English Writing Books into Pleasure

4 Devices That Will Turn Reading English Writing Books into Pleasure 4 Devices That Will Turn Reading English Writing Books into Pleasure Every avid reader has had to deal with cramps in their hands from holding English writing books for too long, squinting in the dark to finish just one more chapter, trying to fit a hefty book into a small bag, and struggled to get comfortable while reading. For some people, the digital age of books is a wonder, but others prefer to hold the paper in their hands. Just as writers who like using pen and paper instead of writing via computer software. This article describes devices that can help with different reading mediums; so whatever your preference is, you are sure to learn about something that you’ll like. Tablets From Kindles to Nooks, e-readers to apps, digital versions of books seem to be taking over the mainstream. While some rejoice at this, others aren’t too comfortable with the idea of a book that needs to be charged. Other people are concerned with the price of these tablets, but these sceptics may not know what they are missing out. Many tablets include backlights, making reading in the dark easier. Also they are lighter and thinner than the average book, making them an easy carriage. Dead batteries are rarely an issue, as most tablets hold a decent charge and recharge quickly when needed. As for the price, the average Kindle sells for around $100-200. While this can seem pricey, Amazon offers free book downloads, making the purchase worth the cost. Lights Reading lights have come a long way in recent years. With these new products, a person can read in bed without waking up their partner. Child can read under the covers without their parents knowing that they’re still up. Some gadgets that can help with this are book lights that can be attached to the book like a mini-lap, reading glasses with built in lights, and page illuminators that light up the page you are on. Stands Comfort has always been a big issue when it comes to reading, but luckily, there are products that can make holding a book- or having something else hold it for you- much easier. One comfortable product is the pillow stand, a book holder that looks and feels like a pillow. Book chairs and tablet stands (applicable to both books and tablets) stabilize your book just the way you need it. This is sure to make reading more comfortable for anyone. Bookmarks So far, this article has consisted of practical book accessories, but there are plenty of fun things you can get to enhance your reading. Digital bookmarks are great for kids who have trouble reading as much as they should. All the parent needs to do is set the timer and leave their kids alone to read. Another cool bookmark can also work as a highlighter, making it easier for people to keep track of what line they are on. Many book apps and tablets also have features that allow the reader to use virtual bookmarks and highlighters to keep track of where they are and what they think is interesting in the book. There are new gadgets coming out every day that can turn   reading into an easier, comfier, and, generally, more enjoyable activity. The most important part of reading is having a good time while doing it. There’s hardly a point in picking up a book or a tablet if you aren’t going to enjoy it. In the end, it hardly matters which means the person uses to read, as long as they keep on reading. The devices listed above can be great tools to assist with reading, helping seasoned readers keep it up, and encouraging new readers to get started. At English paper writing service you can get instant writing assistance from experienced academic writers.

AS Level English Literature - Aspects of Narrative Essay

AS Level English Literature - Aspects of Narrative - Essay Example This is the time when the superpower witnessed levels of prosperity which shall remain unprecedented in the history of America and will be always marked with glory as the â€Å"roaring† 1920s due to excessive soaring of the economy. At the same time, the society of America also witnessed prohibition which instigated ban on the manufacturing and sale of alcohol as made mandatory by the Eighteenth Amendment. This made many people millionaires out of bootlegger business (CandiULB, â€Å"America from 1917 to 2008†). After the republication of the novel during the years of 1945 and 1953, the novel reached the pinnacle of glory and a huge readership acceptance till date and started being considered as the paragon in American literature and classic for its great plot, fascinating narrative and universally relative socio-economic discourse. Establishment of the Context and Major Themes of the Novel by Fitzgerald in Chapter 1 and Chapter 2 Chapter One and Chapter Two of the nove l form the initiating chapters of the great tale and also present a platform where the author explicitly prepares his readers to understand the theme, background and context of his novel. At the outset of the plot these kinds of hints or psychological grooming of the readers is an evident phenomenon from a great author as Fitzgerald. A thorough and a close introspection of the novel would enable the readers to understand that the plot of the novel is woven into multiple themes pertaining to myriad perspectives about life, culture, age and society that the author intend to present. Amid multiple themes captivated within the tight-lipped plot of the novel, the decline of the American Dream in the 1920s and the hollowness of the higher class form the major themes of the novel. Apart from these two poignant themes, there are also certain minor themes which can be considered as quite pertinent themes present in the novel such as, honesty, decay, roles played by the genders, violence, con flict of the class, religion and World War I. Prior to a close analysis of the context of the novel and its development at the outset of the novel, it becomes obvious from the perspective of the narration that it is a conscious deviation from the writing style of Fitzgerald. The plot opens with the introduction of Nick Carraway. Nick is portrayed as a bachelor from the background of a Midwestern family who graduated from the University of Yale in the year 1915 and participated in the World War I for a while. Nick comes back to the Midwest before his settlement in New York and plans to learn about the â€Å"bond business† and despite his wealthy upbringing; Nick continues a modest way of living. In this part of the story, Gatsby, the hero of Nick’s novel is introduced and Nick appears as the author and also the narrator of the story. His description of a â€Å"gorgeous† hero in the form of Gatsby at the beginning of the novel indicates that he is deeply disgusted with the national concepts and perceptions that are accepted widely. He indicates explicitly that his education from his father enabled him not to judge people with the same kind of moral standards and parameters he sets for himself. He comments, â€Å"In my YOUNGER and more vulnerable years my father gave me some advice that I’ve been turning over in my mind ever since†. â€Å"â€Å"Whenever you feel like criticizing anyone†

