Business Models and Planning Essay Example | Topics and Well Written Essays - 500 words

Business Models and Planning - Essay Example With the best motives for the society, they can either run a business or none-profit organizations that would quench their social quest. On the other hand, social media movement refers to the use of social networks to serve the society with all kinds of information. The networks transmit messages about the culture, traditions, politics, beliefs, education and bodies of the society. The messages reflect the values and the force for change of the society. The social media used are Facebook, twitter, YouTube, web pages, blogs, Myspace, newspaper, movies, television, radio, journals, books, magazines and billboards among others. All these social media serve to fuel and propel the social discussions. Also, there are social movements that serve to fight on behave of individuals of the society for their right. The social movements take the form of non-governmental organizations and greatly depend on social media to achieve their part (Roy, William G. 2010. 101-103). The social media movements and social movements see business as the source of the social problems in the world. They do not think how the business could be a catalyst for solutions of the society problems. In regard to social entrepreneurs, they take a business to be a solution for the society problems. They search for a solution for a social- business related problem within the business sectors. They have an insight that the development of the way businesses operate in the society could fix the social-economic problems and open up the door for more opportunities. In fact, the social entrepreneurs have a powerful drive and urge to serve the society. They do not just make money but empower individuals at a personal level and restore balance as well as flow to people in the world through economic, social, environmental and emotional ways. In social entrepreneurship, the entrepreneurs put much time to appraise and evaluate

Loneliness and Dreams in Mice of men Essay Example for Free

Loneliness and Dreams in Mice of men Essay John Steinbeck wrote the novel of Mice and Men during the great depression. During this time there were few jobs which meant people had to migrate in search of jobs. This meant they were constantly moving and could not establish lasting friendships or relationships. Steinbeck portrays the loneliness and hardship felt by people living through the 1930s American depression. He shows how the dreams of the characters were what helped them survive through this period. In this essay I will discuss the dreams and loneliness of the characters in the novel and how Steinbeck reveals each characters loneliness and dreams. George and Lennie both experience loneliness. Even though they had each other George needed somebody on his wavelength, with his level of maturity because Lennie is like a child and does not think like an adult, he is mentally retarded. One almost gets the feeling that he doesnt want Lennie for companionship at all when he is talking to Lennie about how he would live without him. God a mighty, if I was alone I could live so easy. Page 11 As George carries on talking of his laid back carefree lifestyle he dreams of he progressively gets angrier. It makes the reader wonder why he even stays with Lennie if he feels so overwhelmed with the responsibility of looking out for Lennie. George is a thinker he sees how bitter other men on the ranch have become through their loneliness; George knows that staying with Lennie stops him from being truly lonely. He also has protection from Lennie because he knows he is safe when he has a big guy like Lennie as his friend. Looking out for Lennie gives him a purpose, a reason, a role in his life he gets the satisfaction of knowing he is needed. George fell silent. He wanted to talk. Page 41 This quote is from when George talks to Slim. He is happy to have the chance to talk to someone on his level of maturity. As Slim is a good listener and tries to understand the relationship between George and Lennie. Lennie doesnt really experiences loneliness although he needs to pet something, to hold something. He always has George to look after him sees George as a father figure. George instructs him on how to behave and what to do in certain situations. Slowly, like a terrier who doesnt want to bring a ball to its master, Lennie approached, page 9 This quote is taken from when George wants to take a dead mouse away from Lennie who doesnt want to give it up. It reveals how George has an authority over Lennie. George and Lennies dream is to one day own some land. They wish to live on this land and be their own boss. George no longer wants to comply with somebody elses rules. He wants to have a purpose in working hard on the land because then he will benefit from his hard work. Whereas when working on a ranch he is working hard for somebody elses profits. Lennie is only interested in tending to the rabbits. He just wants to be able to pet some animals. His dream fits in with Georges it doesnt matter if he owns the land or not. Curleys wifes name is never mentioned she is always referred to as Curleys wife. Steinbeck never uses her name because the other men see her as belonging to Curley, just another possession of his on the ranch Curleys wife is the only woman on the ranch, she married Curley recently and she is still quite young. She is lonely because she has no one to confide in. When she wants to talk to the men she uses the excuse she is looking for Curley. Any you boys seen Curley? Pg81 This quote is from when Lennie, Candy and Crooks are in Crooks room and Curleys wife comes in. In this chapter we know she uses the excuse she is looking for Curley as a way to talk to the men on the ranch. We know this because, after the men tell her he hasnt been there she says Think I dont know where they all went? Even Curley. I know where they all went. Page 81 She uses this excuse every time she wants to talk to the men but she has shown that she knew exactly where he was this time. She then calls them the weak ones the bunch of bindle stiffs but even after that she wishes to talks to them. This is because she is desperate for some company anyone to talk to. She is seen to be a tart and jail bait by the other men on the ranch, but she still wants to have them for company. Curleys wife also had dream, she still has, and when she was younger she wanted to be an actress. She says how she could have been famous, rich and happy. I coulda made somethin of myself. She said darkly, Maybe I will yet. Pg 93 The fact that she still hopes to fulfil her dream is rather pathetic. Her dream is very unrealistic she will never break free from her unhappy marriage. She has this dream because it is a form of escapism, she can pretend that she is not lonely and that one-day she will not have to live the way she very much dislikes. I tell you I aint used to livin like this. Pg 93 She reveals her dreams to Lennie when hes on his own she finds that the men only talk to her when they are on their own. Even when Lennie is on his own he is reluctant to talk to her because of what George has said about her. Crooks is a Negro in a society that considers non-whites as sub-human. He also is partially crippled which does not help when he is living in a society that value people by their ability to provide a service. Because of his race he does not sleep in the same room as the other workers, he lives in the room where he works in and a manure pile under the window. Because of this Crooks spends most of his time on his own leading to a great feeling of loneliness. His only companions are his books and as he has seen people come and go he has acquired more possessions than the others have. His loneliness is revealed when he is talking to Lennie. Lennie is talking to Crooks in his room, telling him about the land they will one day own. A guy needs somebody-to be near him. Pg 77 Crooks reads books but because of his colour he has no friend not even somebody on his wavelength. He is on his own every night whereas all the other men share their room in the bunkhouse. Crooks is so overcome with his loneliness that he cannot hope or dream anymore. He doesnt take any notice of Lennies dream because he has heard it all before. I seen hundreds of men come by on the road An every damn one of ems got a little piece of land in his head. An never a god-damn one of em ever gets it. Pg 78 Although after he hears how this dream could become a reality Crooks is influenced and wants to join in. He later retracts his statement because of the way Curleys wife treats him. Well you keep your place, then, Nigger. I could get you strung up on a tree so easy it aint even funny. Pg 85 Shes racist and through her body language she shows that she has the authority over him. This is why he no longer wanted to join in with the plan of owning land. Candy is lonely because he has nobody; he only had one companion, which was his dog that he had since the dog was a puppy. Candy was very upset when his dog had to be killed. His loneliness is revealed when Carlson proposes that the dog should be shot. Whynt you shoot him, candy? The old man squirmed uncomfortably. Pg 47 The thought of Candys only companion being shot fills him with dread. The thought is uncomfortable. He tries many times to reason with Carlson and find a way that he can put off the death of his dog. Candy said hopefully, you aint got a gun. Pg 50 The only reason he lets his dog die is because he cannot argue with Carlson. Also Slim agreed with Carlson and Slim word is the law in this play, the voice of reason. Candy is so desperate for companionship that he keeps a blind dog that is in pain from dying in a way this is an act of selfishness. Candy listens attentively while George and Lennie are talking about their dream. He offers to buy the land they need to fulfil their dream. Sspose I went in with you guys. Thas three hundred an fifty bucks Id put in Pg 62 Candy is very old, because of the great depression there is no job security and because of this he thinks he will be sacked soon. At this point the dream seems more real to them than it has ever been before. Before it was just a fantasy, some thing to find comfort in, but he could never actually let himself believe it. They all sat still, all bemused by the beauty of the thing, Pg 64 I think now their dream is more realistic but not realistic enough because George says if Lennie and he dont spend anything they would have $450 but they are bound to spend something especially when George is interested in going to the cat house. Also the asking price is $600 it will take a lot longer for them to raise that amount of money. The great depression in America had its effect on many of the characters; money was hard to come by. Loneliness is a major theme in the novel Of Mice and Men because many of the characters suffer from this more than anything else. Loneliness kills Curleys wife, embitters Crooks and candy although Lennie and George put it off through the fact that they have each other for companionship. Guys like us, that work on the ranches, are the loneliest guys in the world. Lennie broke in. But not us! Because because I got you to look after me, and you got me to look after you, and thats why Pg 14 Steinbeck doesnt offer any answers to the characters problem of loneliness. Showing the reader a graphic and moving portrayal of how loneliness affects people without providing an antidote or giving a happy ending makes the novel really sad. Lennie and Georges dream brought nothing but pain and grief instead of promised joy and happiness, which ties into the tittle of the book which was taken from a poem titled to a mouse by a Scottish poet called Robert Burns. This poem was about how a mouse, which had planned for the winter by making a nest, had its nest ruined by a tractor. George and Lennie planned carefully how they were going to achieve their dream of being free and independent but forces beyond their control shattered their dream. Steinbeck never suggests that dreams should not be had, Lennie and Georges dream was so powerful that Candy was drawn in and for a short time so was the cynical Crooks. This dream was what comforted Lennie and helped George survive. The dreams the characters had had to be had they were what was needed to hold on to, to survive and to work for. This period of time made people bitter because they were lonely, the only person they had to look out for was themselves, kindness had no place on the ranch. They all cried out for love and care but only Lennie openly expressed his need for it through his constant talk of rabbits. Characters like Crooks had become cynical, he had lost hope and he couldnt dream. At first when Lennie talked of his dream Crooks thought it was another pathetic dream he was beyond imagining how everything could be. Curleys wifes dream was rather pathetic and quite unrealistic but it was a form of escapism for her. So she fantasised about her dream coming true but it was her way of coping when she was in an unhappy marriage that she had no way out of. It is sad to think that the loneliness that she was trying to get away from killed her in the end.

