Roman Army - Recruitment, Legions, Siege Warfare More

The Roman army (exercitus) did not start out as the superlative fighting machine that came to dominate Europe to the Rhine, parts of Asia, and Africa. It began like the part-time Greek army, with farmers returning to their fields after a quick summer campaign. Then it changed into a professional organization with long terms of service far from home. The Roman general and 7-time consul Marius is considered responsible for the change of the Roman army into its professional form. He gave the poorest classes in Rome the opportunity to be career military, gave land to veterans, and changed the composition of the legion. Recruitment of Soldiers for the Roman Army The Roman army changed over time. The consuls had the power to recruit troops, but in the last years of the Republic, provincial governors were replacing troops without the approval of the consuls. This led to legionaries loyal to their generals rather than Rome. Before Marius, recruitment was limited to citizens enrolled in the top 5 Roman classes.  By the end of the Social War (87 B.C.) most of the free men in Italy were entitled to enlist and by the reign of Caracalla or Marcus Aurelius, it was extended to the entire Roman world. From Marius on there were between 5000 and 6200 in the legions. Legion Under Augustus The Roman army under Augustus consisted of 25 legions (according to Tacitus). Each legion consisted of about 6000 men and a large number of auxiliaries. Augustus increased the time of service from 6 to 20 years for legionaries. Auxiliaries (non-citizen natives) enlisted for 25 years. A legatus, supported by 6 military tribunes, led a legion, composed of 10 cohorts. 6 centuries made a cohort. By the time of Augustus, a century had 80 men. The leader of the century was the centurion. The senior centurion was called the primus pilus. There were also about 300 cavalry attached to a legion. Contubernium of Soldiers in the Roman Army There was one leather sleeping tent to cover a group of 8 legionaries. This smallest military group was referred to as a contubernium and the 8 men were contubernales. Each contubernium had a mule to carry the tent and two support troops. 10 such groups made up a century. Every soldier carried 2 stakes and digging tools so they could set up camp each night. There would also be slaves associated with each cohort. Military historian Jonathan Roth estimated there were 2 calones or slaves associated with each contubernium. The Size and Organization of the Roman Imperial Legion, by Jonathan Roth; Historia: Zeitschrift fà ¼r Alte Geschichte, Vol. 43, No. 3 (3rd Qtr., 1994), pp. 346-362 Legion Names Legions were numbered. Additional names indicated the place where the troops were recruited, and the name gemella or gemina meant the troops came from the merger of two other legions. Roman Army Punishments One way to ensure discipline was the system of punishments. These could be corporal (flogging, barley rations instead of wheat), pecuniary, demotion, execution, decimation, and disbandment. Decimation meant one in 10 soldiers in a cohort was killed by the rest of the men in the cohort by clubbing or stoning (bastinado or fustuarium). Disbandment was probably used for mutiny by a legion. Siege Warfare The first great siege war was waged by Camillus against the Veii. It lasted so long he instituted pay for the soldiers for the first time. Julius Caesar writes about his armys sieges of towns in Gaul. Roman soldiers built a wall surrounding the people to prevent supplies from getting in or people from getting out. Sometimes Romans were able to cut off the water supply. Romans could use a ramming device to break a hole in the city walls. They also used catapults to hurl missiles inside. The Roman Soldier De Re Militari, written in the 4th century by Flavius Vegetius Renatus, includes a description of the qualifications of the Roman soldier: Let, therefore, the youth who is to be chosen for martial tasks have observant eyes, hold his head up, have a broad chest, muscular shoulders, strong arms, long fingers, not too extended a wait measure, lean hams, and calves and feet not distended with superfluous flesh but hard and knotted with muscles. Whenever you find these marks in the recruit, do not be troubled about his height [Marius had set up 510 in Roman measurement as the minimum height]. It is more useful for soldiers to be strong and brave than big. Roman soldiers had to march at an ordinary pace of 20 Roman miles in 5 summer hours and at a fast military pace of 24 Roman miles in 5 summer hours carrying a 70-pound backpack. The soldier swore an oath of loyalty and implicit obedience to his commander. In war, a soldier who violated or failed to carry out the generals order could be punished by death, even if the action had been advantageous to the army. Sources Polybius (c. 203-120 B.C.) on the Roman MilitaryTraining Soldiers for the Roman Legion, by S. E. Stout. The Classical Journal, Vol. 16, No. 7. (Apr., 1921), pp. 423-431.Josephus on the Roman ArmyThe Antiqua Legio of Vegetius, by H. M. D. Parker. The Classical Quarterly, Vol. 26, No. 3/4. (Jul. - Oct., 1932), pp. 137-149.Roman Legionary Fortresses and the Cities of Modern Europe, by Thomas H. Watkins. Military Affairs, Vol. 47, No. 1. (Feb., 1983), pp. 15-25.Roman Strategy and Tactics from 509 to 202 B. C., by K. W. Meiklejohn. Greece Rome, Vol. 7, No. 21. (May, 1938), pp. 170-178.

A Doll s House Individual Freedom Of Nora - 2227 Words

A Doll’s House: Individual freedom of Nora Individual freedom is a fundamental theme of Henrik Ibsen’s A Doll’s House. Through the character of Nora Ibsen shows the necessity of individual freedom. Without it one can’t flourish oneself and establish oneself as equal partner with other (Nora – Helmer relationship). The protagonist, Nora always wants to be an independent person. Though she got her success, she paid a good price for herself liberty. The present paper investigates and discusses how Nora led her life before achieving her self-liberty and her passion for individual freedom. Life of Nora before her revolution: Actually Nora is literally trapped in Torvald’s family. She hasn’t been happy in her marriage, living as a â€Å"doll-wife† for Torvald. They never have any serious conversations. As Helmer’s wife, she is expected to obey his wishes. Even she suppresses her desire to please him. Helmer forbids her to have macaroons though this conflicts with her freedom. Helmer wants to keep her wife attractive. She had to obey Helmer which took place during the fancy dress party. She wants to stay at the party and enjoys herself but Helmer forces her to go back home early after tarantella dance. Actually Helmer’s motive was to sex with her. Thus he controls her life. When Nora refused, he reacted with the word won’t! won’t! He reminds her duty as a wife. The repetition of the word â€Å"won’t† shows his anger. In this way she was treated by her husband. Helmer expects to be obeyedShow MoreRelatedGlaspell s Trifles And The Invisibility Of Women1490 Words   |  6 PagesInvisibility of Women Susan Glaspell’s play Trifles and Henrik Ibsen s A Doll s House are plays that explore a number of important features of femininity and life as a woman. Trifles explores a number of thematic ideas surrounding a woman’s place and her propensity for violence. 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Immigration English Immersion Essay Example For Students