Intermodal Transportation Research Paper Example | Topics and Well Written Essays - 1500 words

Intermodal Transportation - Research Paper Example However, recent findings and literature regarding intermodal transportation ports review a contradictory outcome of these measures. The following paper investigates and discusses the effects of actions taken to up security at ports. Actions taken to improve the security at ports has negatively affected throughput, increasing costs and reducing the quality of operations. In 2005, a research by Ronald W. Tarr, Vicki McGurk, and Carol Jones made the realization that there are dangers facing intermodal transport ports after 9/11 are volatile (Tarr, et al., 2005). This unpredictability arises from the likelihood that terrorists may use intermodal transport to deliver weapons and explosive material. Oversized significance of stepping up security measures in these ports. The article explores the effects of training through collaboration and decision-making and its support of the response of transit organizations in the course of the 9/11 attacks (Tarr, et al., 2005). These effects revealed the substandard quality of intermodal transportation during the attacks and the ways the harmed output during the implementation of the already established security measures. A recent research by Nil Kula Degirmenci and Gul Denktas Sakar recognized number of security-linked challenges the intermodal transportation sector has been dealing with for the past several years (Degirmenci and Sakar, 2012). Among these challenges are piracy and terrorism. The researchers noted that security measures alone could not address the many low-quality operations, equipment, and industry players. Degirmenci and Sakar proceed to propose a system for gaining a general insight of the current security concept in intermodal transportation ports. This system takes into account the legal, innovative, and economic aspects. Consequently, system identifies key elements of security in intermodal transport by concentrating on requirement

Idealistic vs. Naturalistic Art Essay Example | Topics and Well Written Essays - 1500 words

Idealistic vs. Naturalistic Art - Essay Example In contrast, some artwork focuses more on depicting the naturalistic qualities of the subject. Artists do this in order to capture the raw emotion of the scene and give the viewer an accurate, unbiased image that reflects the reality of their time. People viewing the artwork can determine which type of art it is, idealistic or naturalistic, based on specific elements seen within the painting. During my visit to the Utah Museum of Fine arts, I chose two pieces of art that I believe show the difference between naturalistic and idealistic qualities. By examining the Equestrian Statue of Louis XIV by Jacques-Phillippe Bouchardon as an example of idealistic art and the painting "Preparation for Dinner" by James Taylor Harwood as an example of naturalistic art, it becomes easier to discuss the differences between these two painting styles. The Equestrian Statue of Louis XIV by Bouchardon now on display at the Utah Museum of Fine Arts is a reduction model of a seven-meter statue built by Fr ancois Girardon and installed in 1699 at the Place Louis-le-Grand in France, what is today the Place Vendome (Louvre). Converting that into American measurements, the original statue was almost 23 feet tall not counting its pedestal, which added another 10 meters or almost 33 feet. The original statue was built in 1685 when Louis XIV’s war minister created a new square in Paris and chose Girardon to sculpt a full-scale statue of the king. His choice of artist and his intentions for the square were mostly influenced by his desire to create a more magnificent square than that created to celebrate the king's earlier victories in the Dutch War of 1679 (Louvre). The large square in Paris was the perfect setting for such a marvelous statue of the king to stand. King Louis XIV holds the merit for being the longest reigning king in European history, governing for seventy-two years. Unfortunately, the original statue, which took two years to create, was destroyed in 1792 with the firs t wave of the French Revolutionary wars (Art Tribune), but several smaller models had been made. The sculpture has many idealistic qualities to it that aid in celebrating the royal image of king. For example, the piece shows Louis XIV as a Roman emperor, calling on the authority of the ancients to equate him with the heroes of the ages. He is shown wearing a contemporary curly wig and sitting atop a strong steed, further demonstrating his ties to authority and nobility. The quality of the horse is also intended to reflect on the quality of the man as the head of a wealthy and prosperous nation. Louis sits the horse without saddle or stirrups. This can have a few interpretations. First, it shows that the rider has enough grace and agility to be able to remain on the back of such a powerful horse without having to be buckled in place or hold on to some kind of strap. Second, it proves his mastery over all things in that he can presumably convince the horse to do what he wants with ver y little effort. The horse itself stands majestically in a walking position with one leg raised and one leg standing on the shield and sword of a defeated enemy. As a result, the artist has captured the king as an active participant in the wars he has led, shows the horse to be a warhorse (adding yet more prestige to the idea that the king is controlling him without stirrups), and demonstrates the king

Stereotype Threat Is A Phenomenon Psychology Essay