Affirmitive Action Essay -- essays research papers

The Facts   Ã‚  Ã‚  Ã‚  Ã‚  In 1965, President Lyndon B. Johnson issues an Executive Order 11246 requiring federal contractors to â€Å"take affirmative action† to ensure that they do not engage in discriminatory practices against workers because of race creed, color, or national origin. Two years later gender was added to the list. Affirmative action is the practice, usually by institutions or employment in government and business, of giving preference to racial minorities and women. The politics were originally developed to correct decades of discrimination and to give disadvantaged minorities a boost. The diversity of our current society as opposed to that of 50 years ago seems to indicate the programs have been a success. Now, many think the policies are no longer needed and that they led to more problems than they solve.   Ã‚  Ã‚  Ã‚  Ã‚  One particular kind of affirmative action is racial quotas, or deciding on a specific number or percentage of members of a given minority group that a company or institution had to accept. These racial quotas improved diversity to some degree, but was considered too crude by many people. Now affirmative action usually involves involves using race, gender, socioeconomic background, and/or sexual orientation status as a positive factor in hiring or admissions decisions. Supporters   Ã‚  Ã‚  Ã‚  Ã‚  George E. Curry, a strong supporter of affirmative action (AA) knew it would happen when anti-affirmative action supporters would begin to poke fun at the decision made by the Supreme Court on the University of Michigan landmark case. A group of Conservative students at Roger William University in Rhode Island is offering a Whites-only scholarship valued at only $250 each. In addition to Whites-only scholarship, other attempts at humor include so-called affirmative action bake sales. At Southern Methodist University in Dallas, for example, Young Conservatives of Texas offered cookies at different prices. White males were charged $1 for each cookie, white women were charged 75 cents for each cookie, Hispanics were charged 50 cent and African Americans 25 cents. Similar bakes sale were held at Columbia University, the University of California at Berkeley, the University of Texas, Northwestern University, the University of Michigan and the University of Indiana.      Ã‚  Ã‚  Ã‚  A ... ...till present discrimination today.   Ã‚  Ã‚  Ã‚  Ã‚  But at the same time, minority students in top colleges are disproportionately from middle and upper-middle class backgrounds, this it true for white college students as well. AA does not cure all of America’s social ills, but it can help eliminate the gaps between the average incomes and educations levels of different races. I think AA should be applied to not only race but economic background as well. I think the current system is out dated on both ends of the argument. However since we will never live in a colorblind society, I believe that there should be monitors to make sure that all admission and hiring is done on the up and up. No discrimination and no reverse discrimination. Curry, G. E. (2004, March 1) Affirmative Action War Still Rages   Ã‚  Ã‚  Ã‚  Ã‚  Retrieved June 25, 2004   Ã‚  Ã‚  Ã‚  Ã‚  Http://georgecurry.com/columns/index1.shtml?id=1078378827 Connerly, W (2002, May 12) Ward Connerly and the American Civil Rights Institute Retrieved June 25, 2004  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  http://www.mediatransparency.org/people/ward_connerly.htm

Insufficient Amount Of Insulin Health And Social Care Essay

Type-1 diabetes occurs when the organic structure produces an deficient sum of insulin. It is besides known as juvenile diabetes or early-onset diabetes because it normally develops before the age of 40. Type-1 diabetes is less common than type-2 diabetes, which occurs when the organic structure producesA excessively small insulin or when the cells in the organic structure do non respond decently to insulin. Peoples with type-1 diabetes make up merely 10 % of all people with diabetes, of which there are 2.9million in the UK. The symptoms of holding type-1 diabetes are increased thirst and frequent micturition, Extreme hungriness, Weight loss, Fatigue, and blurred vision. If left untreated type-1 diabetes can take to decease. This human death can be due to several grounds ; people with diabetes have a higher than mean hazard of holding a bosom onslaught or Stroke. Peoples who are unfortunate plenty to endure from either signifier of diabetes are more than twice every bit likely as peo ple without diabetes to endure a shot or bosom onslaught. Harmonizing to ( diabetes.org ) two out of three people with diabetes die from bosom disease or shot besides called cardiovascular disease. There is besides a hazard of a diabetic coma which is frequently fatal. No affair the cause, every bit shortly as the islet cells have been destroyed, sick persons of type 1 diabetes will bring forth small to no insulin, if this happened in a healthy individual the liver would change over stored animal starch back into glucose maintaining the individual ‘s blood glucose degree within a healthy scope. In a type 1 sick person the latter would non happen as there would be no insulin in their organic structure to assist glucose into the cells, because of this the sugar would construct up in the blood stream ( alternatively of being transported into the cells ) where it could do major harm if non decease.What is insulin?Insulin is a endocrine that comes from the pancreas and helps glucose enter the cells ( to supply energy ) without insulin glucose can non come in the cells and so blood glucose degrees can be low ( hypoglycemia ) if this happens a individual can experience an array of side effects and even travel into a diabetic coma hypertext transfer protocol: //urbanext.illinois.edu/diabetes2/illustrations/glucose_insulin1.jpgPrevalence of diabetes in the UK 2011Prevalence of diabetes in the UK 2006The two above tabular arraies shows merely how huge the addition has been in the sum of people enduring from diabetes, nevertheless the study that I found these tabular arraies from said that they found that the per centum of sick persons with type-1 stayed reasonably changeless and that it was type-2 that had showed the big addition.Insulin pump therapyhypertext transfer protocol: //docnews.diabetesjournals.org/content/1/1/15/F7.medium.gif Insulin pump therapy is non a remedy to either signifiers of diabetes, nevertheless it is the most efficient, effectual and good intervention for sick persons at this clip and because of this is the chief solution I have chosen for my coursework. I chose to concentrate on the company Medtronic as their work with insulin pumps is shown to be to a great extent favoured by many independent sites and by persons posting on the web site. I have chosen non to compose about any possible remedies, due to the fact that at this clip there are no definite cures merely ‘possible ‘ remedies.How does the Medtronic MiniMed Paradigm Veo pump work?The Veo insulin pump differentiates its ego from the many other types of insulin pump due to its new and alone characteristics, most pumps merely supplies certain sums of insulin at regular intervals throughout the twenty-four hours, and are frequently able to be programmed to infix more insulin around repast times when there is the largest sum o f glucose come ining the organic structure. The Veo pump nevertheless has an array of advanced characteristics that improve the wellness both at the clip and in the hereafter. These characteristics include: A uninterrupted glucose proctor that automatically detects how low the sick persons blood glucose degrees are A low blood glucose degree response system ( LGS ) that can react to the above state of affairs by curtailing or halting the sum of insulin released so as to raise the blood glucose degrees An ability to record and proctor blood glucose degrees all twenty-four hours every twenty-four hours Show the user their blood glucose degrees The system warns the user when their glucose degrees stray towards unsafe degrees Most pumps including the Medtronic work on a repast by meal footing with little sums of insulin being injected in between these periods, this is shown on the graph belowhttp: //dtc.ucsf.edu/images/graphs/graph_pump_regimen.gifConsequenceshypertext transfer protocol: //www.medtronicdiabetes.ca/en/images/fingersticks.jpg The above graph shows the difference between the mean insulin pump which uses fingersticks to demo a few points in the rhythm of high and low blood sugar degrees, whereas the Veo uses CGM ( uninterrupted glucose supervising ) to demo all the points where the user is above, below or within their mark zone, the web site describes the differences â€Å" fingersticks being a few scenes, with CGM being the full film † Below are three graphs that compare glycaemic control and insulin dose in people with type 1 diabetes treated by insulin extract pump therapy or optimized insulin injections. The graphs compare three different factors Blood Glucose Level = ability to maintain blood glucose degrees healthy Glycated Haemoglobin = ability to maintain sum of glycated hemoglobin at a healthy degree, e.g. non to high Insulin dose = the positive consequence of holding insulin infused by either insulin pump or through injection Blood glucose control The graph below shows that glycaemic control was better during pump intervention than in injection therapy. hypertext transfer protocol: //www.bmj.com/highwire/filestream/408723/field_highwire_fragment_image_m/0/F1.medium.gifGlycated hemoglobinThe graph below shows that the per centum of glycated hemoglobin was lower during pump therapyhttp: //www.bmj.com/highwire/filestream/408741/field_highwire_fragment_image_m/0/F2.medium.gif Insulin dose hypertext transfer protocol: //www.bmj.com/highwire/filestream/408755/field_highwire_fragment_image_m/0/F3.medium.gifCogency of consequencesIt is likely that the consequences are dependable, as the consequences were taken from a big figure of indifferent beginnings. The consequences were taken under the undermentioned conditions: 301 people with type 1 diabetes allocated to insulin extract and 299 allocated to insulin injections for between 2.5 and 24 months. To happen information that met the standards, the researches searched through Medline ( 1975 to 2000 ) and Embase ( 1980-2000 ) for documents on different insulin infixing systems. In the terminal they merely selected surveies that were randomized controlled tests of pump therapy compared with optimized insulin injection. Data was so extracted from text, tabular arraies, and graphs. This information was so assessed and reviewed by two independent individuals ; they assessed glycaemic control with each method as average blood glucose concentration and per centum of Glycated hemoglobin. They so took note of the entire day-to-day insulin dosage on the two governments. Equally good as this the type of pump, the type of insulin, and the insulin injection regimen were recorded. Beginnings of heterogeneousness ( the quality of being diverse and non comparable in sort ) were assessed with a random effects arrested development analysis with age, continuance of diabetes and intervention, and twelvemonth of survey being the independent variables. They tested their hypothesis by ciphering the ratio of the minimal discrepancy weighted geometric agencies of the SDs of blood glucose concentrations on the two regimens. This reinforces that the consequences are likely to be valid due to the huge figure of groups that underwent the experiment and the conditions under which the consequences were taken.Deductions of solutionAdvantagesThe intervention has shown to straight lower and even extinguish the opportunities of acquiring hypoglycemia due to the LGS characteristic Allows the user to drive and execute hazard filled undertakings with comfort cognizing that they will be warned if they have a low Blood Sugar degree Ensures the user that they can execute strenuous undertakings such every bit exercising as they will cognize if they are at hazard of fainting or holding low energy degreesDisadvantagesWhile the insulin pump is a antic intervention, it is non a remedy and so requires care This intervention can be rather expensive in states such as America that do non supply a national insurance, unless said sick person attains fundingEconomic and ethical effectsEthically there are n't truly any complications with this intervention, unless you have spiritual expostulations which do non let you to accept it. Economically this intervention provides many occupations to the industries of the pump and the manufacturers of the insulin Unless you live in a state where there is a national insurance, this intervention can be highly expensive so means some people have to utilize more basic interventionsAlternate TreatmentsNanotechnologyâ€Å" Another possible remedy may one twenty-four hours come from the microscopic, Nano technological spectrum. In this case, bantam insulin implants could meter out insulin to blood glucose degrees as and when it is required. This type of remedy is theoretically possible, and several scientists are working towards this hereafter. However as with other signifiers of possible diabetes cure this remains merely a distant potency † Bantam capsules can be implanted into the organic structure to make an unreal pancreas. When blood sugar flows inside the capsule, it stimulates the cells to bring forth insulin to command sugar degrees. The device has nano pores, pores so little that the organic structure ‘s antibodies can non acquire in to assail the cells, but big plenty that the insulin can flux out and into the organic structure. If nanotechnology can go cost effectual it is a feasible solution to diabetes. hypertext transfer protocol: //www.autokinematics.com/resource/nanotech-1.jpgBring arounding Diabetes with Our Own Stem Cells!In October 2011 scientists at the National Institute of Advanced Industrial Science and Technology in Tsukuba Science City, Japan stated that they had found a possible remedy to diabetes. The extracted nervous root cells from rats via the olfactory organ were turned into pancreatic cells that can fabricate insulin to handle diabetes.http: //t0.gstatic.com/images? q=tbn: ANd9GcQ-Z8c26wx5B0PQflux1yHgFHlngRkkpHt7qBb7lecGzlLvIrxRSg First, they extracted a bantam sum of tissue from the portion of the encephalon which deals with odor through the rhinal pit, they so extracted nervous root cells an exposed them to a human protein that switches on insulin production every bit good as an antibody that blocks the natural inhibitor of insulin production. After two hebdomads the scientists placed the cells on thin sheets of collagen ( which acted as a scaffold ) leting them to put the sheets on top of the rats ‘ pancreas without damaging the organ. Within a hebdomad the concentrations of insulin in the blood of the rats that received the intervention matched those in the non-diabetic rats. This intervention had a 100 % success rate in all rats due to the 0 % rejections as the cells were their ain. The cells successfully tackled diabetes for 19 hebdomads until research workers halted the intervention by taking the sheets of cells, after which the rats ‘ diabetes returned.