Immigration: English Immersion Essay The issue of immigration has been a hot topic in the United States for much of its history. Recently the point of conflict has risen over the issue of bilingual education in public schools. Many people have become opposed to this form of learning and propose a speedy immersion program. Others cling steadfastly to the norm of bilingual education proclaiming that immigrant children would be lost if thrown into mainstream classrooms. Still, some have found middle ground through what have been termed dual immersion programs. Although it is somewhat difficult and complicated to sort through the different perspectives it is necessary; what is decided on this issue will effect the education of thousands of children for years to come. English immersion has gotten rave reviews since it was first implemented in California several years ago, and it looks like Arizona is following suit with its passage of Proposition 203 this past November. But, what is English immersion, and why do its proponents claim it is superior to bilingual education or dual immersion programs? Unlike bilingual education programs that teach non-English speaking students mainly in their native tongue or dual immersion programs that teach in two languages for the benefit of all students (immigrant or native), English immersion programs focus on teaching English to immigrants for the majority of the day. The first year English immersion was implemented in California â€Å"teachers began teaching entirely in English, using Spanish only if a student had trouble understanding a concept or was emotionally distressed and needed comforting or counseling† (Chavez). Experts said this would not work and that â€Å"forcing immigrant children to learn English immediately would damage their self-esteem and make them fall behind their peers in other subject areas, maybe even push them to drop out of schoolâ€Å" (Chavez). By January of 1999, just six months after the program began, immigrant children appeared to be absorbing English at a astonishing pace (Sahagun). Sylvia Harris, a teacher in South Central stated, â€Å"’the kids are doing very well. We’re very happy campers’† (Sahagun). At this same time, some teachers worried that their children might simply be imitating them rather than thinking in English or that many were falling behind in their studies. Still other â€Å"teachers lament having to water down core subjects such as science and social studies for students who are just beginning to read and write in English† and â€Å"regretted having to teach their English learners at a slower pace than they would have liked† (Sahagun). One year after the programs implementation, in August 1999, test scores appeared to have soared for immigrant students; â€Å"scores of English learners rose 18 percent in reading, 21 percent in mathematics, 15 percent in language, 21 percent in spelling and 19 percent overall† (Geyer). By August of 2000, even more evidence showed the success of English immersion. Test scores continued to rise dramatically in districts that implemented the program in a speedy fashion, where areas test scores remained stagnant in districts that refused to put the program into practice (Chavez). Suni Fernandez, a second grade teacher in Oceanside, explained that thirteen of her eighteen students were rated fluent by the state LAS test, a feat that two years ago was limited to one (Barone). It would seem as if the apparent success of English immersion programs would silence proponents of bilingual and dual immersion education, but it has not. Those still in favor of bilingual education wonder if the immersion program was really the cause of immigrant success in English. An economist at the University of California San Diego states, â€Å"There have been so many changes in California in the last few years that it’s really hard to know what’s causing what† (Wildavsky). At the same time that English immersion programs were implemented, class sizes decreased and phonics-based reading instruction began (Wildavsky). In addition â€Å"test scores for all students were up in California this year as a new state accountability system has given schools a big incentive to boost results† (Wildavsky). .uf90a1ba8fd45f94af466ab4fa78bb754 , .uf90a1ba8fd45f94af466ab4fa78bb754 .postImageUrl , .uf90a1ba8fd45f94af466ab4fa78bb754 .centered-text-area { min-height: 80px; position: relative; } .uf90a1ba8fd45f94af466ab4fa78bb754 , .uf90a1ba8fd45f94af466ab4fa78bb754:hover , .uf90a1ba8fd45f94af466ab4fa78bb754:visited , .uf90a1ba8fd45f94af466ab4fa78bb754:active { border:0!important; } .uf90a1ba8fd45f94af466ab4fa78bb754 .clearfix:after { content: ""; display: table; clear: both; } .uf90a1ba8fd45f94af466ab4fa78bb754 { 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; } .uf90a1ba8fd45f94af466ab4fa78bb754:active , .uf90a1ba8fd45f94af466ab4fa78bb754:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf90a1ba8fd45f94af466ab4fa78bb754 .centered-text-area { width: 100%; position: relative ; } .uf90a1ba8fd45f94af466ab4fa78bb754 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf90a1ba8fd45f94af466ab4fa78bb754 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf90a1ba8fd45f94af466ab4fa78bb754 .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; } .uf90a1ba8fd45f94af466ab4fa78bb754:hover .ctaButton { background-color: #34495E!important; } .uf90a1ba8fd45f94af466ab4fa78bb754 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf90a1ba8fd45f94af466ab4fa78bb754 .uf90a1ba8fd45f94af466ab4fa78bb754-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf90a1ba8fd45f94af466ab4fa78bb754:after { content: ""; display: block; clear: both; } READ: Ambition and the Tragic Demise of Macbeth EssayAlso, the proponents of bilingual education point to a 1991, study conducted by a National Academy of Sciences research team headed by David Ramirez, which followed 2,000 Latino school children. Ramirez stated, â€Å"’It is a myth that if you want children to learn English, you give them nothing but English’† (Hornblower). Stephen Krashen explains, â€Å"Because we learn to read by readingthat is by making sense of what is on the pageit is easier to learn to read in a language we understand. Once we can read in one language, we can read in general. However, bilingual education programs will fail if they a re taught by unqualified instructors, if they are over-crowded, if they lack appropriate materials, or if they are filled with the wrong grouping of students (Hornblower). A study conducted by George Mason University that spanned thirteen years and ended in 1995, compared the performance of 42,000 non-English speaking students and found that â€Å"children who had six years of bilingual education in well-designed programs performed far better on standardized tests in the 11th grade† than those with only three years of bilingual education (Hornblower). Also, â€Å"children who are plunged into an English environment before they are fluent ‘are left out of the discussion in their mainstream classes’† (Hornblower). According to Virginia Collier, a professor at George Mason University, shortened teaching in bilingual education â€Å"show up in the long term when the academic going gets tough† (Hornblower). The topic of bilingual education would seem to have only two sides, pro and con, but that is not the case. Recently the idea of dual immersion programs have gained wide-spread recognition causing many schools to implement such programs. Dual immersion programs, which typically begin when a student enters first or second grade, provide balanced instruction in two languages. Classrooms are filled â€Å"with approximately 50% native English speakers and 50% native speakers of the non-English language. instruction takes place through both languages, with the non-English language being used at least 50% of the time† (Howard). The goal of dual immersion is to â€Å"promote high academic achievement, first and second language development, and cross-cultural understanding for all students† (Howard). These programs seem to be working; the George Mason study previously mentioned has found that the highest achievers are those who are in dual immersion programs (Hornblower). Mary A. Cunningham Elementary School in Milton, Massachusetts implemented a French dual immersion program in the 1980’s (Bennefield). Students at this school begin their education with two years of instruction taught entirely in French (Bennefield). After the second grade, students are taught partly in French and partly in English through high school (Bennefield). This tactic seems to have given these students an academic edge as â€Å"the school system now shines in state performance tests in subjects† (Bennefield). Another school, Key Elementary in Virginia, teaches its students in Spanish and English. Students are taught in English for language arts, social studies, and â€Å"specials† (i. e. art, music, etc. ) and in Spanish for math, science, and Spanish language arts (Balick). One parent believes that this experience will likely help her son â€Å"see the world in a much more inclusive way† and provide him with â€Å"understanding of multiculturalism and an ability to move in and out of cultures other than own† (Balick). Similarly, a district supervisor in Passaic, Nicolas Calamusa, states, â€Å"ur country as a whole is recognizing that it makes good business sense for people to be able to work and speak in multiple languages,† and dual immersion programs help to achieve this (Kraut). With so much evidence supporting all three sides, it is hard to know which program produces the most desirable results. Are English immersion programs really the best way to go? Or do they force non-English speaking students into mainstream classes too soon? Do bilingual education programs actually hinder students from learning English? Are dual immersion programs really the happy medium that they might seem? Are students really learning two languages? Or are these programs simply hindering students from learning other academic areas better? There are so many questions, and the evidence would have us believe that the answers are clear-cut. But, the issue is more complicated than that and consensus will be slow in coming.

Tampa Pharmacy and the Military Health Program Essay Example

Tampa Pharmacy and the Military Health Program Essay Fraud is a consistent concern in the federal investigations especially on the major pharmacies that tend to overprice its medicines. Compounded are the mostly defrauded medicines since the Medicare program covers them. Examples of compounded drugs include the topical creams which are used to reduce pain at a faster rate. Due to their effectiveness, we tend to find that majority of the pharmacists taking advantage and hiking their prices to an unreasonable price. A good example was demonstrated by Tampa Pharmacy which increased the price of the medicines so as to earn unreasonable profits. Tricare’s spending on compounded medications, which typically combine multiple generic pharmaceutical ingredients into creams or gels, soared a $1.6 billion in 2015 tripled the amount spend in 2014. In our case, it is crucial for us to understand that Tampa Pharmacy having overbilled military program caused a significant stir on matters of legal concern. By this, I mean that Tampa pharmacy, who’s the owner, goes by the name Reiner Gobea was charged with the guilt of charging the prices of pain creams excessively. According to the complaints raised by the military health program, these creams were overpriced by as much as $4,400 for popular pain creams when it was purchased by a Tricare patients, but charged just $45 for the same product by a regular customer buying it over the counter with out insurance. The impact of this fraud scheme violated the federal rules which prevent the pharmacists from charging military service members more than what they charge the general public (Leap, T. L., 2011). Charging high is considered as bribery and illegal business and hence the health system has a drafted a price schedule on how all medicines especially pain creams are supposed to be sold. We will write a custom essay sample on Tampa Pharmacy and the Military Health Program specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Tampa Pharmacy and the Military Health Program specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Tampa Pharmacy and the Military Health Program specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The significance of Tampa Pharmacy overbilling case on military health program is crucial in regards to business law considering that they are draining the Medicare for