Stereotype Threat Is A Phenomenon Psychology Essay Membership in a stereotyped group is the one condition that must always be present in order for stereotype threat to occur. Everyone is a member of at least one stereotyped group, and is vulnerable to being affected by stereotype threat in different situations. Although greatly contested, women and members of ethnic minorities are not the only groups affected by stereotype threat. Research on stereotype threat has shown that a diverse set of groups can be affected by stereotype threat. Aronson, Lustina, Good, Keough, Steele, and Brown (1999) showed that White males performed worse on a math test when the performance of Asians in mathematics was made salient. In this context, White males are part of the stereotyped group because of the stereotype that White males are worse at math than Asian males. Individuals Who Identify Strongly With Groups Certain individuals are more vulnerable to stereotype threat than others because their memberships are salient to them in many situations. These individuals strongly identify with groups which use gender or ethnicity as inclusive criteria. This strong identification with groups can make stereotypes chronically accessible (what does this mean?). In turn, they will increase stereotype threat more often and in varying situations. Whereas certain individuals need to have their stereotyped group membership made salient, these individuals are always aware of their stereotypes. Marx, Stapel and Muller (2005) found that the performance of women on a math test was inversely proportionate to the degree to which their gender was emphasized. Cole, Matheson and Anisman (2007) found similar results. Higher ethnic identification predicted greater psychological distress and poorer performance for minority students in their first year of college. Stereotype Belief and Knowledge Though stereotype threat can arise in situations where the person is unconsciously aware of the stereotype, it is more easily processed when the person is aware or knowledgeable of the stereotype. Since adults are usually aware of many stereotypes, McKown and Weinstein (2003) conducted a study that examined the knowledge of stereotypes by children and its effects on their performance in domains that produce stereotype threat in adults. The researchers found that children who were aware of stereotypes were more likely to show effects of stereotype threat. Belief of stereotypes is another factor that affects the degree to which a stereotype threat is experienced. In a study by Schmader, Johns, and Barquissau (2004), women who endorsed gender stereotypes about womens math ability did worse on a task in the stereotyped domain when under stereotype threat more so than their counterparts who did not endorse a gender stereotype. Consequences of Stereotype Threat Decreased Performance on Tasks Test performance in academic settings is the context in which most stereotype threat research is conducted. Cole, Matheson and Anisman (2007) found that ethnic minority students at a predominantly White Canadian institution showed increased levels of anxiety and depression compared to the White students, and had lower grades at the end of the school year. Scores on Ravens Advanced Progressive Matrices (APM) task, a task that has been described as being a pure measure of cognitive ability and culture-free, have been shown to be affected by stereotype threat (Brown Day, 2006). Performance on tasks in other domains has also been affected by stereotype threat. Undergraduate female golfers performed more poorly when the stereotype of females being poor golfers was purported either subtly or blatantly (Stone McWhinnie, 2008). The reason for reduced performance when under stereotype threat has been attributed to factors such as anxiety (Max Stropel, 2006), physiological arousal (Blascovic h et al., 2001) and reduced working memory capacity (Schmader and Johns, 2003). Changes in Appraisal of Situations When faced with stereotype threat, individuals use different strategies to account for lapses in their performance. Some individuals attribute internal reasons/causes as to why they failed the task. In a study by Koch, MÃ ¼ller, and Sieverding (2008), participants were asked to find a document on a computer and save it to an external storage device. Participants were told that women perform worse on the task than men (stereotype threat condition for women) or that women perform better on the task than men (stereotype threat condition for men). Women in the stereotype threat condition were more likely to make internal attributions for their failures than men in the same experiment. Self-handicapping is another strategy used by individuals affected by stereotype threat. These individuals erect barriers to performance in order to provide attributions for their failure (Stone, 2002). A specific type of self handicapping is task discounting. Tasks are critiqued in some way in order to ex plain poor performance. A study by Lesko and Corpus (2006) found that women who were taking part in a math task and under stereotype threat were more likely to agree with statements such as this test is not an accurate measurement of my math ability. Reducing Stereotype Threat Reframing the Task Stereotype threat can arise when task descriptions or test instructions make threatened identities and negative stereotypes more accessible. Ergo, stereotype threat can be reduced by reframing a task in such a way that stereotypes are not invoked or made salient. Steele and Aronson (1995) were able to reduce stereotype threat by explicitly stating that a test was not diagnostic in nature. Though this strategy is unrealistic in regular testing situations, other task reframing methods have been shown to be equally effective. Gender stereotypes are common, and affect the performance of women in stereotyped domains (Spencer, Steele Quinn, 1999). However, gender stereotypes and their subsequent effect on test performance can be reduced by reframing the task. For example, Spencer, Steele and Quinn (1999) showed that when both male and female participants completed a mathematics test and were told that there would be gender differences, the males outperformed the females. Contrarily, when the task was reframed and the participants were told that there would be no gender differences, the scores of the male and female participants were equivalent. Another task reframing strategy is addressing the fairness of the task. Good, Aronson and Harder (2008) were able to reduce stereotype threat present on a mathematical ability test by assuring the test takers that this mathematics test has not shown any gender differences in performance or mathematics ability. Even the though the tests outlined in the above studies were diagnostic in nature, reframing the tasks was able to negate potential stereotype threat effects. Task reframing strategies can be employed by testing agencies in order to reduce the potential effects of stereotype threat, which can affect the scores of test takers belonging to certain demographics on standardized tests. De-emphasizing Threatened Identities Stereotype threat can be reduced in situations where the threatened social identities are made less salient. Threatened social identities can consist of gender, ethnicity, socioeconomic status and other domains that are often stereotyped. Stricker and Ward (2004) conducted