“Naturalism an occurrence at owl creek bridge”

The 19th Century American Art described Naturalism as: Life imitating nature and the artists of this period began focusing on â€Å"real life† situations.   Naturalism literature began to flourish after the civil war and after the most loved Romanticism and Victorian literature.   Naturalism focuses on the lower to middle class man in which he is a futile figure of a domineering universe of a hostile nature.   Some sort of struggling for the fittest and the strong and predestined are the only sure winner.The Ambrose Bierce story at Owl Creek Bridge is told by a third party narrator. For a simple reason that a man who is dead cannot narrate his own death?   It says nothing more of a man named Peyton Fahrquhar, a planter from a respected Alabama family; the author even distinguishes him as a gentleman which befits his physical appearance.   Despite of the man’s description, the person in the story seemed to die a futile death giving stress on the character of na turalism to which man is unimportant as quoted by the narrator below:†¦Ã¢â‚¬Å"he   . . original secessionist   Ã¢â‚¬ ¦ devoted to the Southern cause. Circumstances of an imperious nature, which it is unnecessary to relate here, had . . . .army which had fought the disastrous campaigns †¦ (Bierce, 2004)Cynical, skeptical or mocking characteristics is vividly present along these lines,â€Å"To be hanged and drowned,† he thought, â€Å"that is not so bad; but I do not wish to be shot. No; .. not be shot; that is not fair.†(Bierce, 2004)The story dealt more on the agonizing death of a person but it was more descriptive than sentimental.   It is an unwanted way of dying and yet there is no reason to stop it.The entire theme below is focused on someone who has experienced a few moments of life before death and another few moments after dying.   His soul seemed to search and in a way could not even tell he is really dead. The story of the life of Peyton is a step by step narrative about the ironies of violent death, as if a man could account of his own dying which can be paraphrased:â€Å"To die of hanging at the bottom of a river! — the idea seemed to him ludicrous. He opened his eyes in the darkness †¦above him a gleam of light, but how inaccessible! He was still sinking, for the light became fainter †¦.mere glimmer.†(Bierce, 2004)â€Å"His neck ached horribly; his brain was on fire, his heart, – fluttering faintly, gave a great leap, trying to force itself out at his mouth. His whole body was –   wrenched with an insupportable anguish! â€Å"(Bierce) 2004.The two lines below were skillfully drawn by the author and I must say that he has expertly given the most significant characteristic to the story by defining life and imitating nature.   He uses the forest and trees, even the detail of a leaf and those that inhabits itincluding the morning dewdrops.   He described nature just as he des cribes a new life that is to be unfolding.†¦Ã¢â‚¬ the forest on the bank of the stream – trees, the leave ,, veining of each leaf — he saw the very insects †¦ noted the prismatic colors in all the dewdrops †¦million blades of grass. The –   gnats that danced..the eddies . . . the beating of the dragon flies' wings, the strokes – water spiders' legs, like oars which had lifted their boat — all these made audible music.†(Bierce)2004.â€Å"A fish slid along beneath his eyes and he heard the rush of its body parting the water.†(Bierce) 2004.This brief sentence above almost completed the story the author wanted to conclude, that death has come and the heavens could be so near.   As if describing that the soul came out from the eye and it moves thru the waters.   Bierce in his few words was able to describe a real life situation which is one of the most interesting characteristic of a naturalistic piecework.  Ã‚   Tha t after life naturally comes death.â€Å"Peyton Fahrquhar was dead; his body, with a broken neck, swung gently from side †¦beneath the timbers of the Owl Creek bridge.†(Bierce) 2004.Though the whole work is a literary genius, it leaves a mark of pessimism on the part of the reader. Pessimism in the sense that the character of the story was never given a chance. He was doomed simply because of a circumstance that is beyond the control of the person being told.   There was no hope but a dream or it could be real that the character’s soul transcended only to be able to look for his love ones. Even in this scene we can see that there is a big division.   There is desire to be with someone and yet the story emphasizes more on losing. The sad part of it is for an observer to have an impression that not all prayers are answered and an urgent question that need to be asked – where is God why did he allowed such fate?REFEENCES:Bierce,   2004 A. An Occurrence A t Owl Creek Bridge [Electronic Version]. Retrieved 24 September 2007 from http://www.pagebypagebooks.com/Ambrose_Bierce/An_Occurrence_At_Owl_Creek_Bridge/index.ht. Naturalism an occurrence at owl creek bridge The 19th Century American Art described Naturalism as: Life imitating nature and the artists of this period began focusing on â€Å"real life† situations.   Naturalism literature began to flourish after the civil war and after the most loved Romanticism and Victorian literature.   Naturalism focuses on the lower to middle class man in which he is a futile figure of a domineering universe of a hostile nature.   Some sort of struggling for the fittest and the strong and predestined are the only sure winner.The Ambrose Bierce story at Owl Creek Bridge is told by a third party narrator. For a simple reason that a man who is dead cannot narrate his own death?   It says nothing more of a man named Peyton Fahrquhar, a planter from a respected Alabama family; the author even distinguishes him as a gentleman which befits his physical appearance.   Despite of the man’s description, the person in the story seemed to die a futile death giving stress on the character of na turalism to which man is unimportant as quoted by the narrator below:†¦Ã¢â‚¬Å"he   . . original secessionist   Ã¢â‚¬ ¦ devoted to the Southern cause. Circumstances of an imperious nature, which it is unnecessary to relate here, had . . . .army which had fought the disastrous campaigns †¦ (Bierce, 2004)Cynical, skeptical or mocking characteristics is vividly present along these lines,  Ã¢â‚¬Å"To be hanged and drowned,† he thought, â€Å"that is not so bad; but I do not wish to be shot. No; .. not be shot; that is not fair.†(Bierce, 2004)  The story dealt more on the agonizing death of a person but it was more descriptive than sentimental.   It is an unwanted way of dying and yet there is no reason to stop it.The entire theme below is focused on someone who has experienced a few moments of life before death and another few moments after dying.   His soul seemed to search and in a way could not even tell he is really dead. The story of the life of Pey ton is a step by step narrative about the ironies of violent death, as if a man could account of his own dying which can be paraphrased:  Ã¢â‚¬Å"To die of hanging at the bottom of a river! — the idea seemed to him ludicrous. He opened his eyes in the darkness †¦above him a gleam of light, but how inaccessible! He was still sinking, for the light became fainter †¦.mere glimmer.†(Bierce, 2004)â€Å"His neck ached horribly; his brain was on fire, his heart, – fluttering faintly, gave a great leap, trying to force itself out at his mouth. His whole body was –   wrenched with an insupportable anguish! â€Å"(Bierce) 2004.  The two lines below were skillfully drawn by the author and I must say that he has expertly given the most significant characteristic to the story by defining life and imitating nature.   He uses the forest and trees, even the detail of a leaf and those that inhabits it  including the morning dewdrops.   He described n ature just as he describes a new life that is to be unfolding.  Ã¢â‚¬ ¦Ã¢â‚¬ the forest on the bank of the stream – trees, the leave ,, veining of each leaf — he saw the very insects †¦ noted the prismatic colors in all the dewdrops †¦million blades of grass. The –   gnats that danced..the eddies . . . the beating of the dragon flies' wings, the strokes – water spiders' legs, like oars which had lifted their boat — all these made audible music.†(Bierce)2004.â€Å"A fish slid along beneath his eyes and he heard the rush of its body parting the water.†(Bierce) 2004.  This brief sentence above almost completed the story the author wanted to conclude, that death has come and the heavens could be so near.   As if describing that the soul came out from the eye and it moves thru the waters.   Bierce in his few words was able to describe a real life situation which is one of the most interesting characteristic of a natural istic piecework.  Ã‚   That after life naturally comes death.  Ã¢â‚¬Å"Peyton Fahrquhar was dead; his body, with a broken neck, swung gently from side †¦beneath the timbers of the Owl Creek bridge.†(Bierce) 2004.Though the whole work is a literary genius, it leaves a mark of pessimism on the part of the reader. Pessimism in the sense that the character of the story was never given a chance. He was doomed simply because of a circumstance that is beyond the control of the person being told.   There was no hope but a dream or it could be real that the character’s soul transcended only to be able to look for his love ones. Even in this scene we can see that there is a big division.   There is desire to be with someone and yet the story emphasizes more on losing. The sad part of it is for an observer to have an impression that not all prayers are answered and an urgent question that need to be asked – where is God why did he allowed such fate?REFEENCES:Bie rce,   2004 A. An Occurrence At Owl Creek Bridge [Electronic Version]. Retrieved 24 September 2007 from http://www.pagebypagebooks.com/Ambrose_Bierce/An_Occurrence_At_Owl_Creek_Bridge/index.ht.