Climate Essays - Atmospheric Thermodynamics, Psychrometrics, Climate

Climate Essays - Atmospheric Thermodynamics, Psychrometrics, Climate Climate In order to investigate the effects of geography on climate, I selected two cities, both on the same continent, both at approximately the same latitude, and both on major bodies of water. I compared the monthly temperature and precipitation averages of New York City with the monthly temperature and precipitation averages of San Francisco. I also recorded the daily temperatures of the two cities over the course of three months. What I found is reflected in this report. New York City and San Francisco are very similar. New York is at 38? north latitude and San Francisco is located at 41? north Latitude. Each borders an ocean. New York is on the east coast of the United States, on the Atlantic Ocean; San Francisco is on the west coast, on the Pacific Ocean. New York?s climate varies widely during the year. The temperature rises to the middle 90?s ? Fahrenheit in the summer and drops to single digits in the winter. New York averages about 45 inches of precipitation per year. In San Francisco, the temperature rises to over 100? Fahrenheit. By comparison, the temperature usually does not drop below 20? Fahrenheit. San Francisco receives little rain compared to New York, only about 15 inches of precipitation per year, about one-third of New York?s average. Heat is a result of insolation. Insolation is radiation from the sun. Intensity of insolation goes down as the latitude of an area increases. Thus, a location at 10? north latitude will receive more intense insolation than a location at 75? north latitude. As intensity of insolation goes up, the temperature will increase. Air pressure measures the amount of force exerted on the air. Air pressure goes up as the temperature goes up. New York?s average monthly temperature varies very much. The highest average temperature is 76? Fahrenheit, in July; the lowest average temperature is 31? Fahrenheit, in January. San Francisco?s average temperature does not vary as much. The highest average temperature is 61? Fahrenheit, in September; the lowest average temperature per month is 47? Fahrenheit, in December. New York?s average temperature per month varies very much more than San Francisco?s. Water moderates temperature. A city close to an ocean will have cooler summers and warmer winters. Both New York and San Francisco border water. Most of New York City is an island in the Atlantic Ocean. San Francisco is on the Pacific Ocean. The temperatures in New York and San Francisco will, therefore, be moderated. Graph #1 shows the results of these affects on the temperature of New York and San Francisco. The dewpoint temperature is the temperature at which clouds form. If there is moisture in the air from evaporation and the air temperature meets dewpoint temperature, the moisture will condense to form clouds. When there are clouds, and the air pressure goes up, there is a chance of precipitation. Precipitation is likely because the air can not hold as much water. New York has more precipitation than San Francisco. New York?s temperature drops very far in the winter, and the cold air cannot hold as much water. San Francisco?s temperature does not drop as far, and so it can hold more water. In July and August, San Francisco averages no precipitation. There is not very much moisture in the air and the temperature does not go down very far, so it does not precipitate at all. Graph #2 shows the average amount of precipitation per month for New York and San Francisco. Graph #3 shows the high and low temperatures for each day of December, 1996, in New York and San Francisco. Graph #4 shows the high and low temperatures for each day of January, 1997, in New York and San Francisco. Graph #5 shows the high and low temperatures for each day of February, 1997, in New York and San Francisco. The graphs reflect erratic highs and lows because of different changes in the weather, which could be attributed to any atmospheric changes. For example, an approaching storm could make the temperature fall several degrees. New York and San Francisco are similar because they are both close to water and because both are at approximately the same latitude. The climates in the two cities, however, are very different. The temperature in San Francisco does not change very much compared to the temperature of New York, where the temperature differs very much, from month to month. New York receives much more precipitation than San Francisco. This is because the temperature does not dip down very far

10 Tips to Improve Your Writing Skills

10 Tips to Improve Your Writing Skills 10 Tips to Improve Your Writing Skills 10 Tips to Improve Your Writing Skills By Mark Nichol 1. Prepare Absorb information about writing, but don’t overwhelm yourself. I’ve been known to read a writing handbook or editing manual cover to cover, but I recommend reading one chapter or section at a time and absorbing information from online resources in similarly small doses as well. Our website is a good starting point, as it features thousands of posts about specific grammar, syntax, and style topics as well as vocabulary-building posts and more comprehensive posts about writing, editing, and language. 2. Practice Work on your writing every day. Commit to a daily writing exercise, even if you have only five minutes to spare. If you write for a living, or writing constitutes a significant proportion of your daily tasks at work, still set aside time to practice other forms of composition. Style or subject matter can vary day to day, or you can decide to, for example, respond in writing to something you experienced with any of your five senses (including anything you watched or read by way of a form of media). Alternatively, find a list of writing prompts online, and use the next one on the list each day, or choose one randomly. (Encourage family members or friends- or even coworkers- to join you in producing their own responses.) 3. Engage with Others Participating in a group learning activity is a great motivator. When you have paid for a class and/or scheduled time for attend classes or workshop sessions, you’re more likely to persevere, and completing assignments and projects will help you establish and/or maintain your writing discipline. If you’re intimidated by a group setting, consider finding a writing partner with whom you can exchange drafts and/or discuss concepts and practice skills, then graduate, on your own or with your partner, to a course or workshop. Alternatively, seek out online courses or groups. 4. Read Read for education, enjoyment, and enlightenment. For the most part, with recreational reading, just sit back and enjoy yourself. But consider devoting occasional sessions to analytical reading, in which you highlight particularly effective words, phrases, sentences, and paragraphs and think about why they stand out, and apply the techniques to your own writing. 5. Organize Use organizational techniques such as outlines and diagrams. Brainstorm keywords and essential ideas or plot points. If other forms of creative expression stimulate you, use them: Listen to (or play) music to inspire a certain mood, collect photographs or illustrations of people, places, and things that suggest elements you want to incorporate into an essay or a short story, or draw sketches of characters or settings to help you visualize them. 6. Research and Fact-Check Whether you’re writing nonfiction or fiction, take care to write authoritatively. If you’re writing a short story or a novel, read about the historical background of the setting to make sure that you are not introducing counterfactual or anachronistic elements. When crafting a newspaper, magazine, or website article, or a blog post, educate yourself on your topic, and double-check quantitative information: proper names; affiliations and relationships; and dates, distances, dollar amounts, and so on. 7. Be Flexible Write with an open mind. Be flexible about changing the focus of an article or essay or the protagonist or plot of a short story or a novel. Question your assumptions, and accept that your initial goal or message may not be the most effective or useful one, or the one that you are prepared to express just now. 8. Draft Expect to be dissatisfied by your first draft, and don’t assume that your second draft is your last. Whether you’re writing a blog post or a book manuscript, the initial iteration may only slightly resemble the final draft- which, if you also submit it for editing, will differ from the edited version. Some writers have managed to produce an admirable piece of writing on the first try, but you will very likely spend as much time revising your first draft (and subsequent efforts) as you did producing it, if not more time. Embrace the opportunity to improve your baseline output by reorganizing, inserting, and omitting text; reshaping phrases and sentences; and replacing bland verbs and tired clichà ©s and vague descriptions. 9. Hire an Editor You’re free to post to your own blog or self-publish your novel without any further mediation, but you will be more successful as a writer if you accept that objective assistance enhances virtually everyone’s prose. Hiring an editor is a significant investment of time and money- editorial attention to a long novel, for example, can cost a couple thousand dollars and take several weeks- but if you find a good editor, the investment will be worth it. (And note that with any other service, you often get what you pay for, so when choosing an editor, focus on quality of results you will obtain rather than quantity of expense you will incur.) If you can’t afford such an expense, at least ask a friend or acquaintance to go over your writing for you, and perhaps offer to edit something of theirs in exchange or to provide a service of similar monetary value (dog walking or pet sitting, clerical or organizational assistance, repair or construction, and so on) in return. Just understand that assistance from someone on the basis of acquaintance is less likely to be either objective or of professional caliber. Choose an editor who knows what they are doing and will not hesitate to provide revisions and critiques at the risk of damaging your ego. 10. Practice Humility Perhaps you were praised at home and/or at school for your writing, or you have won one or more writing awards, or you have had articles or stories (or even books) published. Any or all of those achievements constitute a good start. But you are still developing as a writer, and you always will be. Continue to practice these habits and welcome other opportunities to grow functionally and creatively as a writer. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Regarding Re:Anyone vs. EveryoneEpidemic vs. Pandemic vs. Endemic

Ethical Issues in Marriage, Sexuality and Family Essay

Ethical Issues in Marriage, Sexuality and Family - Essay Example Generally, ethics is about determining and differentiating the good acts from the bad acts, developing good and accepted characters among people and fostering social order (Robin 20). Ethical issues Within the social structure, ethics is very much linked to marriage, sexuality and family. Ethics gives a guideline on what is expected of the contract union between husband and wife. Traditionally, marriage has been perceived as a lifelong committed relationship between a man and a woman with the purpose of procreation and upbringing of children with allowance of divorce only where any progeny have reached their maturity (McNeil, 198). However with introduction of new technology, this definition has been challenged and is loosing its meaning in the ethic. The universal acceptance of the contraceptives as a morally legitimate option that facilitates reproduction of children to be an optional choice for the married couples has brought a new face to the traditional marriage (Gallagher, 34). Marriage is no longer based on procreation achievement only but rather on ones happiness, pleasure and gain. Marriage has lost its ethical value in the society and adopted the contract perspective where couples can stay together and divorce or part ways at the will of either of the contracting party. Today, marriage is not necessarily a contract between people of the opposite sex but rather even people of the same sex (Cleves, 48). Homosexual and lesbian unions do as well qualify as marriages since today marriage is simply a contract between two parties that want to live together and not necessarily with the aim of procreation. This situation has been encouraged with the introduction of the new technologies that has seen people of the opposite sex using contraceptives to avoid procreation. At the same time, the scientific methods have made it possible for people of the same sex like the lesbian to also procreate and bear children (Allsopp & O’Keefe 78). Although this trend i s highly gaining popularity, it is still seen as in ethical for people of the same sex neither to marry nor to reproduce through the modern technologies that are seen as away of offending God who created human beings and advocated for opposite sex marriage as well as procreation. The sexual differentiation issue brings the debate of doing the good or bad in human being as per the ethics that do exists. The moral of doing well as in regard to sexual differentiation and reproduction is of importance since sex is a biological characteristic that is based with procreation. However sexuality faces ethical threat due to the fact that at the moment, developments in science and technology has made it possible for people to have sexual intercourse without necessary aiming to conceive a child (Aertsen 65). Also contemporary reproductive technologies have made it possible for people to conceive without necessarily engaging into sexual intercourse. This has witnessed severed relationship betwee n the link of sexual intercourse and that of procreation since they no longer depend on one another but they can be achieved independently of one another. Today people engage in sexual activities without the concern of being a father and mother but as personal preference to meet their desires (Gallagher 40). Naturally, men are supposed to be sexually attracted to women and women should be attracted to men. Today, men are attracted to follow men while women are attracted to fellow women and this has led to sexuality loosing its ethical standards and

