The major point of this disease that keeps being r Essays - Health

The significant purpose of this ailment that continues being rehashed is that equipment illness is entirely preventable. More every now and again than non, the owner is entirely incognizant that the vivify being could contract equipment illness. A field that looks all quite green without weeds and is spotless will be believed to be more averse to do such an infection. At the point when owners and others consider equipment sickness and how it is caused, many can picture a field that is jumbled with metal and any kind of flotsam and jetsam accessible on the land to be gotten. Despite the fact that a field does non hold metal jumbled all over does non expect that there is some at that place. William claude dukenfields should be check thoroughly before seting cowss in the field, or any energize being for that issue. On the off chance that the cultivator looks into the Fieldss before the livestock are placed in at that place, so more every now and again than non, the livestock will popula te and deliver for some mature ages to come. Something else any maker should be discerning of is all the enlightening advantages they have. A planter can go on-line wherever in the state and happen data on equipment sickness, each piece great as different illnesses. In the event that the planter can't procure on-line to look for these infections, the neighborhood veterinary and expansion specialist should hold more than satisfactory data on the sickness. When in doubt, the producer can happen data in books and journals and magazines. With a little neatness in the Fieldss and around the taking care of nations cowss should hold a littler chance of procuring equipment sickness. So the accompanying clasp you are walking through a field and see a little bit of metal, no issue how little it is, recover, you could rescue your livestock s life and rescue you a few 100s, if non 1000s of dollars in veterinary measures.