Aristotle-The Politics Essays - Empiricists, Metaphysicians

Aristotle-The Politics Essays - Empiricists, Metaphysicians Aristotle-The Politics Aristotle believes that the chief ingredient for a life of happiness is virtue. Virtue is a state of the soul that disposes and prompts our actions and is meant to guide our behaviors in society and enable us to practice moderation. Aristotle believes that human happiness, which is not to be equated with the simple-minded pursuit of pleasure, stems from fulfilling human potentialities. These potentialities can be identified by rational choice, practical judgment, and recognition of the value of choosing the mean instead of extremes. The central moral problem is the human tendency to want to acquire more and to act unjustly whenever one has the power to do so. According to Aristotle happiness is the highest good and the goo life comes from the realization and perfect practice of virtue. In order to lead a life of goodness there must be a foundation of adequate health (goods of the body), adequate wealth (external goods, property), and goods of the soul (virtue, wisdom). People think that a moderate amount of virtue is enough, but set no limit to their desires of wealth and property, power, reputation, and all such things... - i.e. of external goods. (1323 a35-40) Happiness is more often found in those who are cultivated in their mind and in their character, and have only a moderate share of external goods, than among those who possess extensive external goods but are lacking in higher qualities. The good life you lead or experience is an inner sense of well being. This is the active life of virtue and this is all for the sake of the soul. We may therefore join in agreeing that the amount of happiness which falls to each individual man is equal to the amount of his goodness and his wisdom, and of the good and wise acts that he does. [1323b21] Aristotle said we must act naturally in order to be happy. He believes nature is our guide and that nothing is good which is contrary to nature. According to Aristotle there are two types of reason that, if used well, will make you happy. The first type is calculative reason. Calculative reason is practical wisdom which leads to moral virtue. Included in the Aristotelian moral virtues are temperance, courage, liberality, gentleness, and proper pride. The idea behind this kind of practical wisdom involves knowing how to allocate time - judging the right moment to switch back and forth between practical action and intellectual activity, so as to strike the right balance between means and ends. The second type of reason is speculative reason, which is used to deduce the true nature of reality. Speculative reason is also referred to as scientific reason. There are four ways Aristotle thinks it is important to use scientific reason to really know happiness. The first is thought. We are most like the gods when we use thought. Second is that the quality of the pleasures one pursues must be marvelous in purity and duration. Third is independent thought or self-sufficiency. The fourth is that the process of learning is a joy and is rewarding in and of itself. Thus reason, if exercised well, will bring happiness and well-being. Use your reason well and you will be fulfilled. (Kaplan lecture, October 2000) Another important ingredient in the pursuit of happiness is leisure. There must be adequate free time to organize ideas and grow our knowledge or speculative reason. The city or ideal polis facilitates the nature of a good life. A good life is a life of active goodness involving fortitude, temperance, justice and wisdom. Aristotle is clearly against imperialist and military cities because he believes they are unjust, however he believes fortitude is a virtue because a collective readiness to defend ones country is required (but not desirable). The ideal city should not be overly populous one so that top citizens can be properly acquainted with one another. The ideal polis maximizes the opportunity for its citizens to display goodness and afford happiness. In the ideal polis, the foundation of the ideal social structure is based on serfs and slaves. That is, it is implicit in Aristotles conception of the good life that not everyone is meant to

Was the Gulf war a just war essays

Was the Gulf war a just war essays In 1991 the new international order is threatened by one man, Saddam Hussain, who has deliberately broken the international rules by aggressing one of his Arab neighbours Kuwait. A far-reaching decision is then taken : to declare war on Iraq. More than 10 years later, the situation in the Gulf region remains unsolved. This observation raises a question : What was the use of a war in 1991 if the international order is still in jeopardy 10 years later Was the Gulf War a just war Then the concept of just war reappears suddenly. But the notion is far from being a new one. It pervades the western tradition on war from Saint Augustine to Grotius and later on the international law. This doctrine provides us with two useful elements : One the one hand, the concept of jus as bellum addresses the question of the justification of force ; On the other hand, the concept of jus in bellum concerns the restraints and limits on how force may be use. Thus are expressed the criteria to define whether or not a war is just. We can justify the use of force thanks to the concepts of just cause, last resort, right authority, and proportionality. First, what is a just cause In the tradition, for a just cause to exist, the purpose of the war must be done to redress in some way a wrong done by the enemy2. More specifically in the XXe century, the International Law has gradually reduced the acceptable justification of war to one - Defence, which implies the notion of second use of force and that of aggression. But how is aggression recognised Article 1 : Aggression is the use of armed force by a State against the sovereignty, territorial integrity or political independence of another State. Article 5 : No consideration of whatever nature, whether political, economic, military or otherwise, may serve as a justification for In the case of the Gulf War, the Iraqi...

Amina, African Warrior Queen of Zazzau

Amina, African Warrior Queen of Zazzau Known for:  warrior queen, extending the territory of her people.  While stories about her could be legends, scholars believe she was an actual person who ruled in what is now the Zaria province of Nigeria. Dates: about 1533 - about 1600Occupation: Queen of ZazzauAlso Known as: Amina Zazzau, princess of ZazzauReligion: Muslim Sources of the History of Amina Oral tradition includes many stories about Amina of Zazzau, but scholars generally accept that the stories are based on a real person who ruled Zazzau, a Hausa city-state which is now Zaria province in Nigeria. The dates of Aminas life and rule are in dispute among scholars.  Some place her in the 15th century and some in the 16th.  Her story does not appear in writing until Muhammed Bello wrote of her accomplishments in the  Ifaq al-Maysur  which dates to 1836. The Kano Chronicle, a history written in the 19th century from earlier sources, mentions her as well, putting her rule in the 1400s. She is not mentioned in the list of rulers written from oral history in the 19th century and published in the early 20th, though the ruler Bakwa Turunka  appears there, Aminas mother. The name Amina means truthful or honest. Background, Family Grandfather: probably ruler of ZazzauMother: Bakwa of Turunka, ruling queen of ZazzauBrother: Karama (ruled as king, 1566-1576)Sister: Zariya, for whom the city of Zaria may be namedAmina refused to marry and had no children About Amina, Queen of Zazzau Aminas mother, Bakwa of Turunka, was the founding  ruler of Zazzauas a kingdom, one of many Hausa city-kingdoms involved in trade.  The collapse of the Songhai empire left a gap in power that these city-states filled. Amina, born in the city of Zazzau, was trained in skills of government and military warfare and fought in battles with her brother, Karama. In 1566, when Bakwa died, Aminas younger brother Karama became king. In 1576 when Karama died, Amina, now about 43, became Queen of Zazzau. She used her military prowess to expand the territory of Zazzau to the mouth of the Niger in the south and including Kano and Katsina in the north. These military conquests led to great wealth, both because they opened more trading routes and because conquered territories had to pay tribute. She is credited with building walls around her camps during her military ventures, and with building a wall around the city of Zaria.  Mud walls around cities became known as Aminas walls. Amina is also credited with initiating the cultivation of kola nuts in the area she ruled. While she never married perhaps imitating Queen Elizabeth I of England and had no children, legends tell of her taking, after a battle, a man from among the enemy, and spending the night with him, then killing him in the morning so he could tell no stories. Amina ruled for 34 years before her death. According to the legend, she was killed in a military campaign near Bida, Nigeria. In Lagos State, at the National Arts Theatre, there is a statue of Amina.  Many schools are named for her.

Level of evidence grid assignment Example | Topics and Well Written Essays - 500 words

Level of evidence grid - Assignment Example P., & Kent, D. M. (2010). The Stroke Practice Improvement Network: a quasi experimental trial of a multifaceted intervention to improve quality. Journal of Stroke and Cerebrovascular Diseases, 19(2), 130-137. Power, M. L., Cross, S. P., Roberts, S., & Tyrrell, P. J. (2007). Evaluation of a service development to implement the top three process indicators for quality stroke care. Journal of evaluation in clinical practice, 13(1), 90-94. Lakshminarayan, K., Tsai, A. W., Tong, X., Vazquez, G., Peacock, J. M., George, M. G., & Anderson, D. C. (2010). Utility of dysphagia screening results in predicting post stroke pneumonia. Stroke, 41(12), 2849-2854. Aboelela, S. W., Stone, P. W., & Larson, E. L. (2007). Effectiveness of bundled behavioural interventions to control healthcare-associated infections: a systematic review of the literature. Journal of Hospital Infection, 66(2), 101-108. Hinchey, J. A., Shepherd, T., Tonn, S. T., Ruthazer, R., Hermann, R. C., Selker, H. P., & Kent, D. M. (2010). The Stroke Practice Improvement Network: a quasi experimental trial of a multifaceted intervention to improve quality. Journal of Stroke and Cerebrovascular Diseases, 19(2), 130-137. Kirsh, S. R., Lawrence, R. H., & Aron, D. C. (2008). Tailoring an intervention to the context and system redesign related to the intervention: A case study of implementing shared medical appointments for diabetes. Implementation Science, 3(1), 34. Lakshminarayan, K., Tsai, A. W., Tong, X., Vazquez, G., Peacock, J. M., George, M. G., & Anderson, D. C. (2010). Utility of dysphagia screening results in predicting post stroke pneumonia. Stroke, 41(12), 2849-2854. Power, M. L., Cross, S. P., Roberts, S., & Tyrrell, P. J. (2007). Evaluation of a service development to implement the top three process indicators for quality stroke care. Journal of evaluation in clinical practice, 13(1),