Workplace Law Case Study Example | Topics and Well Written Essays - 1000 words

Workplace Law - Case Study Example Hence all the laws and regulations related to awards, state or federal industrial laws are applicable and can be enforced, in case of such contracts (CCH Australia, 2010). For the purpose of this case study, the contractual true nature of contractual relationship of Jane Jones and TMMS will be studied from the perspective of Common Law, and the various legal issues pertaining to the case will be discussed, by application of principles and facts of the said case. The various legal issues, as pertains to the Common Law, related to this case are listed below: 1. Breach of implied duty of mutual trust and confidence In accordance with the proceedings and decision arrived at by the Supreme Court of Australia, in the McDonald v State of South Australia, it was established that the elements such as mutual trust and confidence are an integral and inevitable part of employment contracts. The judiciary in Australia uses the implied term of trust and confidence in order to create an obligation on the part of the employers so as to instill an interest of fairness. It is described as "an implied obligation of good faith". It was observed in the case of Concut Pty Ltd v Worrel, that "the ordinary relationship of an employer and employee at common law is one importing implied duties of loyalty, honesty, confidentiality and mutual trust" (Aras, Crowther, 2010, pp. 517; Brodie, 2010, pp. 166). In this case, TMMS summoned Jane and made sudden changes in the contract, which included terms and conditions which were unfair to her, and did not seek to protect her interests at work. One of the implied rules of common law states that the employees be treated in a fair manner, while the terms and conditions and the abrupt changes made, were both unfair and unjust for Jane. The employer in this case had an implied obligation to treat their employees fairly and be honest and truthful to them. Furthermore, the employer is also required to practice and apply the elements of confidentiality and strive to maintain mutual trust. But in this case, TMMS decided to restructure its organization and did not take their employees into confidence prior to making any changes to their employment terms, and instead added clauses which were unjust and unfair to them. 2. Refusing to sign, negotiate, extend or vary an AWA Under Common Law, neither the employer nor the employee has the right to unilaterally alter the terms and conditions of an employment contract. Any such alteration must be done through mutual discussion and agreement, else it would be deemed illegal. The employer must obtain a valid consent of the employee prior to changing any of the terms of the employment contract and cannot do so just by serving a notice. Furthermore, it has also been stated under the Common Law, that the courts and tribunals will consider an agreement received by the employer, as illegal if the consequence of non-compliance or non-acceptance to sign the renewed contract is dismissal with immedi ate effect. In such a situation, the courts will deem such changes to the contract / agreement as unfair and adverse to the interest of the employees (Lewis & Sargeant, 2004, pp. 136). In this case, the employer TMMS, not only changed the terms of contract unilaterally, but also failed to discuss or negotiate the newly added terms with the employee. Furthermore, when specifically asked for more time to consider the said changes, TMMS openly stated that it is a â€Å"take it or leave it† situation, and implied that refusing to accept the said changes, would automatically result in termination of the contract. Such harsh terms and conditions not only broke the implied rule of mutual trust and

Integrative Therapy Essay Example for Free

Integrative Therapy Essay I started my first class of counselling today. I was very nervous and excited at the same time. I was nervous because I had not been in formal education for the past ten years and excited because I was going to do something for myself after 3 years of sitting at home and focus on something other than domestic issues. I arrived to my first class late and that made me more apprehensive. Looking around I noticed that there were people from different age and background. I started the class by telling others about myself and listened to them. I felt like I was in a group therapy, in a way it actually was because we were using our listening skills, which I believe is essential part of counselling. As it happened at the end of the task I was less nervous than I was at the beginning. Our next task was to find a partner and talk about ourselves to each other. We talked about our lives and it was up to us how much to tell our partner and to share it with the rest of the group. Again here, our listening skills were tested. This task also acted as ice breaker where the atmosphere of the class become more relaxed as we listened to each individual’s life and their achievements as well as their aspirations. I realised that most of the people who attended the course were there because of their life experiences propelled them to this course and that they felt they have something to give back as counsellor, or that they may learn some counselling skills to help them with their own lives. As for myself, since studying counselling as part of my degree course 10 years ago, I have wanted to become a counsellor. I always was motivated to help others. My only inability is and has been my lack of confidence. This is not because I don’t have the ability to listen and help others, but just that I am not a confident speaker and my communication skills needs to be enhanced and by doing this course I am hoping to overcome both and be prepared for further qualifications in counselling. During the class in groups we also discussed, what we want from rest of the group and what is required of me. There were some points, such as, Respect, Confidentially, Honesty, Being non- judgmental, etc, that we all agreed on. We ended the class by â€Å"checking out†, where we said how we felt and what we learned, like me, the rest of group was also more relaxed and were looking forward to the rest of the course. I see this course as learning route, where by the end of it I have learned some counselling skills, hopefully I will also overcome my own issues, which might have an impact on my role as a helper.

Jaws: The Movie versus the Book Essay example -- essays research paper

Summary by Eric Dillon Steven Spielberg’s Jaws was a branch off the novel Jaws written by Peter Benchley . The Novel was written in 1974 receiving a best sellers award and therefore setting up for a movie just one year later in 1975, which soon invented the phrase â€Å"blockbuster†which simply is to gross over 100 million dollars. Since this was a highly publicized and successful novel Steven Spielberg was held to a high expectation for this movie to be an ultimate hit. The book and the movie have a lot of differences. The book gives you an all around synopsis on every character while the Movie gives you a breath description on what the character was about and more emphasis on the shark. The title Jaws, is of course an innuendo referring to the shark. The opening credits start off by putting you deep in the treacherous waters of Amity moving along with an object that you assume is the shark but don’t officially know because of the camera position. The camera puts you in the depths of the water with the shark giving the viewer an extra edge when they witness a character jump into the water ignorantly. The fact that we know something that the character obviously doesn’t creates an uncanny feeling of wanting to warn or yell at your television. This type of cinematography is what enhances our viewing experience in a way that a book cannot do as effectively. On the contrary the books gives our main character, Chief Brody, a since of insecurity and worry while in the movie there isn’t enough time for us to sit and go into everyone’s background. Being able to cover more information and still keep viewer/readers attentive is something that is much more actively represented by a book. The most important sequences in the book sta... ...k cant nearly provide the same fear as actually seeing the water and waiting for the shark to jump out and decapitate someone. Steven Spielberg also left us guessing because as the movie went on we got to see more and more of what the shark looked like until WHAM! The shark jumps out of the water and leaves at our seats to enjoy a blood-splattering finale. While reading the book I kept going and going waiting to get to a spin tingling conclusion and then all I read was how the shark suddenly floated away. I felt teased as if a girlfriend kissed you all over and left you there to stay with no action for the night! Part of it was the fact that I saw the movie before I read the book so my expectations were very high for the book seeing that Jaws is a classic. Overall I think Jaws is one of the few times that the movie actually beat the book by a very long shot.