field studies that examined the effects of asking about ethnicity prior to Advanced Placement (AP) calculus exams. A re-analysis of their data by Danaher and Crandall (2008) found that soliciting identity information at the end of the exam decreased sex differences in test scores by 33% compared to when identity questions were asked at the beginning of the exam. Danaher and Crandall concluded that if the demographic questions were asked at the end of AP calculus exams, 4700 additional female students would receive a credit annually. Stereotype threat can also be reduced if individuals are encouraged to think in ways that reduce the significance of the threatened identity. Ambady, Paik, Steele, Owen-Smith and Mitchell (2004) found that when women were individuated by having aspects of the self made more salient, they performed better on a difficult math test than women who were not individuated. The researchers concluded that individuation allows individuals to distance themselves from the threatened social identity. Emphasizing the similarities between groups has also been shown to reduce stereotype threat. Rosenthal, Crisp and Sue (2007) found that generating similarities between men and women in academic settings led to higher performance expectations and improved performance by women in a stereotyped domain. Rosenthal, Crisp and Sue (2007) selected mathematical ability as the stereotyped domain in which similarities between ingroup and outgroup employment strategies would be tested. Individuals with multiple social identities have a low risk of being affected by stereotype threat. Gresky, Ten Eyck, Lord and McIntyre (2005) examined the role of multiple social identities in undergraduate university students. The participants were instructed to answer questions from what was supposedly a new version of the GRE math exam. Stereotype treat was induced by informing the participants that men usually outperform women on math tests. The participants were then split into three conditions. Before the math test, some subjects were instructed to create a simple self-concept map whereas others were instructed to create a complex self-concept map. Subjects in the control condition did not create a self-concept map. The female participants who did not create a self-concept map or created a simple self-concept map performed poorly on the math test whereas the female participants who were instructed to create a complex self-concept map were unaffected by the stereotype threat ma nipulation. Creating self-concept maps did not have an effect on the scores of the male participants, presumably because they were not affected by the stereotype threat manipulation. Consequently, encouraging stereotype threatened individuals to think of themselves as multifaceted individuals reduces vulnerability to stereotype threat effects. Though all people have multiple identities, some are more vulnerable to stereotype threat than others. This can be explained by the fact that different social identities are highlighted to different degrees in individuals. Having stereotyped social identities that are easily highlighted (not the right word) increases the vulnerability of an individual to stereotype threat. Mcglone and Aronson (2006) demonstrated this effect by instructing participants to complete the Vandenberg Mental Rotation Test (VMRT) in varying conditions of identity salience. This salience was achieved by having participants complete questionnaires that highlighted different social identities. For the male participants, performance on the VMRT was best when gender was made salient and worst when their status as citizens of the Northeast was made salient. The female participants performed the best when their college identity was made salient and performed the worst when their gender was emphasized. Affirming Self-Worth Stereotype threat acts on an individuals fear of confirming negative stereotypes (Steele Aronson, 1995). Self-affirmation can be used as a strategy to protect the self from perceived threats. Self-worth can be increased by encouraging people to think about characteristics, roles and skills that they are proud of or view as important. Schimel, Arndt, Banko and Cook (2004) examined whether self-affirmation and affirming self-worth can protect individuals from stereotype threat. Before completing a math test, female participants were randomly assigned sentence fragments to complete that provided either intrinsic affirmation, extrinsic affirmation or no affirmation. The participants were also placed in either a stereotype threat or control condition. The researchers found that women in the stereotype threat condition who reaffirmed their self worth by completing the sentence fragments that provided intrinsic motivation performed better on the exam in the stereotype threat condition than in the control condition. Conversely, women in the stereotype threat condition who extrinsically self-affirmed performed worse in the stereotype threat condition compared to the control condition. Cohen, Garcia, Apfel and Master (2006) came to similar conclusions when studying seventh grade students in racially diverse middle schools. Students were assigned to self-affirmation conditions and no self-affirmation conditions. The students in the self-affirmation condition were instructed to write an essay that indicated values that were important to them and why they were important to them. Students who did not self-affirm were instructed to write an essay about their least important values and why they were not important. The researchers found that African-American students in the self-affirmation condition performed 0.3 grade points better over the semester compared to African-American students who did not self-affirm. These results are notable because African-American students are the demographic that is usually most affected by stereotype threat in academic settings. As a result, enhancing the individuals internal coping capacity through providing affirmation has shown to improve the performance of individuals that are most susceptible to stereotype threat. Providing Role Models Individuals who focus on outgroup members who perform well on a specific domain have a negative effect on their performance on tasks from that domain. Huguet and RÃ ©gner (2007) showed that the performance of female participants on a math test in a mixed environment was negatively affected by their thoughts about males who performed well in mathematics. This type of stereotype threat effect can be reduced by providing ingroup role models that are proficient in a specific domain. Marx and Roman (2002) examined this effect by providing females with role models who were competent in math. Male and