Andrew Jackson A Tyrant Essay Example For Students

Andrew Jackson A Tyrant Essay Andrew Jackson I can't be threatened from doing what my judgment and soul let me know is directly by any natural force. This statement by Jackson underlies the reality the he was a narrow minded, domineering ruler. He didn't settle on choices dependent on the interests of the entire country yet on his very own advantage, looking for self-accomplishment. In spite of the fact that he was depicted or potentially controlled the residents to accept that he was a president for the normal man, that was just not the manner in which he acted. As president, he intentionally disregarded the intensity of the Judicial branch to pass judgment on laws, and reinforced the intensity of the Executive branch over the cutoff points in the Constitution. He was likewise supposed to be discourteous and uneducated, which may have prompted the reasons why he was such a force hungry dictator; however before one makes this cruel judgment they should initially understand the kind of life that Andrew Jackson liv ed. It in all likelihood was the fundamental motivation behind why his manner of thinking was so not the same as the customary well off, instructed prior presidents. The third offspring of Irish settlers, he joined the Army when he was just thirteen years of age. Despite the fact that he was youthful he had just evolved contempt towards the British, since his most established sibling was executed battling in the Revolution. Despite the fact that Jackson was an uncommon officer, both him and his center sibling were caught by British soldiers. After their mom argued for their discharge, the young men were liberated, however because of the poor everyday environments of the military camp, Jacksons family was overwhelmed by the smallpox illness. Disregarding him all throughout everyday life. This awful time in his life could have been the beginning of all his mental issues. It appears that inconvenience quite often discovered Jackson. In the wake of being a legal counselor for just a couple of years, a contention with another attorney in the town prompted an affront. In the long run Jackson provoked the man to a duel. Things didn't search useful for Jacksons adversary since Jackson was a famously decent shot, however ultimately Jackson offered his foe some bacon and a joke, and they snickered together. This shows Jackson had the ability to control individuals. In only a couple of long stretches of law Jackson, presently eighteen met his prospective spouse, Rachel Robards. There was a little issue thoughRachel was hitched. In any case, Jackson being the unnerving man that he was, played with a tremendous blade during the separation preliminary; this froze her first spouse, and after a short path the case was tossed out and Rachel was separated. Jackson and Rachel were hitched in August of 1791; this brought his spirits up without question. Verification o f this is by they way he says,Heaven will be no paradise to me in the event that I don't meet my significant other there. Despite the fact that Andrew Jackson had developed a ton by the mid eighteen hundreds, his temper was all the while bursting. In October 1803, He ran over a Tennessees senator, whom happened to be an old opponent; purportedly the representative said something regarding Rachel Jackson. Immediately Jackson provoked the representative to a duel, he cannot and Jackson put a declaration in a nearby paper, considering the man a quitter. The embarrassed senator at that point convinced a youthful marksman named Charles Dickinson to insult Rachel and challenge her significant other to a duel. Jackson at that point met Dickinson in a Kentucky glade at day break. Dickinson being a quicker draw, terminated first. He hit Jackson in the chest, an awful twisted; yet Jacksons before long fought back with a shot to the stomach that in a flash executed his rival. Dickinsons slug w as excessively near Jacksons heart to be expelled by the specialists in those days, and it remained there for a mind-blowing remainder. .u95f27acc517160a3eae2505c3d45d4c8 , .u95f27acc517160a3eae2505c3d45d4c8 .postImageUrl , .u95f27acc517160a3eae2505c3d45d4c8 .focused content territory { min-tallness: 80px; position: relative; } .u95f27acc517160a3eae2505c3d45d4c8 , .u95f27acc517160a3eae2505c3d45d4c8:hover , .u95f27acc517160a3eae2505c3d45d4c8:visited , .u95f27acc517160a3eae2505c3d45d4c8:active { border:0!important; } .u95f27acc517160a3eae2505c3d45d4c8 .clearfix:after { content: ; show: table; clear: both; } .u95f27acc517160a3eae2505c3d45d4c8 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; murkiness: 1; progress: obscurity 250ms; webkit-change: darkness 250ms; foundation shading: #95A5A6; } .u95f27acc517160a3eae2505c3d45d4c8:active , .u95f27acc517160a3eae2505c3d45d4c8:hover { haziness: 1; change: mistiness 250ms; webkit-change: obscurity 250ms; foundation shading: #2C3E50; } .u95f27acc517160a3eae2505c3d45d4c8 .focused content region { width: 100%; position: relat ive; } .u95f27acc517160a3eae2505c3d45d4c8 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content design: underline; } .u95f27acc517160a3eae2505c3d45d4c8 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u95f27acc517160a3eae2505c3d45d4c8 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt span: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-stature: 26px; moz-outskirt range: 3px; content adjust: focus; content embellishment: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u95f27acc517160a3eae2505c3d45d4c8:hover .ctaButton { foundation shading: #34495E!important; } .u9 5f27acc517160a3eae2505c3d45d4c8 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u95f27acc517160a3eae2505c3d45d4c8-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u95f27acc517160a3eae2505c3d45d4c8:after { content: ; show: square; clear: both; } READ: Willy loman versus Oedipus The King EssayJackson, getting exhausted with the homestead life and legislative issues chose he needed to order a military indeed; he drove a little volunteer gathering south down the Mississippi River. However, when the legislature got wind of this they sent him back to Nashville, where Jackson instantly got in another fight with an opponent. This one detonated into a shoot-out among many men, and Jackson took a shot to the shoulder.