14-19 Work Related Learning

Key words: Student voice, democratic participation, egalitarianism, meritocracy, commodification, consumerism, post-modernism. 1 Every Child Matters ? In 2003, the Government published the green paper ‘Every Child Matters’ (ECM); this was published alongside the Climbie report (2003). The ECM (2003) emphasis’s four key themes: supporting families and careers, child protection, multi-agency collaboration, and ensuring that the people working with children are valued, rewarded and trained.The Every Child Matters (2003) green paper also identified five outcomes that are most important to children and young people: being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being. These five outcomes are universal ambitions for every child and young person, whatever their background or circumstances.Following wide consultation with children's services, parents, children and young people, the Government published Ever y Child Matters: the Next Steps in November 2004, and passed the Children Act (2004), providing the basis for developing more effective and accessible services focused around the needs of children, young people and families.The recently formed DCSF (Department for Children, Schools and Families) echo’s the points made in ECM (2004) and seeks to ensure that all children and young people stay healthy and safe, secure an excellent education and the highest possible standards of achievement, enjoy their childhood, make a positive contribution to society and the economy, have lives full of opportunity, free from the effects of poverty. These outcomes are mutually reinforcing.For example, children and young people learn and thrive when they are healthy, safe and engaged. The DCSF also aim to raise educational standards so that more children and young people reach expected levels, lifting more children out of poverty and re-engaging disaffected young people. This is particularly app licable to my practice as the socio-economic circumstances of most of my students disadvantage them. Most of my students live in Camborne, Pool, Redruth and Hayle.These are widely recognized as deprived areas regarding economic opportunities, high number of single parent households, low employment prospects, and the majority of employment being minimum waged, relatively insecure, part time, seasonal or flexi time. (SDRC 2004). This relates back to ECM (2003) in that this seems to be applied in context of the geographic and demographic circumstances of children and young people.For example, a student from a poor single parent household in a deprived area with high crime rates who participates in underage smoking and drinking may be majority behaviour or the ‘norm’ in certain subcultures in Camborne, Redruth, Pool and Hayle but would attract more attention and concern in a more affluent area where this was not the ‘norm’. 2 We Could be Left Behind In every de cade children are maturing physically earlier than before resulting in a constant shortening of childhood in a biological and social sense. This has a converse repercussive effect involving the constant lengthening of childhood in an educational sense. Cunningham 2006) This is reflected in the proposals in the DfE (Johnson 2007) report Raising Expectations: staying in education and training post-16 are highlighting the need to continue study for 14-19 year olds and by 2015 the school leaving age will be increased to 18 years of age. The reasons the government have given for such policies being implemented are illustrated by the secretary of education; Johnson (2007:3) when he said ‘ the undeniable truth is that if a young person continues their education post 16 they are more likely to achieve valuable qualifications, earn more and lead happier, healthier lives’.A seeming contradiction to Johnsons (2007) policy of staying in education longer and its benefits have been r esearched by Walker and Zhu (2003:145) who asserted that ‘there is no evidence that raising the minimum school leaving age made people who have not intended to leave at the minimum age raise their educational standard. This is consistent with the view that education raises productivity and not with the view that productive people get more educated’Johnsons (2007) statement seems concerned with happiness, health and wealth. The Universal Declaration of Human Rights (UDHR 1948) has wider reaching concerns. The UDHR (1948) states in Article 26 that ‘education shall be directed to the full development of the human personality and to the strengthening of respect for human right and fundamental freedoms. It shall promote understanding, tolerance and friendship among nations, racial or religious groups for the maintenance of peace’.However, Johnson (2007:18) goes on to explain ‘we have a duty to prepare all young people for the labour market’ as †˜the world economy is developing at an ever more rapid pace. If we do not act now we could be left behind’. So its seems that it is not just for the benefit of our children’s wellbeing that Johnson encourages the parents of the youth of today to continue in education and so ‘achieving valuable qualifications, earn more and lead happier healthier lives’ (Johnson 2007:3) but more to do with deeper issues of ‘the world economy’s development and the UKs position of power within it’.In the same report Johnson (2007) quotes research carried out by the National Institute for Social and Economic Research (NISER) that reinforces the idea that when individuals achieve higher levels of skill and qualification, businesses and the economy benefit. This is compelling evidence that increasing the educative stock of human capital raises productivity at the macro economic level. In relation to literacy for example, a study by Coulombe Trembley and Marc hard (2004) found that if a countries literacy score increases by 1% relative to the inter national average a 2. % relative rise in labour productivity and a 1. 5% rise in GDP per year can be expected. 3 Surf’s up This emphasis on cultural superficiality, fragmentary sensations and disposability offers wide implications and questions; not least ‘what is postmodernism? Postmodernism itself is a much disputed term that has occupied much recent debate about contemporary culture since the early 1980s. In its simplest sense it refers generally to the phase of 20th century Western culture including the products of the age of mass television since the mid 1950s.More often, though, it is applied to a cultural condition prevailing in the advanced capitalist societies since the 1960s, characterized by a ‘superabundance of disconnected images and styles most noticeably in television, advertising, commercial design, and pop video’ (Baudrillard 1998:72) In my practice I notice that these media have a profound impact on defining student’s social standing and identity within their peer group. In my role as a lecturer I observe that the students are encouraged through media and peer pressure to consume.Children’s identities centre prolifically on brand names and icons (mobile phones and hoodies) which help to fulfil their aspirations to obtain products which make statements about who they are. The latest fashions all contribute to the identity of the youth of today where a distinct subculture and language exist involving Xboxes, ipods, beebo, Bluetooth, myspace, chavs, hoodies, emos, skaters and goths. I ensure that I participate and involve such subcultural language within my practice when explaining tasks, demonstrating skills or providing metaphorical illustrations.Whatever postmodernism is and however the term evades definition, what the intellectual highbrows have been lecturing on postmodernism are soon to become extinct by their own doing. The postmodernist wave of consumer students have climbed the ladder and are nipping at the heels of the old school who created them like Doctor Frankenstein who is dispatched by his creation. This wave of postmodernist students could also be seen as in a vast ocean of modernity where far from the shore one can see the formation of a wave.As the wave builds in popularity it slowly approaches the shore, the crest breaks; postmodernity is born. As we stand and watch, it slips beneath itself, down into the ocean, and there in time it becomes ‘the modern’, dissolved and replaced by yet another breaking new wave. Paradoxically the new wave will emerge in a significantly disposable, shifting, fragmentary postmodern society with expectations of structured, quantifiable, standardised educative processes.One of the latest waves to begin its postmodernist journey towards the shore before slipping back into modernism and the norm is the Qualification and Credit Framework (QCF) announcement in January 2008 by the Qualifications and Curriculum Authority (QCA) who have â€Å"allowed commercial companies the ability to award nationally accredited qualifications to employees, for the first time Network Rail, Flybe and McDonald’s all achieve the standards set by QCA for awarding accredited qualifications, enabling them to assess, track and recognise work-place learning† (QCA 2008) McQualifications This links to Ritzers (2000) notion of the McDonaldisation of education, where education is based on the premise of efficiency, calculability, and predictability and is partially governed by non-human technology. This perspective is rooted in both Fordian principles of mass production, mechanisation and assembly lines (Ling 1991) and Weberian (1968) principles regarding the growth of formal rational systems with its emphasis on the rules and regulations of large social structures.Ritzer (2000:2) applies this process of McDonaldisation not only to ‘restaurants but also to work, health care, travel, leisure, dieting, politics, the family, and virtually every aspect of society’; including, of course, education. This could be illustrated with the OFSTED standardisation of observations and grading, league tables, units of competence, knowledge requirements etcetera.For example, Young (1961) asserts that in a meritocracy, all citizens have the opportunity to be recognized and advanced in proportion to their abilities and accomplishments. The ideal of meritocracy has become controversial because of its association with the use of tests of intellectual ability, such as the Scholastic Aptitude Test, to regulate admissions to elite colleges and universities. It could be argued that an individual's performance on these tests reflects their social class and family environment more than ability.Maybe this is what Chomsky (1989) would label a necessary illusion. One that allows the system to keep on running with the support o f its members even if massive disparities and inequalities exist. Supporting a system that does not support you as an individual is a typical hegemonic regime of truth; a discourse that the society accepts and makes function as true (Foucault 1980:131). Excellence in Schools (DFEE 1997) and Meeting the Challenge (DFEE1998) were ntroduced as the Governments educational policies and marked the change from centralised control to educational intervention where direct involvement and partnerships with parents, schools, Local Authorities and businesses recognised them as stakeholders in an attempt to improve standards in schools and to find ‘radical and innovative solutions’ (Blair 1998:1 cited in Meeting the Challenge 1998) to problems of underachievement. Reference List Baudrillard, J. (1998) The Consumer Society: Myths and Structures. London. Sage. Children Act (2004). London. HMSO. Chomsky, N. (1989) Necessary Illusions.London. Pluto Press Climbie Inquiry: Report of an In quiry by Lord Laming (2003). London. HMSO. Coulombe,S. Trembley, F. and Marchard, S. (2004) Literacy scores, human capital and growth, across 14 OECD countries. OECD. Canada. Cook – Sather, A (2002) ‘Authorising Students perspectives: towards trust, dialogue and change in education’. Educational Researcher, 31, 4, p3 -14. Cunningham, H. (2006) The Invention of Childhood. London. BBC Worldwide Ltd. DCSF (2007). Department for Children, Schools and Families. Accessed online at dfes. gov. uk. DFEE (1997) Excellence in Schools. London. HMSO.DFEE (1998) Meeting the Challenge. London. HMSO. DWP (2006) Equality and Diversity: Age Discrimination in Employment and Vocational Training. London. HMSO. ECM (2004). London. HMSO. Every Child Matters (2004) Change for Children in Schools. Nottingham. DfES. HMSO ECM (2005) Change for Children: common core of skills and knowledge for the childrens workforce. DfES. ESRC (Economic and Social Research Council) ‘Consulting Pupil s about Teaching and Learning’. Foucault, M. (1980) Power/Knowledge: Selected Interviews & Other Writings 1972- 1977. Gordon, C. (ed) New York. Pantheon Books. Illich, I. 1973) Deschooling Society. Great Britain. Penguin. Johnson, A. (2007) Raising Expectations: staying in education and training post-16. DfE Kolb, D. (1984) Experiential learning as the science of learning and development. Englewood Cliffs. Prentice Hall. Laidlaw, M (1994) The democraticising potential of dialogical focus in an action inquiry. Educational Action Research, 2, 2, p223 – 241 Ling, P (1991) America and the Automobile: Technology, Reform and Social Change, 1893-1923. Technology and Culture, Vol. 32, No. 3 p 627-628 National Institute for Social and Economic Research (2002).Britains relative productivity performance – updates to 1999. NISER Oplatka, I (2004) ‘The characteristics of the school organisation and the constraints on market ideology in education: an institutional viewà ¢â‚¬â„¢. Journal of Educational Policy 19, 2, p143 – 161. QCA (2008) News release: Employers gain official awarding body status on line at http://www. qca. org. uk on 29/01/2008 Ritzer,G. (2000) The McDonaldization of Society. London. Pine Forge Press. Rudduck, J and Flutter, J (2000) ‘Pupil participation and pupil perspective: carving a new order of experience. Cambridge Journal of Education, 30, 1, p75 – 89.Schon, D. A. (1983) The Reflective Practitioner: How professionals think in action. London: Temple Smith Social Disadvantage Research Centre (2004) The English Indices of Deprivation 2004 HMSO Tomlinson, M. (2003) Tomlinson Report, The. Accessed online at qca. org. uk on 4. 12. 07. Universal Declaration of Human Rights (1948) General Assembly of the United Nations. Usher, R. Bryant, I and Johnston, R (1998). Adult Education and the Postmodern Challenge. London. Routledge. Walker, I. and Zhu, Y. (2003) Education, earnings and productivity: recent UK evidence. Labour Market Trends.Accessed online at www. statistics. gov. uk-article labour. Market-trends-education mar03pdf on 25. 6. 07 Weber, M. (1968) Economy and Society. Totowa. Bedminster. Whitehead, J and Clough, N. (2004) ‘Pupils, the forgotten partners in education action zones’. Journal of Educational Policy 19, 2, p216 – 226 Young, M. (1961) The Rise of the Meritocracy: An Essay on Education and Equality. Great Britain. Penguin. Bibliography Donovan, G. (2005). Teaching 14-19. Great Britain. David Fulton. Vizard, D. (2004). Behaviour Solutions: teaching 14-16 year olds in colleges of further education. Great Britain. Incentive Plus.