female participants were given a difficult math test to complete. When the experimenter was a male, the female participants performed poorer on the exam than the male participants. However, when the test was administered by a female who embodied subject confidence, the female participants performed equally as well as the male participants. The role models provided do not need to be present in order to reduce stereotype threat. Various studies have shown that stereotype threat can be reduced by providing role models through priming. McIntyre et al. (2005) examined the relation between exposure to positive role models through priming and reduction of stereotype threat effects. Undergraduate students were asked to participate in two studies, and were told that women perform worse than men on math tests. The researchers also manipulated the tasks by having the participants read anywhere from 0-4 essays describing successful women. The researchers found that the performance of the female participants increased as the number of essay read increased, supporting the finding that providing role models decreases stereotype threat effect. Attributing Difficulties to External Factors The effects of stereotype threat can be reduced if difficulties on tasks are attributed to external factors rather than the self. Ben-Zeev, Fein, and Inzlicht (2005) illustrated the effect of attributing difficulties to external factors on stereotype threat. Women who identified highly with mathematics completed a math test in the presence of either 2 males (stereotype threat condition) or 2 females (control condition). Participants were also shown a subliminal noise generator before the test. They were told that the machine would either increase arousal and heart rate or that it would not produce any adverse effects. The female participants in the stereotype threat condition performed worse on the math test only when they were told that the subliminal noise generator would not produce any adverse effects. The participants who were told that the machine would increase arousal attributed their difficulties to the noise generator, and did not experience stereotype threat effects. Provi ding subliminal noise generators are not practical in normal testing situations. However, recent studies have used different techniques to produce the same effect. Johns, Inzlict and Schmader (2008) eliminated stereotype threat effect by telling individuals under stereotype threat conditions that the anxious feelings they were experiencing would not hinder their performance, and might even improve their performance. Attributing difficulties to external factors is a strategy that can be utilized effectively in order to reduce stereotype threat. Conclusion Stereotype threat is highly pervasive and is not restricted to people with certain characteristics or backgrounds. Although it can affect anyone, certain individuals are more susceptible to the effects of stereotype threat than others. The effects of stereotype threat make it a serious problem that needs to be addressed. The literature has revealed that although stereotype threat cannot be completely eliminated, certain cognitive reappraisal strategies can help reduce or attenuate its effects. These strategies include reframing tasks, providing role models, providing external attributions for difficulties and deemphasizing threatened social identities. These strategies have been shown to be effective, and should be considered in situations where stereotype threat is known to be present.

art :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  When looking into society once can be influenced by a number of issues. These issues can include art. Art is work that is put together by an individual. It is a true creative act that is used as a form of expression from the artist. Art is inspiring and can influence a society. Art work is seen through acting, music, and pictures.   Ã‚  Ã‚  Ã‚  Ã‚  Firstly, one can see art through acting. Acting is a performance in which one disguises themselves and become a different individual. Acting is an expression of oneself. This act can be seen in plays, on Television and in movies. Acting is important to a society for it provides an escape route as well as a form of entertainment. Without acting there would be more boredom. Many rely on going to plays as well as watching television. Without these forms of art, it would be difficult for one to stay entertained. Acting is a form of art that is important to a society.   Ã‚  Ã‚  Ã‚  Ã‚  Secondly, music is a form of art. Song writers and singers use their talent to make music. Music is in spring and can influence others. Music can be seen as a form of entertainment also. It is constantly being played on the radio as well as clubs and concerts. Many listen to music to become entertained. For some, listening to an inspired song can effect their views, can also influence into reaching goals. Music is a well known form of art.   Ã‚  Ã‚  Ã‚  Ã‚  Lastly, art can be seen in art galleries. Some forms of art that are usually seen are sculptures, paintings, and also photographs. All these forms are made uniquely and by persons. It is the fact that it is made by thought and made by a person that is called art. Sculptures of people and objects can be inspiring and educational to many. Paintings and photographs can contrast a mood in which can inspire a person. These forms of art are very important to society. If there were no galleries nor any forms of art than this world would be plain. Art forms surround society making it a more interesting, creative place.   Ã‚  Ã‚  Ã‚  Ã‚  Art can bee seen in many places, it is everywhere one turns; billboards, houses, business buildings, outside.

Chapter Notes: Leaf-Fall 1666