Diagnosis of Eating Disorders

Diagnosis of Eating Disorders Eating Disorders Diagnosis Print Diagnosis of Eating Disorders By Susan Cowden, MS facebook linkedin Susan Cowden is a licensed marriage and family therapist and a member of the Academy for Eating Disorders. Learn about our editorial policy Susan Cowden, MS Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on December 13, 2019 Zero Creatives / Creative RF / Getty Images More in Eating Disorders Diagnosis Symptoms Treatment Awareness and Prevention Eating disorders can be diagnosed by a number of professionals, including medical physicians or mental health professionals, such as psychiatrists, psychologists, dietitians, or social workers. Sometimes a pediatrician or family practice doctor will diagnose an eating disorder after noticing symptoms within the course of a regular check-up or having questions brought up by the patient or his or her parent. On other occasions, a patient or his or her family will have concerns and schedule an assessment with a mental health professional. Is There a Test for Eating Disorders? While eating disorders are serious illnesses with physical complications, there is no laboratory test to screen for eating disorders. However, there are multiple questionnaires and assessment tools that may be used to assess a persons symptoms. These may include self-report instruments, such as the Eating Disorder Inventory, the SCOFF Questionnaire, the Eating Attitudes Test, or the Eating Disorder Examination Questionnaire (EDE-Q). An eating disorder professional will also usually interview the person about his or her experience. Questions will typically include topics such as current eating and exercise habits, how much a person weighs, and whether he or she has recently lost weight, as well as the persons views on weight and body image. A professional may also ask about physical symptoms, such as being cold much of the time or bruising easily. Identifying Eating Disorders It is not uncommon for patients with eating disorders, especially patients with anorexia nervosa, to not believe that they are ill. This is a symptom called anosognosia. So, if you are concerned about a friend or loved one and he or she denies having a problem, it does not necessarily mean there is not a problem. Within the course of a physical examination, a physician may also use a number of diagnostic tools, includingâ€"but not limited toâ€"blood work, a bone density exam, and/or an electrocardiogram (EKG), to assess whether there are any medical complications from the eating disorder. What Criteria Are Used to Diagnose Eating Disorders? Physicians and mental health professionals use diagnostic criteria from the Diagnostic Statistical Manual of Mental Disorders, 5th edition (DSM-V), to diagnose eating disorders. The DSM is a manual published by the American Psychiatric Association. It is currently in its fifth edition. Each diagnostic category in the book has been created based on research and feedback from clinicians. While the best-known eating disorders are anorexia nervosa, bulimia nervosa, and binge eating disorder, there are other eating disorders as well. People who are struggling with some of the symptoms of an eating disorder but do not meet full criteria or who are struggling with issues surrounding weight and food to the point that it is an issue in their life may also be diagnosed with other specified or unspecified eating disorder (OSFED or UFED). Criteria for anorexia nervosa include symptoms related to significantly low body weight, a fear of weight gain and body image issues.Criteria for bulimia nervosa include recurrent binge eating and purging behaviors occurring at least twice per week for at least three months, as well as a self-evaluation that is based on weight and/or body shape.Criteria for binge eating disorder include recurrent episodes of eating unusually large amounts of food at least once a week for three months. What Happens After an Eating Disorder Diagnosis A treatment team and treatment plan will be formulated based on the needs of the patient. This may include referral to other professionals and/or more in-depth assessment of symptoms. A treatment team may include a therapist, a dietician, a medical physician, and a psychiatrist. Typically, the professional who diagnoses the eating disorder can help refer a person to other eating disorder professionals within the community. A treatment plan may include outpatient treatment, inpatient treatment, or residential treatment. Often, treatment includes both the patient and their family. Find Help With the 9 Best Online Therapy Programs Free Online Screening Tool If you are concerned about having an eating disorder, you may also want to take a screening test offered through the National Eating Disorders Association.