Bitter Melon Nutrition Facts Essay

Bitter melon is the immature pod vegetable, popular in many Asian countries. This widely grown as edible pod is, in fact, among the most bitter of all culinary vegetables. Bitter melon is a temperate /tropical vegetable probably originated in South-East Asia. Like other members of the Cucurbitaceae family, this plant is a fast-growing, trailing or climbing vine with thin stems and tendrils and requires trellis to support the climbing vine. The pods are characterized by smooth lengthwise ridges and uneven pebbly surface. Depending upon the cultivar type, immature pods are light to dark green and have oblong or oval shapes with a pointed tip at the blossom end. Internally, the flesh is white with rough edged seeds, somewhat similar to ridge gourd seeds. As the fruits begin to mature, they gradually turn yellow or orange. Health benefits of Bitter gourd * The vegetable is very low in calories, providing just 17 calories per 100g. Nevertheless, its pods are rich in phytonutrients like dietary fiber, minerals, vitamins and anti-oxidants. * Bitter melon notably contains phyto-nutrient, polypeptide-P; a plant insulin known to lower blood sugar levels. In addition, it composes hypoglycemic agent called charantin. Charantin increases glucose uptake and glycogen synthesis in the cells of liver, muscle and adipose tissue. Together, these compounds are thought to be responsible for reduction of blood sugar levels in the treatment of type-2 diabetes. * Fresh pods are an excellent source of folates, contain about 72 Â µg/100g (Provides 18% of RDA). Folate helps reduce the incidence of neural tube defects in the newborns when taken by mothers during early pregnancy. * Fresh bitter melon is an excellent source of vitamin-C (100 g of raw pod provides 84 mg or about 140% of RDI). Vitamin-C, one of the powerful natural antioxidants, helps the body scavenge deleterious free radicals one of the reasons for cancer development. * It is an excellent source of health benefiting flavonoids such as ß-carotene, ÃŽ ±-carotene, lutein, and zea-xanthin. It also contains a good amount of vitamin A. Together; these compounds help act as protective scavengers against oxygen-derived free radicals and reactive oxygen species (ROS) that play a role in aging, cancers and various disease processes. * Bitter melon stimulates easy digestion and peristalsis of food through the bowel until it is excreted from the body. Thus, helps in relieving indigestion and constipation problems. * In addition, the vegetable is an also good source of niacin (vitamin B-3), pantothenic acid (vitamin B-5), pyridoxine (vitamin B-6) and minerals such as iron, zinc, potassium, manganese and magnesium. * Early laboratory tests suggest that compounds in bitter melon might be effective for treating HIV infection.

Water Water everwhere but not a drop to drink Essays - Free Essays

Water Water everwhere but not a drop to drink Essays - Free Essays Water Water everwhere but not a drop to drink Living on the Mississippi it's hard to imaging not having enough water to drink, but yet there are many places that have water major water shortages and changes in availiability that disrupt there activities of living. There is plenty of water but not in the quantity or places it's needed. The oceans full of water but also with salt the artic is solid water but a bit to inhospitable. The problems we want water where it's in great demand and short supply. Since I doubt we will be able to move the populations,it's going to be necessary to change the way the populations acquire and use the water the they need, People will have to recycling water multiple times, use less water and use water more responsibility. There are eccinomic cost, infrastructural changes, changes in usage patterns , psycholological changes to belief and values and changes to laws and regulations that will be necessary. There are seveal places

The Ultimate Guide to the 5-Paragraph Essay

The Ultimate Guide to the 5-Paragraph Essay A five-paragraph essay is a prose composition  that follows a prescribed format of an  introductory paragraph, three  body paragraphs, and a concluding paragraph,  and is typically taught during primary English education and applied on standardized testing throughout schooling. Learning to write a high-quality five-paragraph essay  is an essential skill for students in early English classes as it allows them to express certain ideas, claims, or concepts in an organized manner, complete with evidence that supports each of these notions. Later, though, students may decide to stray from the standard five-paragraph format and venture into writing an  exploratory essay  instead. Still, teaching students to organize essays into the five-paragraph format is an easy way to introduce them to writing literary criticism, which will be tested time and again throughout their primary, secondary, and further education. Writing a Good Introduction The introduction is the first paragraph in your essay, and it should accomplish a few specific goals: capture the readers interest, introduce the topic, and make a claim or express an opinion in a thesis statement. Its a good idea to start your essay with a hook (fascinating statement)  to pique the readers interest, though this can also be accomplished by using descriptive words, an anecdote, an intriguing question, or an interesting fact. Students can practice with creative writing prompts to get some ideas for interesting ways to start an essay. The next few sentences should explain your first statement, and prepare the reader for your thesis statement, which is typically the last sentence in the introduction.  Your  thesis sentence  should provide your specific assertion and convey a clear point of view, which is typically divided into three distinct arguments that support this assertation, which will each serve as central themes for the body paragraphs. Writing Body Paragraphs The body of the essay will include  three body paragraphs in a five-paragraph essay format, each limited to one main idea that supports your thesis. To correctly write each of these three body paragraphs, you should state your supporting idea, your topic sentence, then back it up with two or three sentences of evidence. Use examples that validate the claim before concluding the paragraph and using  transition words to lead to the  paragraph that follows - meaning that all of your  body paragraphs should follow the pattern of statement, supporting ideas, transition statement. Words to use as you transition from one paragraph to another include: moreover, in fact, on the whole, furthermore, as a result, simply put, for this reason, similarly, likewise, it follows that, naturally, by comparison, surely, and yet. Writing a Conclusion The final paragraph will summarize your main points and re-assert your main claim (from your thesis sentence). It should point out your main points, but should not repeat specific examples, and should, as always, leave a lasting impression on the reader. The first sentence of the conclusion, therefore, should be used to restate the supporting claims argued in the body paragraphs as they relate to the thesis statement, then the next few sentences should be used to explain how the essays main points can lead outward, perhaps to further thought on the topic. Ending the conclusion with a question, anecdote, or final pondering is a great way to leave a lasting impact. Once you complete the first draft of your essay, its a good idea to re-visit the thesis statement in your first paragraph. Read your essay to see if it flows well, and you might find that the supporting paragraphs are strong, but they dont address the exact focus of your thesis. Simply re-write your thesis sentence to fit your body and summary more exactly, and adjust the conclusion to wrap it all up nicely. Practice Writing a Five-Paragraph Essay Students can use the following steps to write a standard essay on any given topic. First, choose a topic, or ask your students to choose their topic, then allow them to form a basic five-paragraph by following these steps: Decide on your  basic thesis, your idea of a topic to discuss.Decide on three pieces of supporting evidence you will use to prove your thesis.Write an introductory  paragraph, including your thesis and evidence (in order of strength).Write your first body paragraph, starting with restating your thesis and focusing on your first piece of supporting evidence.End your first paragraph with a transitional sentence that leads to the next body paragraph.Write paragraph two of the body focussing on your second piece of evidence. Once again make the connection between your thesis and this piece of evidence.End your second paragraph with a transitional sentence that leads to paragraph number three.Repeat step 6 using your third piece of evidence.Begin your concluding paragraph by restating your thesis. Include the three points youve used to prove your thesis.End with a punch, a question, an anecdote, or an entertaining thought that will stay with the reader. Once a student can master these 10 simple steps, writing a basic five-paragraph essay will be a piece of cake, so long as the student does so correctly and includes enough supporting information in each paragraph that all relate to the same centralized main idea, the thesis of the essay. Limitations of the Five-Paragraph Essay The five-paragraph essay is merely a starting point for students hoping to express their ideas in academic writing; there are some other forms and styles of writing that students should use to express their vocabulary in the written form. According to Tory Youngs Studying English Literature: A Practical Guide: Although school students in the U.S. are examined on their ability to write a  five-paragraph essay, its  raison dà ªtre  is purportedly to give practice in basic writing skills that will lead to future success in more varied forms. Detractors feel, however, that writing to rule in this way is more likely to discourage imaginative writing and thinking than enable it. . . . The five-paragraph essay is less aware of its  audience  and sets out only to present information, an account or a kind of story rather than explicitly to persuade the reader. Students should instead be asked to write other forms, such as journal entries, blog posts, reviews of goods or services, multi-paragraph research papers, and freeform expository writing around a central theme. Although five-paragraph essays are the golden rule when writing for standardized tests, experimentation with expression should be encouraged throughout primary schooling to bolster students abilities to utilize the English language fully.