Chapter Notes: Leaf-Fall 1666 We have looked at the first chapter – which chronologically occurs towards the end of the text, and discussed some of the reasons why Brooks might choose to structure her novel in this way. We see a lot of characters interacting with each other in ways that are quite different to the next chapter, demonstrating how much they have changed during the time of the plague. Brooks has taken her time here to describe the desolation of the garden that Elinor cared so much for – this reflects the desolation of the village and the characters – particularly Mompellion whose despair is so evident here.Anna (our narrator) is stoic, and is keeping things afloat. Her caring nature is evident in her attempts to assist Mompellion and also in her care for his horse Anteros. However, she refers to herself as a servant and you have all picked up on the fact that her behaviour does not at all resemble that of a servant. This foreshadows the tremendous jo urney (that ‘Year of Wonders’) the reader is about to see Anna embark on. Chapter Notes: Ring of Roses Refers to children’s rhyme supposedly about the plague. Certainly echoes the plague sores that are found on George Viccars body during this chapter.The chapter ironically begins with Anna saying that the last winter – when her husband died – was the most difficult she had lived. No-one expected this plague. We examined the burgeoning relationship with George which is cut short by his illness. We see Anna’s passion for her children (challenging God’s edict that none be placed before him) and her desire to be with a man again. We learn a lot about the lives of women in puritanical society in this chapter, and how Anna is already different from them. `Chapter Notes: The Thunder of his Voice Meaning of the title becomes apparent in the very last page of the chapter.Has a religious resonance. We are introduced to Anys Gowdie in this chapte r – a woman quite unlike those of her time. Anna feels drawn to her and changes many opinions in discussion with her, showing us how unusual Anna herself is for a woman of the time. Anys reveals her affair with George and his intentions to Anna. There are no deaths in the chapter – but the plague is discussed at the dinner at the Bradfords where Anna is serving. Anna goes home and checks her boys – both appear unafflicted. Chapter Notes: Rat-Fall. Obviously modeled on Leaf-Fall, what is the meaning of this chapter title?It begins with glorious descriptions of nature – the people believe they have contained the plague. Anna plays with her children and interestingly, Mompellion enters the picture. Very Garden-of-Eden-esque. Anna is uncomfortable around him. This stands in stark contrast to what we are about to experience. The boys playing with the dead rats is ominous. The weather soon changes, and Anna remarks on the insects biting her boys. She longs to t alk with Anys and begin to see the world in ways that she does. One of the boys playing with the rats starts showing symptoms. Mem Gowdie is sent away as they fetch a physician.The physician flees from the plague. Anna’s baby Tom dies during the chapter. Aphra scolds her for doting in him – she has lost many babes herself. She tells her it is folly to love them until they are walking and talking. It is clear that the plague has struck the town. Chapter Notes: Sign of a Witch Anna compares the plague to the falling of a whip that continues to strip a man’s back on p. 81. We learn that her elder son Jamie passes away even as he is still grieving for his brother. Anna tries a number of remedies to soothe or cure Jamie which must have been common at the time, to no avail.In fact, they seem to make things worse. It is only Anys who is able to soothe him – she promises Anna prophetically on p. 84 that her arms wont be empty for long. Mompellion comes to pray fo r Jamie and Anna â€Å"hears the words as if far away†. P. 86 Anna tells us of her grief and her inability to understand why she has not succumbed when her children and many around her have. Of particular importance are the questions she asks in the graveyard on p. 87. While all this is happening (which is personal and thus central to our narrator) it is clear the plague has spread throughout the village.It has certainly not been contained as they hoped. The townspeople seek a scapegoat, and Anna comes upon them accusing Mem Gowdie. Anys is not far behind and they seek to lessen the hysteria that has grabbed all around them. Pp. 89 – 91. Brooks creates a lot of tension in these pages. The responses of the townspeople here will prove useful in a number of possible themes to discuss around the text. In saving Mem Anys draws attention to herself and Anna finds that her loose tongue around Anys and George helps condemn her friend. Anys uses all her wits to distract and ang er the villagers and accepts that her death is inevitable.Her actions here may be hard to understand and we will need to discuss them. Mompellion comes to confront them but is too late to save Anys. They have created yet another tragedy within their town, and unwittingly destroyed the woman who may best have helped. Consider the irony of Mompellion’s comment: â€Å"oh yes, the devil has been here tonight†. Chapter Notes: Venom in the Blood The atmosphere in the village gets bleaker and Brooks comments that the witch’s blood has not saved those that followed her into her grave. Mem Gowdie falls ill and is taken into care at the rectory, but passes soon after.The herblore of the village is lost. No law is willing to come to the town to hold anyone accountable for what happened. Suprisingly, Mompellion’s sermon preaches love rather than punishment of vengeance (pp. 102 – 103), and he invites his predecessor Reverend Stanley to come into the Church (p. 100). This is significant given the religious upheaval of the time. The two have worked together for the good of the town and the older man shows his support of the younger. Mompellion pleas for them all the stay confined in the village rather than spread the plague seeds.Many agree, some if only for lack of food and provisions to travel. This is all evident in the conversations after the service. It also becomes clear that neighbouring villagers will send them food if they stay on quarantine. The Bradfords are not noticed slipping our quietly from the proceedings. This is a powerful chapter title and its meaning will require discussion. Chapter Notes: Wide Green Prison Those that stay in Eyam feel a kind of grace in their decision, which is juxtaposed with the hasty and discourteous exit of the Bradfords. They even defy the reverend’s pleas.Bradford accuses Mompellion of just trying to make the villagers feel better about having to stay (p. 115), which threatens the gentle peace many found at the church earlier. Consider the title of the chapter when discussing this. Many servants are left without a home or job and are distributed amongst the village. Kindness even in their darkest hour. This is worth noting – the darker aspects of humanity depicted in these chapters often outweighs the good we could see if we looked too (p. 117). Elinor gets on with the business of helping the town.We have some good examples here of the teamwork and balance in the relationship between Elinor and Michael. Elinor encourages Anna to help with midwivery, although Anna has horrible memories of her mother dying in childbirth pp 120 – 121, because they are â€Å"all that she has†. Elinor takes some milk of the poppy in case it is needed, and Anna calls upon her memories of the manner and technique of Anys Gowdie. On p. 122 she says the words the Gowdies said: May the Seven Direction Guide this Work, and feels that Anys is there guiding her