Domestic Terrorism Midterm Essay Example | Topics and Well Written Essays - 1250 words

Domestic Terrorism Midterm - Essay Example While the statement by the FBI is not explicit, it is implied that the target must be a US policy, institution, or political movement, and the act must be violent, though the definition of violent may be vague and ambiguous. Domestic terrorism may be directed either from above or from below. Terrorism from above is carried out by a government or institution that has some legitimate authority. It may be done covertly, where the terrorism is carried on outside formal policy. As an example, the 'Dirty War' in Argentina that utilized death squads was covert terrorism from above (Vohrkyzek, Olson-Raymer, and Whamond, 2001, p.13). It may also be overt as in the case of the Hutu's policy of genocide in Rwanda (Vohrkyzek, Olson-Raymer, and Whamond, 2001, p.13). Domestic terrorism from below is when a group or individual within a country targets a legitimate institution as a means to draw attention to, or change, an official policy. Environmental activists such as the Environmental Liberation Front (ELF) are guilty of domestic terrorism from below. Mao, Guevera, Marighella, and Fanon were not defined as terrorists during their time of activity. History has rewritten the definition of terrorism and they now fall under the new definition. However, initially all these figures were guerilla leaders, which are differentiated from terrorists. Guerilla warfare is different from terrorism in that it is an organized force that believes it has legitimacy due to popular support. In addition, it strikes at government and military targets as a means to overthrow a government. However, these leaders differed in that Marighella believed that random violence could create chaos and an environment for revolution, while Mao and Fanon believed it should not be used against the native population. Guevera was more of a classic guerrilla fighter. Guerrillas represent a political movement, while terrorism supports an ideological agenda. However, both aspects promote violence as a means to an end. Once in power both Mao and Castro utilized violence an d terrorism from above as a means to sustain power and oppress the opposition. More recently the Palestine Liberation Organization (PLO) has been similar to the previous revolutionary organizations. They have some legitimacy by way of recognition as supporting a significant group of oppressed people. In addition, they have a well organized military faction. Their agenda has been the creation of a Palestinian State, though they have used terrorism to promote their goals. They have targeted innocent people, used suicide tactics, and even acted against their own citizens. All of these rebels and organizations have their roots in revolution, but have resorted to terrorism to further their goals. For the PLO and others, this is counter-productive, as the stigma of being a terrorist organization is a costly price in today's environment. 3.) Historical Terrorism It could be argued that the actions of the US settlers against the native population was terrorism from above. In this context, terrorism from above has existed in the US since the first Europeans arrived. It has also been argued that slavery was terrorism from above (Vohrkyzek, Olson-Raymer, and Whamond, 2001, p.36).

Economics as a instrument of power to curb Pakistan nuclear weapons Term Paper

Economics as a instrument of power to curb Pakistan nuclear weapons buildup - Term Paper Example Economics as a subject is at the centre of world attention, as it is through it that nations could face problems in their societies, ranging from stock market crash, to disasters, to devaluation of the currency or depression, economics involve the use of limited resources, its management and procuring additional resources. It is the method procurement which often runs debates in the local, as well in the international circles. Locally, the government might agree or disagree to views, and internationally rivals may limit the access to strategic resources (Chun, pp 4-5). The following report explores how economics is an element of national power and how has it helped to curb possible terrorist threats from certain third world countries like Pakistan. Pakistan’s nuclear arms build up Pakistan is a developing country situated in Asia, and suffers from many economics problems. It requires billions of dollars in foreign aid to feed its people, impart education to children and to fig ht insurgents, yet it was in the process of building a fourth nuclear reactor to produce more weapon fuel. Experts suggest that even without a reactor it had manufactured fuel for additional weapons and can soon be the world’s fifth largest arsenal, ahead of India and Britain. Threats include a possible takeover by the terrorists or the extremists by toppling the government of Pakistan and that can lead to a disaster. The biggest threat for Pakistan is not India, but rather the Taliban, and this has to be understood. Policies that can stop this mad race for nuclear arms can be taken by the United States by simply stopping all its financial help, but it can lead a whole lot of complications and destabilize Pakistan. What the US realizes is that stopping it is very difficult as countries such as India and China are also involved in the arms build ups, but slowing it down can be of significant help (Pakistan's Nuclear Folly, 2011). How economics can be used as an element of powe r Most people think of national power related to military power, there actually a lot more to it than the use of military power. A strong economy is that which can allow its leaders to choose some appropriate or desired end. Initially the United States had defined what people used to call an economic power. It had led the war against the Axis powers, fed millions of people around the world in aid and supplied materials wherever required. As times have changed and with the advent of Globalization the United States and other countries have to go beyond shores to get what they need. National leaderships can take various economic approaches to address any impending security concerns, by various economic methods. A country can always persuade or use its influence to change certain policies of other countries, such as reducing a trade import policy can make another nation agree to certain terms. A powerful country like the USA could force to change the behavior of any of its adversaries i f they pose any threat to international security. Lastly, a nation can end certain capabilities of the other nation by defeating them in some aim, such as overproducing something which the rival aims to produce to a certain capacity (Chun, pp.8-9). How the US achieves its goals as an economic power Foreign aid is a major component of the US budget and important for

The human relations management of Cirque Du Soleil club Case Study

The human relations management of Cirque Du Soleil club - Case Study Example This essay discusses that human resource management refers to a sequence of organized administrative activities aimed at addressing all concerns of an organization’s employees. Human resource management has a central role in the attaining strategic objectives set by an organization. According to Armstrong an organization’s objectives are achievable through the application of strategic perspective to the management of its employees. Armstrong defines the strategic approach to employees management as a process involving integrated human resource policies and practical practices. Strategic perspective to management of human resource involves measured development and implementation of viable practices, procedures and systems to attain set objectives. Business environments are undergoing transformations from trends such as globalization, prompting the application of strategic perspectives to human resource management. Strategic application of appropriate human resource manag ement theories is fundamental in achieving an organization’s goals as advocated by Sims. Theoretical foundations to managing an organization’s employees form the basis of practice. Martocchio, Joshi and Liao emphasize the effectiveness of implementing the employee relations perspective in strategic human resource management. The classical theory explained by Rao and Krishna is similarly imperative in ensuring strategic management of an organization’s employees. The systems theory applied in human resource management is important in realizing the organization’s goals.

Close Analysis of A Fable for Tomorrow Essay Example | Topics and Well Written Essays - 500 words

Close Analysis of A Fable for Tomorrow - Essay Example Once Carson establishes the setting, she proceeds to vividly describe the colors and plant and animal life. For the first two paragraphs, the sentences are complex, and the writing is lyrical. Commas allow for smooth transitions and maintain the length of the sentences while creating a poetic sound. Words such as harmony, prosperous, delighted, and beauty highlight the positive nature of these paragraphs as well. The colorful description takes a turn in the third paragraph. As the story turns ugly, Carson turns the actual prose ugly. Sentences shorten and become more limited in their content. Colons, semicolons, and dashes reduce the lyrical quality found in at the beginning of the fable. Even the description, so vibrant and beautiful at the outset, disappears. Carson relies on a new set of words to set the tone for this portion of the fable. Blight, evil, and illness all help to characterise the change to a negative mood. As the fable continues and the tone becomes dark and disturbing, sentences adopt a droning quality. Carson begins to use alliteration, which actually adds an element of style to the choppy sentences. Mysterious maladies, stricken suddenly, and strange stillness emphasise the horror of her words and make them stick in the mind. By th

A news feature story about Indiana Universitys effort to control Essay

A news feature story about Indiana Universitys effort to control student costs by making it more likely that students will graduate on time - Essay Example According to Mr.McRobbie, the program will allow qualified students to receive on-time completion award equal to any increase in tuition and fees that they could otherwise have incurred during their final two years in the university. The program will also allow any qualifying student who has not graduated to pay the current tuition and fee according to the current rates for any time at Indiana University beyond their fourth year. This move is seen as a step aimed at encouraging students to graduate in four years without having to incur excessive debt. To eco this, McRobbie said †this award makes two things clear: that we are serious about holding down the cost of an IU degree, and that we are equally serious about providing tools and incentives to help students stay on course for on-time degree completion.†. He continued to state, â€Å"The University has clearly put into consideration both the students and families message that to them, cost matters when pursuing a degr ee course. Our efforts in trying to keep our degrees at affordable standards will not only improve will not only improve on graduation time rates, but also lower the cost of the degree.† The university has not only sought to reduce the tuition costs alone. It has instituted a financial literacy program for students. The move was welcome by students who saw it as a great relief from the backlog of academic tuitions as well as instilling more knowledge on their financial understanding. Most of the students in their final years of their study previously, were not exempted from class work. â€Å"This move by the university comes as a relief to most students who are on their final years of their studies with minimal work to cover. Indeed, mostly, students at this stage of their program rarely attend classes,† Said the Universities’ student spokesperson in an interview. â€Å"At least, we now can position ourselves as students with enough information on financial literacy† he states.