CCTV Research Paper Example | Topics and Well Written Essays - 2000 words

CCTV - Research Paper Example Contrastingly, man has deep concern about his personal safety and the safety of his properties. Basically, people protect their lives and make the acquisition of physical properties in order to sustain their lives. This is why the need for security is required. This research paper is, therefore, meant to find out mans’ response to security and the need for CCTV, their existence and future aspect in enhancing human security (Goold 39). Do hidden cameras reduce or solve breach of security based on people’s perception? One of the most considerate methods of ensuring environment is free from theft, thugs or from any form of physical vandalism is through the use of CCTV security systems. The incorporation of such systems has helped reduce breach of security in a number of ways, either by direct loop and transcription of the suspects’ image or by revealing his image directly for an appropriate action. Enhances facial surveillance According to research, the use of CCTV for facial surveillance is basically to strengthen the security and criminal investigators. Most respondents accepted that the use of facial surveillance systems, the security personnel’s are adequately equipped to monitor the movements of criminals from special type of registered screens known as watch list. Through the use of this technology, the CCTV cameras and facial surveillance, individuals who are suspected to hold dangerous weapons or explosive substances can be easily detected and disarmed as a way of improving safety of individuals. Hidden cameras help prevent potential security threat Most financial investors admitted to have accepted use of surveillance solution in places such easily put in place to monitor the cases of theft and vandalism. Taking in consideration a place like a banking ATM, the cameras are often placed in invisible paces to monitor insecurity prospects such as robberies, attacks and vandalism in a normal life circumstance. Besides, the stream, v ideo generated can also be used to assist in streamlining customers’ satisfaction as far as security is concerned Protects the ethics of employees at work place In order to prevent unnecessary employees’ misconducts such as internal thefts, drug abuse or violence, with respect to employers, hidden cameras would best serve this function. However, installation of surveillance cameras in an organization in most cases is met by negativity especially on the side of employees. Its usage usually gives manages’ and owners of the business some guidelines, which leads to business prospective returns in terms of revenue. However, as matter of illustrating employees trust to the organization, it is advisable that during installation, adequate communication should be passed to enlighten staff members about such effects of change. What are the specific perceptions of the people about CCTVs for their security? To be more specific, people would have different dimensions concern ing CCTV security availability and the sense of their personal and human security. Based on the in depth analysis of this paper, most people would prefer CCTV security as a provision for evidence in case something happens enabling the security personnel to give them fair justice during trials. Level of awareness Among the respondents picked from and questioned about the awareness of the CCTV, most of them gave a very considerable feedback. Significantly 40 percent of men as compared to 25

The Difference between Slaves and Servants Essay

The Difference between Slaves and Servants - Essay Example When it comes to putting servants to work, the nature of the work depends on the master being â€Å"merciful or cruel†. When the master shows mercy the work given to servants is light and they are well taken care of in terms of the food given to them and their lodgings. Under a cruel master, however, â€Å"servants have very wearisome and miserable lives6†. Upon arrival, many servants do not even know how to make their cabins and are at the mercy of the other servants who may choose to help them or not. Thus fresh arrivals may have to spend a few nights under the open sky before they can make their own lodgings. Their daily work schedule begins with work at 6 in the morning, a break at 11 and then back to work at 1. They will work again until six in the evening and then go back home. Living in places which provide little cover, they are exposed to the elements such as â€Å"the cold of the night†. Their situation leads Ligon to say, â€Å"Truly, I have seen such cruelty there done to servants, as I did not think one Christian could have done to another†. However, this does not make the life of the slave a bowl of cherries since they too faced cruelty and were apt to fight for their freedoms. The servants, however, decided to rebel against their masters in a bloody plot to kill the masters and overthrow the ruling of the island. Unluckily for the servants, the plot was discovered and the leaders of the plot were put to death. This method of resistance is certainly a result of the cruel treatment given to the servants. The slaves, however, seem to be more accepting of their lot in life and since they are treated somewhat better than the servants, are more apt to show their resistance in more subtle ways. They may even express their feelings with music or by looking towards the â€Å"heaven for revenge†.

International business environment Essay Example | Topics and Well Written Essays - 1750 words

International business environment - Essay Example Since 2010, the company has been making profits that are annually reported. General motors however can reduce tax and pay for it in future dates by carrying forward the past losses and applying it on future dates. It was estimated by wall street journal in the past that the tax break that the company will enjoy in the next 20 years will be close to $45 billion including credits for pension costs (Hill, Gareth, & Jones, 2009). In 2010 alone, general motors reported an earning of 4.7 billion us dollars. In the same year 2010, the company was ranked the second in the list of companies that produce 8.5 million units across the world. In the following year 2011, it was ranked the first with production of 9.025 units that were sold globally (Gall, 2011). These units sold in 2011 command an 11.9% of the market share in the motor vehicle industry across the world (Gall, 2011). General motors performance was boosted by its brand called Chevrolet that recorded a global sale of 4.76 million in 2011. Cadillac, Chevrolet, Buick, and GMC are the four main divisions of gm products (Gall, 2011). The GM always do some restructuring and this have helped the company a lot to retain the quality of vehicles it produces and have also enabled the company to produce safe and fuel efficient cars. General motors products have done very well in Asian countries over the past decade. In china, it manufacture its products through shanghai GM which is a local manufacturer and in Japan it manufacture through GM Chevrolet shop. Its sales in China rose 28.8 percent to a record 2,351,610 units in 2010 (Mueller, 2008). To ensure that it keep up with the research, GM set up a research centre in shanghai to help develop electric vehicles and gasoline-hybrid cars engines and other fresh technologies. Since fuel prices skyrocketed in 2000 and 2010, general motors have shifted its interest to produce small capacity vehicles in the United States (Mueller, 2008). This program will help create thousands of jobs and help the company increase its sales. In 2008, the company made it public that it was considering phasing out some brands that includes Pontiac in an effort to get 25 billion dollar loan through the help of congress (Mueller, 2008). It also made other very serious proposals in 2009 that include the phasing out of Saturn, sale of Saab and either to phase out or sale Hummer. Pontiac was therefore to cut its model and possibly remain with one but had to shift to production of youthful and sporty models. General Motors would cut out another 7,000 to 8,000 factory jobs in the United States under a revised business plan set up by Obama administration (Kerzner, 2010). Fritz Henderson the CEO of the company said that Pontiac brand would be closed by 2010, terming it an â€Å"extremely personal decision.† In addition to speeding up decisions on Saturn, Saab and Hummer, GM will be left with four brands – Chevrolet, Buick, GMC and Cadillac (Kerzner, 2010). Shanghai Gen eral Motors' sales surpassed those of sister company Shanghai Volkswagen's in 2005 and was in that year China's top selling joint venture. Its sales keep going up in 2006 and 2007 but later in 2008 recorded slight reduction in its sales trailing shanghai VW, but it was later to return to number one slot in 2010 and have kept that position to today (Kerzner, 2010). Shanghai GM introduced Chevrolet brand in the country in 2005 and in that year it also started domestic production of the Cadillac