Italian Words Used in Fashion and Design

Picture it: You walk into a boutique shoe shop on the main corso in Viterbo, Italy, looking to buy some shoes to match an outfit later that evening. La commessa (the saleswoman) greets you with a salve! and points to the merchandise arranged around her store.   Pairs of shoes sit on illuminated shelves, shoes with heels so tall, you couldn’t imagine wearing them without twisting an ankle on the cobblestone streets that line the center of the city. Each visit to a  un negozio (a store) to find a sweater, a pair of jeans, or a new top becomes an opportunity to acquire new, specific vocabulary for the items themselves and all the various colors, sizes, and materials they come in.   Below, find a list of common vocabulary and phrases that can be used when shopping in Italy or just talking about clothes. Accessories (Gli Accessori) Belt -  la cinturaBowtie - il papillonCap -  il berretto/il cappellinoGloves -  i guantiHat -  il cappelloPurse - la borsaSocks -  i  calziniSunglasses  - gli occhiali da soleTie -  la cravattaWatch - l’orologio Clothing (L’Abbigliamento / Il Vestiario) Blouse -  la camicetta/la blusaBra -  il reggisenoCoat -  il cappottoDress - il vestitoJeans - i jeansLingerie - la biancheria intimaPants -  i pantaloniRaincoat -  limpermeabileScarf -  la sciarpaShirt -  la camiciaSkirt -  la gonnaSweater -  il pullover/il golfSweatshirt - la felpaSweatsuit - la tutaSuit - il completoTuxedo - lo smokingUnderwear -  le mutandeVest -  il panciottoWindbreaker -  la giacca a vento Shoes (Le Scarpe) Flip-flops - le infraditoHigh heels - le scarpe col taccoHiking boots - le scarpe da trekkingRainboots - i stivali di gomma/stivali da pioggia Vocabulary Descriptions Cotton - il cotoneLeather - il cuoioLinen - il linoPolyester - il poliestereSilk - la setaWool - la lanaLoose - largoTight - strettoStriped - a righe/strisce Phrases Cerco una felpa a righe.I’m looking for a striped sweatshirt. Tip: Notice that in Italian there is no preposition used after the verb cercare (to look for). The â€Å"for† is implied within the verb. Sono/Porto/Indosso una taglia†¦(media).I’m a medium.Vuole provarlo?Do you want to try it on?Vorrei provare questi, dove sono i camerini?I’d like to try these on, where are the fitting rooms? Tip: In the phrase above, â€Å"lo† would be used if the item were singular and masculine, like il vestito (the dress). However, if it were singular and feminine, like la sciarpa (the scarf), it would be â€Å"Vuole provarla†? While it’s important to make everything agree, don’t stress if you can’t remember the gender of the object you have. You’ll be safe with using the pronoun â€Å"lo†. È comodo.It’s comfortable.Il vestito à ¨ troppo stretto, avete una taglia pià ¹ grande?The dress is too tight, do you have a larger size?Questi (stivali) sono scomodi.These (boots) are uncomfortable.Preferisco il rosa.I prefer pink. (As a color) Notice the differences in meanings below. Preferisco la rosa.I prefer the rose (flower).La preferisco rosa.I prefer  it (something feminine like: la gonna, la sciarpa, la maglietta...etc)  in pink.Lo preferisco rosa.I prefer  it (something masculine like: il golf, il pantalone, il papillon...etc)  in pink.

All Quiet on the Western Front by Erich Maria Remarche

All Quiet on the Western Front is a fictional war novel written by Erich Maria Remarque which follows the main character Paul Baumer, a German solider in World War I. Paul, the nineteen year old protagonist, narrates the novel as he and his classmates fight on the German and French front. The young men volunteer to join the German army after being persuaded by the nationalist words of their teacher, Kantorek. After only fighting for two weeks, eighty men remain in the company of the once one hundred and fifty men. Paul, Kropp, and Muller then go to visit Kemmerich, a friend of theirs from school, in the hospital. He was wounded in combat resulting in the amputating of his leg. Seeing that Kemmerich is going to die and no longer needs the new boots that he has, Muller asks to have them but Kemmerich refuses. When Paul later goes back to the hospital, Kemmerich dies and Paul takes his boots to Muller. Because of the large number of soldiers who are dying, new recruits are sent to join the company. Paul is given seventeen days of leave in which he visits his family. When he returns home, he feels out of place and is not comfortable sharing his awful combat experiences with others. His mother is sick and dying of cancer as his father is struggling to pay for her care. Paul also finds out that Kantorek, his teacher from school, was forced to become a German soldier. This pleases Paul because Kantorek now has to actually experience the tragic events of the war firsthand like the