Close Analysis of A Fable for Tomorrow Essay Example | Topics and Well Written Essays - 500 words

Close Analysis of A Fable for Tomorrow - Essay Example Once Carson establishes the setting, she proceeds to vividly describe the colors and plant and animal life. For the first two paragraphs, the sentences are complex, and the writing is lyrical. Commas allow for smooth transitions and maintain the length of the sentences while creating a poetic sound. Words such as harmony, prosperous, delighted, and beauty highlight the positive nature of these paragraphs as well. The colorful description takes a turn in the third paragraph. As the story turns ugly, Carson turns the actual prose ugly. Sentences shorten and become more limited in their content. Colons, semicolons, and dashes reduce the lyrical quality found in at the beginning of the fable. Even the description, so vibrant and beautiful at the outset, disappears. Carson relies on a new set of words to set the tone for this portion of the fable. Blight, evil, and illness all help to characterise the change to a negative mood. As the fable continues and the tone becomes dark and disturbing, sentences adopt a droning quality. Carson begins to use alliteration, which actually adds an element of style to the choppy sentences. Mysterious maladies, stricken suddenly, and strange stillness emphasise the horror of her words and make them stick in the mind. By th

Pervasive Computiong Research Paper Example | Topics and Well Written Essays - 1250 words

Pervasive Computiong - Research Paper Example This essay declares that the basic theory says that microprocessors can be embedded in everyday objects with the intention that they could be able to communicate information. Basically, these objects communicate with each other to carry out operations in support of the user. In fact, one of the basic goals of pervasive computing is to fade away from human observation; however the applications embedded in electronic devices must be down to business. In other words, they must be able to guess the requirements of the users in an attempt to provide them with anytime, anywhere desired information. In addition, both the terms pervasive and ubiquitous stand for "existing everywhere." This paper stresses that the target of scholars and researchers researching on pervasive computing is to build stylish products that can be used to communicate inconspicuously. Furthermore, these products are connected to the Internet and the data they produce is without problems accessible. There are many advantages of such technology based systems. This research will assess such advantages and will also outline some of the major issues in pervasive computing. This paper will also discuss some of the possible application areas of pervasive computing along with some ethical issues of pervasive computing. The pervasive computing can be implemented in a wide variety of departments, yet some of them still have not been identified. Some of the major applications of pervasive computing can be for healthcare, healthcare, environmental, transport monitoring and a lot of others. I have outlined below some of the main areas for the application of pervasive computing: (Tang; POST) Healthcare: Pervasive computing present’s opportunities for the future healthcare management all through the world, for managing and treating diseases, as well as for patient management. For example, new technology based remote sensors and monitoring technology can allow the healthcare professionals to continuously capture and analyze patients’ physiological data. In this scenario hospital and medical staff could be instantly alerted to some noticed irregularities (Tang; POST). Domiciliary care: Pervasive computing based sensors can be embedded all through the home to examine the association and fluctuations inside the ambient situation (for instance variation in temperature) to aware care-workers to some abnormality. In this scenario, the voice messages or visual displays could as well have the power to replace people to acquire medications, as video telephones could offer personal contact with family, friends and careers (Tang; POST). Intelligent transport systems: Pervasive com put

Citizenship Education Essay Example for Free

Citizenship Education Essay About the Citizenship Foundation The Citizenship Foundation is an independent educational charity that aims to empower individuals to engage in the wider community through education about the law democracy and society. We focus, in particular, on developing young people’s Citizenship skills, knowledge and understanding. Our work includes Citizenship resources for a wide audience from teachers to young offenders, national projects for primary schools, active learning initiatives for secondary schools, nationwide training programmes, and community-based projects to develop citizenship education as a collective responsibility beyond school and college boundaries. Theme 1 – Purposes and Values At the Citizenship Foundation we believe that the primary phase presents an important opportunity for children to make sense of the changing society and the shrinking world they live in. While primary school teachers have never found it difficult to think about what kind of citizens they would like their children to become, the opportunities for developing the children’s knowledge have, in recent years, been squeezed by the need to deliver the core subjects and the pressure of SATs. There are, at best, limited opportunities for teachers in English schools to cover social topics such as family or crime because, unlike the situation in many continental countries, there is no tradition of a social studies curriculum for this age group. B. B. 1. B. 2. The findings of the recent UNICEF report i underline the need to attend to pupils’ social well-being. For example the UK had the lowest proportion (43. 3%) of 11 and 13 year olds who described their friends as kind and helpful. We consider it of vital importance to cultivate in primary aged children a concern to act fairly, responsibly and with compassion. B. 3. We believe that Citizenship Education is essential to individual empowerment. Not only should it be statutory, it should be a core element of the primary  curriculum, integrating taught and experiential learning in a coherent way leading towards a full understanding of what it means to be a member of the community with rights and responsibilities. As part of our submission to the Education and Skills Select Committee’s investigation into Citizenship Educationii, we have called for the current joint PSHE and Citizenship non-statutory framework to be accorded statutory status The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 1 B. 4. ‘Every Child Matters’iii and the Education Act 2002 make it a duty to consult children. Children therefore need to be systematically taught and given opportunities to develop the necessary skills, language and confidence to enable them to participate fully in decision making processes. Citizenship Education provides an opportunity for broadening cultural, social and political horizons, particularly in respect to developing a sense of identity, and an appreciation of the diversity of our society. These important functions of a broad social education should not be relegated to the margins or the ‘optional’, as they are within the non-statutory programme of study. With the lowering of the age of criminal responsibility, it is important that children have the opportunity to establish a sense of social and moral responsibility and develop a clearer understanding of the nature of their legal and moral rights and responsibilities. Changing societal conditions and the earlier onset of adolescence have made it urgent for primary schools to do more by way of explicit social and moral education. For example, children are exposed to the media, and have access to the internet in a way that was not the case even at the time of the introduction of the National Curriculum. In 2003 the OECDiv placed the UK at the bottom of a league table of young people’s risk behaviours, which included drinking, smoking, bullying and sexual activity. At the Citizenship Foundation we believe that the primary curriculum should be broad enough to provide an intellectual foundation for choice, affording children the ability to make responsible decisions at later stages of their education. Citizenship Education supports children in their personal development, equipping them to investigate the wider social and economic world, and to develop personal aspirations for it. In addition it lays the foundations for their political literacy and promotes the skills of community engagement. It provides them with an early introduction to financial literacy and agencies offering welfare support, providing them with knowledge of where to go for help which is essential, in an increasingly complex world, to the economic well-being, both of the individual and the nation as a whole. B. 5. B. 6. Theme 2 – Learning and Teaching B. 7. We know that spoken language is a vital part of human learning in the first ten years of life, and that it is a strong determinant of children’s ability to handle the written word. Citizenship Education is a vital component in any holistic approach to literacy and oracy, providing children with opportunities to analyse, compare, evaluate, reason, argue and justify. The work of psychologists such as Mercerv demonstrates the educational importance of exploratory talk to address shared problems. Citizenship issues are rich in such potential because they are real and relevant. Dunnvi has shown that attitudes and social concepts are shaped from an early age. From Key Stage 1 Citizenship Education provides an opportunity for teachers to nurture the development of this understanding in the context of a variety of issues salient to the young people themselves, developing understanding and fostering empathy before attitudes become entrenched. B. 8. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 2 It offers a context through which children can develop critical thinking skills and emotional literacy in a coherent, integrated way. B. 9. Current educational practice, and the emphasis on target setting has led to more individualised learning, yet Vygotskyvii has identified learning as a social, interactive process that requires discussion, exchange and the sharing of perspectives. Citizenship learning provides opportunities for participation and active involvement. It is characterised by social thinking, and cannot be isolated or atomistic, as typified by much of the learning that currently takes place. Activities involving teamwork and enquiry skills, using Wallace’sviii TASC (Thinking Actively in a Social Context) model for example, build a sense of interdependence and community. B. 10. Recent research shows that children’s peers can be a powerful influence on their receptivity and motivation to learn. We also know that profound knowledge is acquired through the practical application of knowledge: we learn best through doing. Citizenship is rich in opportunities for discussion and dialogue between young people, and for applying their knowledge to make a difference to the world around them. The most effective Citizenship Education is built around pedagogical approaches that place active learning at the core. B. 11. Researchers such as Margaret Donaldsonix suggest that concepts presented in familiar contexts enable children to grasp ideas more readily than when they are concept free, yet there is still a tendency to teach the core subjects in a vacuum. The notion of curriculum breadth needs to be critically revisited, such that breadth is defined through a range of learning experiences rather than simply a collection of subjects. We also know that children are more likely to recall matters which are important to them. Citizenship Education can satisfy both these characteristics of learning, firstly by presenting a real life framework, or ‘big picture’, to help children make sense of new knowledge, and secondly by tackling issues of relevance and value to them such as fairness, bullying and responsibility for the environment. Indeed, Citizenship Education can provide a meaningful context for much of the primary curriculum, particularly aspects of learning in Literacy, History and Geography. It can also afford children opportunities to demonstrate their abilities across a wide range of intelligences, including inter-personal and intra-personal, which are currently not recognised and assessed through SATs. Theme 3 – Curriculum and Assessment B. 12. At the Citizenship Foundation we believe that primary education should try to achieve ‘Excellence and Enjoyment’ x across all subjects. Currently there is a tendency to focus on ‘excellence’ in the core subjects while restricting ‘enjoyment’ to the foundation subjects in the wider curriculum, as tends to be implied by the Primary National Strategy (PNS)xi. A more holistic, coherent and enriched approach is needed, with the children’s personal experiences, and their place and future in society, as a key focus. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 3 B. 13. During the primary phase children develop an increasing awareness of social and environmental issues. They are entitled to opportunities to develop more informed, reflective and balanced views on these issues. The curriculum needs to be constructed in a way which promotes a higher level of interaction and cognitive engagement, as opposed to teaching with low cognitive engagement leading to pre-determined answers. Citizenship, with its emphasis on oracy, active learning, and emotional literacy can play an important role in redressing the imbalance of an overly narrow curriculum, and in providing children with the opportunities to apply their knowledge in areas such as peer mediation, school democracy and community involvement. B. 14. Citizenship Education fosters social development and nurtures the social self, thus enriching the school community. ‘Citizenship-rich’ primary schools (where practices such as peer mediation, students as researchers and school councils are embedded) offer social learning activities which are shown to have maturational and behavioural benefits to the individual and for the whole school. These benefits have the potential to become widespread across all schools if Citizenship is made statutory. B. 15. Citizenship Education is currently under-recognised and under-developed in the primary phase. This is especially the case in Key Stage 2 where issues such as bullying, stealing, the role of the police, respect for law, and community cohesion issues are commonly addressed but not always from a Citizenship perspective or in a consistent manner. Yet this is the time when attitudes to authority figures are being shaped. Moreover, the risk is that key issues are overlooked. For example, whilst young people are criminally responsible by age ten, this significant fact and its implications, are not systematically communicated to primary school pupils as part of the statutory curriculum. B. 16. We believe that the core concepts and skills associated with Citizenship should be more precisely mapped and strengthened, and that there should be a clear pathway of progression, with identified cross-curricular links, from the Foundation Stage through to Year 6, bringing Citizenship Education into line with and providing a sound foundation for Key Stages 3 and 4. B. 17. With regard to formative assessment we believe that the most appropriate method of assessment at this stage of learning is one based on ‘success criteria’xii which leads to more focused teaching, and enables and motivates children to judge and improve their own performance in relation to the specific learning objectives which will have been identified above, for example objectives associated with enquiry and communication skills. B. 18. We are currently working with the QCA to develop an appropriate eight point assessment scale to support the teaching of Citizenship across the primary and secondary phases. This will be based as much as possible on the empirical work of developmental psychologists, including their work on concept and empathy development. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 4 Theme 5 – Diversity and Inclusion B. 19. In his recent review of Diversity and the Citizenship Curriculumxiii, Sir Keith Ajegbo highlighted the need to promote understanding between communities, and the importance of combating intolerance and religious extremism. He suggests that teachers should be prepared to tackle controversial topics such as immigration and the legacy of the British Empire, and that Citizenship lessons are the appropriate forum in which children can ‘discuss and debate their identities’. Whilst his focus was the secondary curriculum, we believe that this work should begin in the primary phase. B. 20. Indeed, from April 2007, upon the implementation of the Education and Inspection Act (2006), all schools, primary and secondary, have a statutory duty to promote social cohesion. Citizenship Education provides the logical curriculum response to this duty. B. 21. Citizenship Education is the subject which provides the most natural forum for discussion of issues relating to equal opportunities, diversity, faith and culture. Work around topics such as ‘similarity and difference’ and ‘rights and responsibilities’ helps children develop empathy, deepens understanding and builds greater confidence to express personal views. It supports them in developing a sense of who they are, what they can do, and how they belong. Thus it helps create social cohesion, which is essential for our personal well-being, and the maintenance of strong communities. Theme 8 – Beyond the School B. 21. Every staff and governing body needs to reflect on the purpose of their school, and its wider relations with the community. Active community engagement is central to the Citizenship Education programme. Citizenship Education has the capacity for building links between home, school, and the community in which they are situated. Parents and their children belong to the same neighbourhood, national and global communities, and Citizenship Education can promote meaningful intergenerational activities. When children participate in projects aimed at making a difference to their community, or become engaged in research about the views and responsibilities of people from a variety of social strata and professions, they begin to see themselves as active members of wider society Theme 10 – Funding and Governance B. 22. When Citizenship Education is appropriately represented within the primary curriculum, it will need to be resourced and funded accordingly. At the Citizenship Foundation we believe there to be a need for a coherent National Strategy for Teaching and Learning in Citizenship, fully endorsed by the DfES and QCA, and that this can only be implemented with proper training for headteachers and their staffs. This analysis is now supported by the report of the Select Committee. Equipped with the professional expertise, teachers will be enabled to recognise, nurture and develop The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 5 particular interests, talents and capacities to make it possible for each individual to flourish in our society. B. 23. We recommend that every school be required to establish a school council constituted largely of pupil representatives, and that pupil representatives should be invited to become associate members of their school governing bodies, in line with the new governing body regulations introduced in 2003. C. Conclusion C. 1. Citizenship Education has the potential to create more effective learners by promoting a reflective approach, enabling connection of knowledge, developing greater facility for shared learning with others, and increasing engagement and self-direction. Above all, Citizenship Education can play an important part in developing engaged and responsible citizens. The Citizenship Foundation has always argued that the failure to make Citizenship Education statutory in primary schools was a missed opportunity and results in developmental delay in this area. There are examples of excellent Citizenship practice in the primary phase on which to build but we argue that that current provision (based on a non-statutory joint framework for PSHE and Citizenship) is inadequate, and deserves a much higher profile. We recognise that primary schools and practitioners will need support for the implementation of the above developments, and in the light of this the Citizenship Foundation is campaigning for: †¢ A designated co-ordinator in every school, supported by an LA adviser; †¢ Citizenship to feature in a revised primary SEF form; †¢ NCSL primary programmes to include a primary dimension; We will be pleased to discuss any aspect of this submission with the review team. C. 2 C. 3. C. 4. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 6 References: i UNICEF Report on Child Well-Being in Rich Countries (2007) Education and Skills Select Committee Report on Citizenship Education TSO (2007) Every Child Matters DfES (2003) ii iii iv OECD League Table of Young People’s Risk Behaviour. Programme of International Studies Assessment (PISA) (2003) Mercer, N. (2000) Words and Minds: How We Use Language to Think Together. Routledge. Dunn, J.  (1988). The Beginnings of Social Understanding, Blackwell Publishing. Vygotsky, L. S. (1962) Thought and Language Cambridge,MA:MIT Press v vi vii viii Wallace, B. Maher. J. et al (2004) Thinking Skills and Problem Solving – An Inclusive Approach David Fulton Publishers Donaldson, M. (1978) Children’s Minds. Fontana Press ‘Excellence and Enjoyment’ DfES (1993) Primary National Strategy (PNS) DfES (2003) ix x xi as advocated by Shirley Clarke in Enriching Feedback in the Primary Classroom. (2003) Hodder Stoughton xiii xii Ajegbo, Sir K. Diversity and Citizenship Curriculum Review (2007) The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 7 About the Authors Marguerite Heath is an experienced Primary Headteacher who now directs the Go-Givers programme at the Citizenship Foundation. Go-Givers is a major new resource for teaching and learning about Citizenship in primary schools which is to be launched in June 2007. Don Rowe is Director, Curriculum Resources at the Citizenship Foundation and a co-founder of the Foundation. He has published and advised widely on Citizenship Education in Primary and Secondary schools. Tony Breslin is Chief Executive at the Citizenship Foundation and has published and advised widely on Citizenship Education and in a range of related educational fields. Ted Huddleston is a Project Manager at the Citizenship Foundation, and currently leads on the Citizenship Manifesto programme. He has published and advised widely on Citizenship Education. Elizabeth Griffiths is an experienced primary practitioner working on the development of Go-Givers at the Citizenship Foundation. Contact: Marguerite Heath The Citizenship Foundation, 63 Gee Street, London EC1V 3RS Tel: 020 7566 4148 Email: marguerite. [emailprotected] org. uk The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 8 The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 9.