as to how to deliver the baby safely.That night, they celebrate life instead of death, but Anna pockets the little vial of milk of the poppy at the end of the chapter. Chapter Notes: So Soon to be Dust The title from the chapter comes from the English burial service taken from Genesis 3:19. Why might this be important? The story of Jakob Brand and Maggie Cantwell shows us the types of responses people from Eyam might find in the neighbouring villagers. (pp. 129 – 131) Anna has a confrontation with her drunk father (pp. 133 – 135) and we found out more about her relationship and responses to him. Chapter Notes: The Poppies of LetheThis chapter titles strikes me as somewhat ironic – poppies stand for rememberness but Lethe represents forgetting and oblivion – oblivion brought on my remembering? Does this make sense in Anna’s case? Its also a very dark chapter whereby Anna questions whether she can go on amongst all the death and loss. Anna begins the chapter by m using about falling down a hill – a metaphor for her temptation with the poppy she lifted at the end of the previous chapter. It is a substance she knows from when Sam broke his leg and was treated by the Gowdie’s. Anna repents her theft but cannot bring herself to give the vial back.She makes a concoction of poppy and honey to hide the bitter taste and experiences sweet dreams of her dead children. The day she awakes to seems darker for her efforts, but she notices her mind is calm and she has slept well for the first time in a long time – 10 hours. The day is indeed bitter as she comes across plague ridden Sally Maston (p. 140) whose mother has died already and cannot care for her or ease her suffering. Anna looks after the children as best she can, but recognizes that it is a deathwatch. There is an interesting exchange with the sexton (a church official who comes to pick up bodies) on p. 41 that shows the exhausted attitude of the townspeople to death. Elino r tells Anna that her childhood friend Lib Hancock (who she told the gossip about Anys and George too which eventually led to Anys’ downfall) lies on her death bed. Anna rushes to her, but she is too far for them to put the incident behind them. After these traumas, Anna again relies on the poppy for sweet dreams, but she wakes up to the harsh reality that she has no more. She then remembers the herb stores at the Gowdies and sets off to replenish her stock. On her way, she visits the Talbot cottage as she does not see smoke coming from the chimney.She discovers two things there – that Richard Talbot has attempted to burn off his plague sore in an effort to burn out the disease, and also that Kate has brought a charm (like a spell) to attempt to dispel the plague also. She tells Anna she brought it from the spirit of Anys Gowdie. Anna knows this to be untrue, but cannot solve the mystery just now. When she arrives at the Gowdie cottage she finds Elinor there, who she m omentarily mistakes for the ghost of Anys. Elinor explains that she is there to learn what herb lore she can from the Gowdies, in hopes of saving the town.Elinor reveals she is well aware why Anna is there, and convinces her that she should not attempt to forget her boys through escape via the poppy. She asks Anna if she had sweet dreams and she answers ‘the sweetest I have ever known†. (p. 149). Elinor says she remembers this well, and warns her that the poppy is â€Å"a jealous friend and will not lightly loosen its embrace† (p. 149). She goes on to reveal her sad history to Anna (pp. 150 – 155) and how she came to marry Michael. She does not however reveal all and the biggest secret will be revealed by Michael in the final pages of the novel.They begin their work with the herbs and Elinor has made a study of the victims and notices that while the plague has claimed many, it has not claimed many â€Å"silver hairs†. They decide to start arming the young with as many natural medicines as possible. Anna worries about how she will cope without the poppies and notes that she can always find them amongst the Gowdie’s garden. Question your response to this. Anna also realizes she can throw herself into her work, and this may keep her going. Chapter Notes: Among Those That Go Down to the Pit A very long chapter.Michael is exhausted and Elinor and Anna try to convince him not to do so much. The reader should take note of the relationship and balance between Michael and Elinor after Elinor’s revelation of the previous chapter. Jakob Merill dies and young Brand who has been living with them and caring for the children is named his heir. Anna notes that the cold season demands so much of her – she is busy every minute of every day, delivering babies and learning about the herbs. She explains the processes she and Elinor try, and how they learn through trial and error.They rest only on Sunday – when Elinor dre ads to see in the church pews how they are losing the battle (p. 167-8) In his service, Mompellion says that he must close the church and the church yard – there are too many dead to bury there. He asks the parishners not to worry about not being buried on hallowed ground, God will find them. He faints at the pulpit. Reverend Stanley takes over. Elinor and Anna take him back to the rectory. In this chapter we also learn about the plight of Merry Wickford, a miner’s daughter who alone survives the plague. The other miner’s may take her father’s area if she is unable to produce a dish of lead.Unable to convince the other miners to help Merry, Elinor tells Anna they should help as Anna has knowledge of the mines from Sam. This frightens Anna, who knows enough to recognize how dangerous this is. She also knows that miners are superstitious about having any women near them (p. 175) Nonetheless they take Sam’s gear and try (p. 178). Anna is gripped by fe ar and the two women soon realize they are unable to meet the challenge. Anna remembers that fire-setting can be used, a dangerous practice that cost Sam his life. Elinor encourages her saying that the Plague could catch them any day.Elinor wants to accompany her but (for the first time) Anna speaks harshly to her if the silliness of not being out there to dig her out if needs be (p. 184). Earth buries her and Anna accepts her death. However, Elinor and Merry have both not obeyed her instructions and are on hand to dig her out. They present the overladen dish and save Merry’s mine. Mompellion is amused by Elinor’s presence of mind and outfit. Anna sleeps well that night. (p 188) Chapter Notes: the Body of the Mine Anna recovers from her wounds. Joss Bont takes on the role of grave digger, eeking hefty payment from those too weak or sick to bury their dead. The chapter continues with further examples of his greed and callousness. The