Divergent and Convergent Plate Margins Comparison

Divergent and Convergent Plate Margins Comparison â€Å"Compare and Contrast the Topographical Features at Divergent and Convergent Plate Margins.† Jenice Culzac According to the United States Geological Survey (USGS) â€Å"a tectonic plate (also called lithospheric plate) is a massive, irregularly shaped slab of solid rock, generally composed of both continental and oceanic lithosphere.†[1] There are two types of plates; Oceanic plates are younger crustal plates with a thickness of 5-9km of mainly basaltic composition and Continental plates are older crustal plates with thickness of 25-90Km of mainly granite composition. The area where two of these plates meet is referred to as a plate boundary. Plate tectonics is a recent theory developed around the late 1960’s from two pre-existing theories; Continental Drift by Alfred Wegener and Seafloor Spreading by Harry Hess. It suggests that the Earth is made up of eight large rigid and thick plates along with smaller ones as shown in Diagram 1 that move slowly and change size. Diagram 1 of a World map showing the tectonic plates and their direction of movement Plate tectonics has three types of plate margins or boundaries named accordingly by the type of movement; towards, away and parallel that occurs at these boundaries. They are Convergent, Divergent and Transform plate margins respectively. Due to these movements, associated landforms altering the world’s topography are created except for at Transform plate margins because the parallel movement of plates only causes the release of energy in the form of earthquakes. The aim of this essay is to compare and contrast the topographical features that occur at the Divergent and Convergent plate margins. It is imperative to know what topographical features both these plate margins produce in common at the forefront. Therefore as the discussion goes in depth as to how they are created by different processes, keeping in mind the vision of the end product which is of the same topography will enhance clarity and comprehension. The topographical features that both plate margins produce in common are volcanoes and mountain ranges. A volcano is a mountain like feature that has a vent in which lava, tephra and hot gases are expelled. A mountain range is an area of a series of mountains that are geologically related. Therefore, having established this each plate margin can be dealt with individually. Comparison Convergent plate margin also called Destructive plate margin occurs at a fault where two tectonic plates move towards each other. Due to the nature of the plates involved there can either be subduction in which the area is called a Subduction Zone or a collision in which it is referred to as Collision Zone. Density is the key factor that determines the end result of the plates involved. In the case where the plates moving towards each other are continental and oceanic such as the Indo- Austrlian and Pacific plates respectively. Oceanic plates although having a thickness of 5-9km as compared to continental’s thickness of 25-90km is denser. Hence when an impact occurs as illustrated in Diagram 2 the Oceanic plate subducts under the Continental plate into the mantle and is reabsorbed due to intense heat and pressure. The area at which this occurs is the Subduction Zone. Diagram 2 showing the convergence of an oceanic and a continental plate Lines of weakness referred to as faults can occur within the Continental plate during subduction. As the Oceanic plate subsides water is being taken along with it which produces steam. This build-up of steam adds to the pressure which then forces its way through the faults and allows for magma to erupt violently (referred to as lava when it reaches the Earth’s surface). The lava solidifies due to the cooler surrounding temperatures and forms volcanoes. A chain of these volcanoes is known as the Volcanic Arc. In the example of the plates given, this was how the Cascade Range in North America which is a part of the famously known Pacific Ring of Fire was formed. The frequency of eruptions and viscosity of lava will affect the height and gradient of these volcanoes. Therefore if the lava is less viscous it will run further distances away from the point of origin and create gentler gradients but if the lava is more viscous it will not flow as easily and solidifies at shorter dista nces allowing a faster accumulation. In addition to this scenario we can have the case in which the plates involved at a Convergent plate margin are both Oceanic. The same principle will apply and the denser of the Oceanic plates will subduct. The features produced will have the same general high relief however they are referred to as Island Arc. An example of such is the Japanese Islands where the Pacific and Philippine plates interact. The difference of names is understood if Diagram 2 and Diagram 3 are compared. The volcanoes formed in Diagram 3 are protruding from the Oceanic crust hence the Island (body of small land surrounded by water) term while in Diagram 2 the volcanoes formed protrudes from the continental plate hence the arc is just referred to as volcanic. Diagram 3 showing the convergence of two oceanic plates Volcanoes or volcanic activity are produced at Divergent plate margins regardless of the type of plates involved. When the plates move apart a gap is created which allows the magma to expel and the lava solidifies due to the same conditions as previously mentioned under Oceanic to Oceanic and Oceanic to Continental convergence. Mid ocean ridges are the dominant features formed however within these ridges are the under -water volcanoes. The ridge is indicated in Diagram 4 at the centre where it is labelled. Although the diagram gives the simplicity of an ocean ridge as two parallel lines, in actuality this ocean ridge is an extensive submarine mountain range. Diagram 4 showing the divergence of two oceanic plates The previous point introduces our second common feature, mountain ranges. At the Divergent plate margin the mid oceanic ridge would represent this submarine mountain range. Similarly at Convergent plate margins where Fold Mountains are formed this will represent the mountain ranges as well. These Fold Mountains are formed when two Continental plates travel towards each other. For example Eurasian and Indian plates which will have relatively the same densities. They will collide and fold by compressional forces forming these ranges. This is illustrated in Diagram 5 in which the Continental plate on the right is buckling having collided with the Continental plate on the left thus producing the peaks along the centre of the diagram which represents the mountain range. Diagram 5 showing the convergence of two continental plates With the example of the Continental plates given the Himalayas Mountain Range was formed with peaks of over 8,000 meters in height above sea level. Contrast On the contrary, there are differences between the topographical features of a Convergent and Divergent plate margin. These are Rift Valleys and Ocean Trenches created by divergence and convergence respectively. Rift valleys occur when faults lie at a 120 degrees angle within a Continental plate. When the plates move apart either one of the two scenarios occurs. Scenario one is the pull leaves a segment of the of the Continental plate in the centre which falls below referred to as graben as illustrated in Diagram 6 of the two opposite sides referred to as Horst in the same diagram creating a steep sided narrow valley. Diagram 6 showing the formation of a Rift Valley However, in scenario two instead of the centre segment falling, the lands on either side of the segment can rise due to a release in pressure. Overtime the said segment will reach to a point where it is below sea level causing the land mass to break away from the parent continent and creating a new ocean basin. A perfect illustration of this occurrence is the Great African Rift Valley. Diagram 7 indicates the zone of rifting which runs from Afar Triple Junction to South Mozambique and also offshore of the coast of Mozambique along the Kerimba and Lacerda grabens. Eventually the Somalian plate to the east will be completely separated from the Nubian plate on the west. Diagram 7 showing the location of the Great African Rift Valley Lastly is the ocean trenches formed at subduction zones of Convergent plate margins. According to Merriam Webster online dictionary an ocean trench is â€Å"a long, narrow, deep depression in the ocean bed, typically running parallel to a plate boundary and marking a subduction zone.† The steepness of the trench is reliant on the angle at which it is subducted. The movement and location of an ocean trench is illustrated in Diagrams 2 and 3. Diagram 8 gives a three dimensional view of Puerto Rico’s oceanic trench formed at the Caribbean and North America plate boundary. Diagram 8 of a 3 dimensional representation of the Puerto Rico Trench In summary the Divergent and Convergent plate margins have similar and different topographical features that would have been formed or is still forming as a result of tectonic plate movement. The similarities are volcanoes and mountain ranges while the differences are rift valleys and ocean trenches. Bibliography â€Å"Island.† National Geographic. http://education.nationalgeographic.com/education/encyclopedia/island/?ar_a=1#page =1(accessed September 30, 2014) Jaegar, Peter. â€Å"Plate Boundaries: Convergent, Divergent and Transform Boundaries.† Education Portal. http://education-portal.com/academy/lesson/plate-boundaries- convergent- divergent-and-transform-boundaries.html#lesson (accessed October 1, 2014) â€Å"Japan in a subduction zone.†Introduction in the Landforms and Geology of Japan. http://www.glgarcs.net/intro/subduction_2.html (accessed October1, 2014). Nelson, A. Stephan. â€Å"Earth structures, Materials, Systems and Cycles.† Earth System Science. http://www.earthsci.org/processes/geopro/introgeo/introgeo.html (accessed September 21, 2014). May 22 2013. â€Å"Plate tectonics: The ends (and beginnings) of the Earth Part 1.† Why? Because Science, September 30, 2014. http://whybecausescience.com/2013/05/22/plate-tectonics- the-ends-and-beginnings- of-the-earth-part-1/ Watson, J. â€Å"What is tectonic plate?† USGS. Last modified May 5, 1999. http://pubs.usgs.gov/gip/dynamic/tectonic.html Wood, James and Alex Gruth. â€Å"East Africas Great Rift Valley: A Complex Rift System.†Geology.com. http://geology.com/articles/east-africa-rift.shtml (accessed October 1, 2014). 1 [1] Watson, J. â€Å"What is tectonic plate?† USGS. Last modified May 5, 1999. http://pubs.usgs.gov/gip/dynamic/tectonic.html

Christianity in a Postmodern World :: essays research papers

Christian Belief in a Postmodern World: The Full Wealth of Conviction Others have tried to do what Diogenes Allen, Professor of Philosophy at Princeton Theological Seminary, does in his book but none with his breadth or effectiveness. That is, others have attempted to exploit for theism's benefit the hard times now befalling the modern world's emphasis on scientific reasoning and pure rationality, which for quite a while had placed Christianity (and religious belief in general) on the intellectual and cultural defensive. Many of these earlier attempts made use of the Wittgensteinian concepts of "form of life" or "language game" to show that both science and religion depended on unproven assumptions and therefore rested equally on grounds without firm foundations. These kinds of attempts, however, could most always aim no higher than to make the world safe for fideism. And fideism is not to defend the faith. What makes Allen's contribution special and important is his effort to examine in a philosophically rigorous way what we mean w hen we say Christianity is true. He quotes Colossians 2:2 at the start of his book, but I Peter 3:15 is just as appropriate for what follows: "Always be prepared to make a defense to any one who calls you to account for the hope that is in you, yet do it with gentleness and reverence." Allen is very clear whom he is writing for and what his intentions are: "to give those who have no faith compelling rational grounds to become seekers and to those who have faith a greater degree of assurance and understanding than they can attain while constrained by the modern mentality." He divides his book into three parts. The first part begins with a mapping of our current intellectual terrain. In many ways, modernism committed the docetist heresy to human thought. It failed to see human thought as truly embodied and enculturated. Rather, human intellection consisted in pristine, pure rationality undisturbed by culture, bias, or the vagaries of historical situation. Modernism valued evidence and empirical confirmation and therefore strived to remain valueneutral to mirror a phenomenal world that was itself held value-neutral. The author challenges this way of human knowing and finds it insufficient and incapable of meeting the deepest needs of being human. In so doing , he sheds light on the relation between science and religion. Much of this material is rather provocative intellectual history, including a particularly interesting analysis of the Galileo affair and how it was used for polemical purposes by those hostile to theism.