Native American Oppression

Native American Oppression Whoever controls the past controls the future (George Orwell). Freedom; just what is freedom? Many think of freedom as having a choice. It is what the United States is supposedly founded on. But is it really? How many people actually have the freedom to know the oppression not through the eyes of the conqueror, but the conquered? History is not meant to be repeated, for it teaches us how to prevent. So why is it that we do not learn? The history of the Native Americans has never been a pretty one. Native Americans have suffered and have been oppressed like none other. What Columbus did to the Arawaks of the Bahamas, Cortes did to the Aztecs of Mexico, Pizarro to the Incas of Peru, and the English settlers of Virginia and Massachusetts to the Powhatans and the Pequots. Settlers were seeking religious and political freedom; during their quest they set their eyes on the new world. What is the point of freedom if one must subjugate others for it? The history of oppression, of the European invasion on the Indian settlements in the Americas begins five hundred years ago. That beginning is one of conquest, slavery, and death. When we read the history books given to children in the United States, it all starts with heroic adventure, one where there was no bloodshed, and Columbus Day is a celebration. Past the elementary and high schools, there are only occasional hints of something else, but only a hint. Samuel Eliot Morison in his popular book Christopher Columbus, Mariner, written in 1954, he tells about the enslavement and the killing: The cruel policy initiated by Columbus and pursued by his successors resulted in complete genocide. Samuel Eliot Morison did not lie about Christopher Columbus. But rather he mentioned the truth quickly and very subtly. On October 12, a sailor called Rodrigo saw the early morning moon shining on white sands, and cried out. It was an island in the Bahamas, the Caribbean Sea. The first man to sight land was to get a yearly pension of 10,000 maravedis for life, but Rodrigo never got it. Columbus claimed he had seen a light the evening before. He got the reward. So, approaching land, they were met by the Arawak Indians, who swam out to greet them. The Arawaks lived in village communes, had a developed agriculture of corn, yams, and cassava. They could spin and weave, but they had no horses or work animals. They had no iron, but they wore tiny gold ornaments in their ears. Arawak men and women full of wonder emerged from their villages onto the islands beaches and swam out to get a closer look at the strange big boat, the likes of which they had never before seen. When Columbus and his sailors came ashore, carrying swords, speaking oddly, the Arawaks ran to greet them, brought them food, water, gifts. He later wrote of this in his log: They brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks bells. They willingly traded everything they owned. They were well-built, with good bodies and handsome features. They do not bear arms, and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane They would make fine servants. With fifty men we could subjugate them all and make them do whatever we want. The gold ornaments would prove to have disastrous consequences as they would fuel the greed the Spanish had. Christopher Columbus ordered for some of them to be captured by force and sent on board the ships. The main goal behind this was information about the location of gold. On the way back the Native Americans died aboard the ship when the weather dropped. The Indians, Columbus reported, are so naive and so free with their possessions that no one who has not witnessed them would believe it. When you ask for something they have, they never say no. To the contrary, they offer to share with anyone. He concluded his report by asking for a little help from their Majesties, and in return he would bring them from his next voyage as much gold as they need and as many slaves as they ask. He was full of religious talk: Thus the eternal God, our Lord, gives victory to those who follow His way over apparent impossibilities. His second expedition was given seventeen ships and more than twelve hundred men. The aim was clear: slaves and gold. They went from island to island in the Caribbean, taking Indians as captives. But as word spread of the Europeans intent they found more and more empty villages. On Haiti, they found that the sailors left behind at Fort Navidad had been killed in a battle with the Indians, after they had roamed the island in gangs looking for gold, taking women and children as slaves for sex and labor. When there was a possibility of making a profit God had no room in Christopher Columbus mind. Columbus sent expedition after expedition into the interior. They found no gold fields, but had to fill up the ships returning to Spain with some kind of dividend. In the year 1495, they went on a great slave raid, rounded up fifteen hundred Arawak men, women, and children, put them in pens guarded by Spaniards and dogs, then picked the five hundred best specimens to load onto ships. Of those five hundred, two hundred died en route. The rest arrived alive in Spain and were put up for sale by the archdeacon of the town, who reported that, although the slaves were naked as the day they were born, they showed no more embarrassment than animals. Columbus later wrote: Let us in the name of the Holy Trinity go on sending all the slaves that can be sold. In the province of Cicao on Haiti, where he and his men imagined huge gold fields to exist, they ordered all persons fourteen years or older to collect a certain quantity of gold every three months. When they brought it, they were given copper tokens to hang around their necks. Indians found without a copper token had their hands cut off and bled to death. The Indians had been given an impossible task. The only gold around was bits of dust garnered from the streams. So they fled, were hunted down with dogs, and were killed. Trying to put together an army of resistance, the Arawaks faced Spaniards who had armor, muskets, swords, horses. When the Spaniards took prisoners they hanged them or burned them to death. Among the Arawaks, mass suicides began, with cassava poison. Infants were killed to save them from the Spaniards. In two years, through murder, mutilation, or suicide, half of the Indians on Haiti were dead. This was all in the name of the holy trinity, and ordered by Columbus. The Arawaks were not the only Indians to suffer at the hands of European forces. The Aztec civilization of Mexico came out of the heritage of Mayan, Zapotec, and Toltec cultures. It built enormous constructions from stone tools and human labor, developed a writing system and a priesthood. It also engaged in the ritual killing of thousands of people as sacrifices to the gods. The cruelty of the Aztecs, however, did not erase a certain innocence, and when a Spanish armada appeared at Vera Cruz, and a bearded white man came ashore, with strange beasts, clad in iron, it was thought that he was the legendary Aztec man-god, and so they welcomed him, with magnanimous hospitality. That was Hernando Cortes, sent from Spain, and blessed by the deputies of God, with one obsessive goal: to find gold. For God, for Glory, and Gold. (Cortez) In the mind of Montezuma, the king of the Aztecs, there must have been a certain doubt about whether Cortes was indeed Quetzalcoatl, because he sent a hundred runners to Cortes, bearing enormous treasures, gold and silver wrought into objects of fantastic beauty, but at the same time begging him to go back. Cortes then began his march of death from town to town, using deception, turning Aztec against Aztec, killing with the kind of deliberateness that accompanies a strategy-to paralyze the will of the population by a sudden frightful deed. And so, in Cholulu, he invited the headmen of the Cholula nation to the square. And when they came, with thousands of unarmed retainers, Cortess small army of Spaniards, posted around the square with cannon, armed with crossbows, mounted on horses, massacred them, down to the last man. Then they looted the city and moved on. When their cavalcade of murder was over they were in Mexico City, Montezuma was dead, and the Aztec civilization, shattered, was in the hands of the Spaniards. In Peru, the Spanish conquistador Pizarro, used the same tactics, and for the same reasons- the frenzy in the early capitalist states of Europe: for gold, slaves, and products of the soil. To pay the bondholders and stockholders of the expeditions: which in turn financed the monarchical bureaucracies rising in Western Europe. Also to spur the growth of the new money economy rising out of feudalism, and to participate in what Karl Marx would later call the primitive accumulation of capital. These were the violent beginnings of an intricate system of technology, business, politics, and culture that would dominate the world for the next five centuries. In the North American English colonies, the pattern was set early, as Columbus had set it in the islands of the Bahamas. In 1585, before there was any permanent English settlement in Virginia, Richard Grenville landed there with seven ships. The Indians he met were hospitable, but when one of them stole a small silver cup, Grenville sacked and burned the whole Indian village. Jamestown itself was set up inside the territory of an Indian confederacy, led by the chief, Powhatan. Powhatan watched the English settle on his peoples land, but did not attack, maintaining a posture of coolness. When the English were going through their starving time in the winter of 1610, some of them ran off to join the Indians, where they would at least be fed. When the summer came, the governor of the colony sent a messenger to ask Powhatan to return the runaways, whereupon Powhatan, according to the English account, replied with no other than proud and disdainful Answers. Some soldiers were therefore sent out to take Revenge. They fell upon an Indian settlement, killed fifteen or sixteen Indians, burned the houses, cut down the corn growing around the village, took the queen of the tribe and her children into boats, then ended up throwing the children overboard and shot out their Brains in the water. The queen was later taken off and stabbed to death. Twelve years later, the Indians, alarmed as the English settlements kept growing in numbers, apparently decided to try to wipe them out for good. They went on a rampage and massacred 347 men, women, and children. From then on it was total war. Not able to enslave the Indians, and not able to live with them, the English decided to exterminate them. Edmund Morgan writes, in his history of early Virginia, American Slavery, American Freedom: Since the Indians were better woodsmen than the English and virtually impossible to track down, the method was to feign peaceful intentions, let them settle down and plant their corn wherever they chose, and then, just before harvest, fall upon them, killing as many as possible and burning the corn Within two or three years of the massacre the English had avenged the deaths of that day many times over. The lies of American History are too many to tell. Christopher Columbus wasnt a hero but a murderer, and the pilgrims didnt have the fairy tale relation with the Indians. When the Pilgrims came to New England they too were coming not to vacant land but to territory inhabited by tribes of Indians. The governor of the Massachusetts Bay Colony, John Winthrop, created the excuse to take Indian land by declaring the area legally a vacuum. The Indians, he said, had not subdued the land, and therefore had only a natural right to it, but not a civil right. A natural right did not have legal standing. The Puritans also appealed to the Bible, Psalms 2:8: Ask of me, and I shall give thee, the heathen for thine inheritance, and the uttermost parts of the earth for thy possession. And to justify their use of force to take the land, they cited Romans 13:2: Whosoever therefore resisteth the power, resisteth the ordinance of God: and they that resist shall receive to themselves damnation. The Puritans lived in uneasy truce with the Pequot Indians, who occupied what is now southern Connecticut and Rhode Island. But they wanted them out of the way; they wanted their land. And they seemed to want also to establish their rule firmly over Connecticut settlers in that area. The murder of a white trader, Indian-kidnaper, and troublemaker became an excuse to make war on the Pequots in 1636. So, the war with the Pequots began. Massacres took place on both sides. The English developed a tactic of warfare used earlier by Cortes and later, in the twentieth century, even more systematically: deliberate attacks on noncombatants for the purpose of terrorizing the enemy. This is ethno historian Francis Jenningss interpretation of Captain John Masons attack on a Pequot village on the Mystic River near Long Island Sound: Mason proposed to avoid attacking Pequot warriors, which would have overtaxed his unseasoned, unreliable troops. Battle, as such, was not his purpose. Battle is only one of the ways to destroy an enemys will to fight. Massacre can accomplish the same end with less risk, and Mason had determined that massacre would be his objective. As Dr. Cotton Mather, Puritan theologian put it: It was supposed that no less than 600 Pequot souls were brought down to hell that day. The war continued. Indian tribes were used against one another, and never seemed able to join together in fighting the English. Jennings sums up: The terror was very real among the Indians, but in time they came to meditate upon its foundations. They drew three lessons from the Pequot War: First, that the Englishmens most solemn pledge would be broken whenever obligation conflicted with advantage; Second, that the English way of war had no limit of scruple or mercy; and third that weapons of Indian making were almost useless against weapons of European manufacture. These lessons the Indians took to heart. Was all this bloodshed and deceit-from Columbus, Cortes, Pizarro, and the Puritans-a necessity for the human race to progress from savagery to civilization? Was Morison right in burying the story of genocide inside a story of human progress? Perhaps a persuasive argument can be made-as it was made by Stalin when he killed peasants for industrial progress in the Soviet Union, as it was made by Churchill explaining the bombings of Dresden and Hamburg, and Truman explaining Hiroshima. But how can the judgment be made if the benefits and losses cannot be balanced because the losses are either unmentioned or mentioned quickly? To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It is certainly the choice which most make. The easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore m ore deadly. Not to mention more widespread. The treatment of heroes and their victims, and the quiet acceptance of conquest and murder in the name of progress, is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as the United States, subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a national interest represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media. There is no justification for oppression and genocide. There can be no mission directly from God which destroys an entire culture. No legal document or moral law will ever be enough to justify it. While the people may die the rancor left behind wont perish. For it will be documented in history. The true history of the world is all of the peoples stories not just the conquerors. Whoever controls the past controls the future (George Orwell). A hunch backed bison. Proud and majestic. Now bowing. Arched over him, United States of America hangs above. Flip, reflect. A profile. A man with pride, feathers in his hair. Branded. 1936. The word liberty hangs in front of him. Taunting. He does not see it. His eyes are downcast. To notice it would be shortsighted. For what do he and his descendants know of liberty? Their relation with it is maintained with reservations. Primitive concentration camps. Ironic. Little remains today of the bison and the Indian. Confined to obverse and reverse. Looking past each other in opposite directions. To the air, the empty air. Dreaming of days, long gone, many moons ago. Works Cited Angelis, Gina De. Francisco Pizarro and the Conquest of Inca. Philadelphia: Chelsea House Publishers, 2001. Bandelier, F. Hernando Cortà ©s. Catholic Encyclopedia. September 20, 2003. . Bowden, Thomas. The Enemies of Christopher Columbus: Answers to Critical Questions About the Spread of Western Civilization . : The Paper Tiger, 2003. Cortà ©s, Hernà ¡n, Marquà ©s Del Valle De Oaxaca. Britannica 2002 Deluxe Edition CD-ROM. September 20, 2003 Crivelli, Camillus. Francisco Pizarro. Catholic Encyclopedia. September 23, 2003 . Fisher, Mark/Richardson, Kristi. Francisco Pizarro. Carpenoctem. 20 Sept. 2003 Fisher, Mark/Richardson, Kristi. Hernando Cortes. Carpenoctem. 20 Sept. 2003 Francisco, Michael. Cortes Speech. Escondido Tutorial Service. 20 Sept. 2003 . Gibson, Charles. Cortes, Hernando. The World Book Encyclopedia. Chicago: World Book Inc., 1997 Jennings, Francis. The Invasion of America: Indians, Colonialism, and the Cant of Conquest. Ney York: Norton library, 1975. King James Version. Bible. Marx, Karl. The Communist Manifesto. London: , 1848. Orwell, George. Quote DB. . 20 Nov. 2009 . Pizarro, Francisco. Britannica 2002 Deluxe Edition CD-ROM. September 20, 2003 Powhatan Indian Tribe History . Access Genealogy. 20 Nov. 2009 .