final straw is when he digs a grave for Christopher Unwin who lies ill but not dying. He does not even have the plague. When Unwin lives, Bont angrily demands payment for the services that were neither asked for nor necessary. (pp. 196 – 197) Bont is humiliated by Mompellion. Anna hears that her father is thrown out of the tavern, and worries for her stepmother and her children. Aphra laughs when she hears and says â€Å"I am my own ways of bridling that mule† (p. 98). However, that night Bont hits him with his spade and attempts to bury him anyway, in order to steal his goods(p. 199 – 200) Unwin takes his grievance to the Body of the Mine (from the last chapter) as the only quasi-legal system left.. Unwin is also a miner and thus has rights to this. No one speaks up for Bont and he is sentenced to have his hands impaled to a stone as punishment for theft. It is generally up to kin to retrieve the accused, but Aphra’s children are all but one sickened with the plague and she cannot go. Anna doesn’t realize this and never seeks him out.Bont dies on the hill – which leads to greater tragedies later (pp. 204 – 205). His body is partially eaten by animals, and Aphra has to deal with this just after she buried three of her children with her own hands. Her behavior at the Grave is strange and unholy, even for one as superstitious as her( pp. 207 – 208). Chapter Notes: The Press of their Ghosts Anna grieves her father and the rectory and tells his history to Elinor. We learn to have some sympathy for him in this (pp. 209 – 210). Anna feels free of him after the telling – like she is strong enough to face him now.Anna and Elinor’s strength and resilence is contrasted with the other women in the town who are buying charms to ward off the plague. Spring arrives and the lambs are born easily and the village looks pretty again. Although Anna notes it does not over-shadow the still dwindling numbers when they go to pray at Cucklett Delf. Half way through June the village has lost half its population to the plague and this takes its toll on people. Anna details the changed appearance of John Gordon who punishes his body to atone for his sins. (p. 217 – 219). Mompellion and Anna later visit his wife to confirm this.John is later found dead and his wife contracts the plague a week later. This makes voices whisper as to whether he was right or not. Jane Martin takes to sleeping with many men to survive. Mompellion chastises her for it harshly (rather than the man), does Elinor’s history have anything to do with this? The chapter ends ironically with Anna feeling jealous of the Mompellions for having each other (pp. 228 – 229) Chapter Notes: A Great Burning Elinor begins coughing which sends Anna into a panic (pp. 232 – 233). She reflects on all that Elinor has meant to her (pp. 34 – 235) and Elinor asks Anna to look after Michael. Her fever breaks on p. 237. It is not the plague. Michael is overjoyed and Anna is jealous again (p. 239). Renewed, Michael preaches to the villagers that there should be a great burning of their possesions that might carry the plague (he is inspired by Urith Gordon here, who accepted possessions from plague homes and died). He calls it a sacrifice to God. Aphra is drawn to the fire in black rags – it becomes clear that she is pretending to be the ghost of Anys Gowdie and selling the charms around the village (p. 243).The villagers turn on her, and Michael tells them not to violate this spiritual place. Aphra is taken and held by two farmers – who cruelly throw her into a pit of manure which she must tread all night (p. 245 – 246). Elinor and Anna try to bathe and soothe her but she is angry and accuses Elinor of stealing Anna and her children (pp. 247 -248). Anna worries for Faith, the remaining girl and when she eventually goes to look for her finds something startling (pp. 249 – 251). Chapter Notes: Deliverance Anna comments that she avoids Aphra and wishes she hadn’t – foreshadowing again.They realize that they have not had new deaths for some time and hope that the plague has passed. Michael comments that new growth is present at the site of the Great Burning. Michael and Elinor argue about whether or not it is yet time to celebrate the passing of the plague. Michael wants to hold off. In tears, Elinor comments that not all are as strong of will as he. What does this mean really? Eventually a date is fixed and Michael and Elinor dress in white, Elinor with spring blooms in her arms. As he begins to give thanks, Aphra appears.She is clearly mad and blames Mompellion. Mompellion attempts to calm her and sadly Faith’s corpse is damaged in this. Aphra swings wildly with the knife, ending her own life and Elinor’s. (pp. 257 – 259) Chapter Notes – Apple-Picking Time Faith, Elinor and Aphra are buried and Anna considers how best to serve the memory of her friend (pp. 264 – 264). Michael goes into seclusion. He cannot bear Anna to speak of Elinor. When Anna offers to shave him they have an intimate moment (p. 266). Memories of the past run rampant here.Michael is astonished that Anna can read Latin. Michael remains alone for a season and Anna says she cannot rouse him. She brings him the good news of the town, showing the reader that life is moving forward outside the walls of the rectory (pp. 269 – 270). Anna decides to embrace life and make the most of it, symbolized by taking Anteros off for a ride. Mompellion is enraged and Anna takes him into her arms (pp. 273 – 281). He relationship begins but is destroyed by the revelation that he never slept with Elinor. Anna feels she has stolen something from Elinor (p. 83) She finds Michael cruel and perverse (p. 284). She comes upon Elizabeth Bradford and agrees to go and tend the birth. The surgeon abandoned a case Anna solves easily and she remarks tha t the little girl reminds her that she is to go on (p. 287). She saves the child from being killed as the result of adultery and promises to leave the village and care for the girl herself. (pp. 288 – 291). She is given jewels to do this. Anna plans to leave her cottage to Merry Wickford and plans to swap her sheep for a donkey to carry her away. Mompellion interrupts her planning.He knows the whole story and feels Anna may be in danger from those who would seek to destroy the child still. He gives her Anteros and an escape route (pp. 293 – 294). Chapter Notes: The Waves, Like Ridges of a Plough’d Land (Epilogue) The epilogue begins with Anna remembering a poem and marveling that it was written by a woman, showing how small she once believed the world and the capacity of women to be. She describes where she has ended up and how she got there. There are many key passages to look at, and much discussion to be had for the purpose of this chapter.