International Trade and Trade Restrictions Free Essays

International Trade and Trade Restrictions International Trade and Trade Restrictions International trade increases the number of goods that domestic consumers can choose from, decreases the cost of those goods through increased competition, and allows domestic industries to ship their products abroad. While all of these seem beneficial, free trade is not widely accepted as completely beneficial to all parties and trade restrictions are applied. Trade restrictions can be in the form of tariffs, which are taxes on imports; quotas, which are limits on the quantity of a particular good that can be imported or exported; or other trade restrictions. We will write a custom essay sample on International Trade and Trade Restrictions or any similar topic only for you Order Now International trade efficiencies, trade restrictions, and the consequences of these restrictions will be discussed further. World trade offers many advantages to the trading countries: access to markets around the world, lower cost through economies of scale, the opportunity to utilize abundant resources, better access to information about markets and technology, improved quality honed by competitive pressure, and lower prices for consumers (McEachern, 2012, p. 733). Comparative advantage, specialization, and trade allow people to use their scarce resources most efficiently to satisfy their unlimited wants. Comparative Advantage is the ability to make something at a lower opportunity cost than other producers face (McEachern, 2012, p. 32). The ability to make a good at a lower opportunity cost gives that individual, firm, region, or country a comparative advantage. Even if a country has absolute advantage in all goods, they should specialize in producing the goods in which it has a comparative advantage. If each country specializes and trades according to the law of comparative advantage, everyone would benefit from greater consumption possibilities. McEachern provides three reasons for international specialization: countries having different resource endowments, greater economies of scale can be achieved when firms participate in international trade, and tastes differ from country to country (McEachern, 2013, p. 719-720). Every country has a comparative advantage in the production of some products. This means that the labor and capital resources available in the reason are more productive when focused towards a particular industry and thus are able to be produce that product better as a result. In the case of the textile industry, Pakistan enjoys a comparative advantage as it has many cotton fields, providing it direct access to the raw material for the industry. It further has been operating in that industry for a long time that has spawned a lot of trained workforce relating to that industry in the country. Therefore, law of comparative advantage dictates that it should produce textile materials. The World Trade Organization (WTO) is the only global international organization dealing with the rules of trade between nations (WTO, 2012). Their goal is to help producers of goods and services, exporters, and importers conduct their business. The WTO and agreements such as NAFTA open up free trade, allowing goods to move freely and thereby aiding consumers in various countries in terms of prices and quality. It also spawns healthy competition in the local industries. Trade restrictions can lead to a breakdown in competition and can lead to adverse effects in the local and international market. Restrictions can benefit certain domestic producers that lobby their government for benefits. Congress tends to support the group that fights back, so trade restrictions often persist, despite the clear and widespread gains from freer trade. For example, U. S. growers of sugar cane have been protected from imports, which results in an increase in U. S. sugar prices. Higher prices hurt domestic consumers, but they are usually unaware. As McEachern states, â€Å"Consumers remain largely oblivious. † Who is responsible for trade ethics? Government might be the initial answer but all constituents involved should be aware and be transparent. An example is Nike, Inc. They provid a statement in understanding how to change the way an industry views its labor force. It does not happy by monitoring factories alone. Monitoring reveals the issues, issues that in turn are locked into a complex web of root causes. The ability to address these root causes should be shared by many, owned by no single constituent (Nike, Inc. , 2013, p. 1). One of their strategies is to transform working relationships with their contracted factories to incentivize change that will benefit workers. Are trade restrictions effective? Trade protection can foster inefficiencies. The immediate cost of such restrictions includes not only the welfare loss from higher domestic prices but also the cost of resources used by domestic producer groups to secure the favored protection (McEachern, 2012, p. 732). These costs may become permanent if the industry never realizes the economies of scale and never becomes competitive. Protecting one stage of production usually requires protecting downstream stages of production as well. The biggest problem with imposing trade restrictions are that other countries usually retaliate which shrinks the gains from trade. Some experts believe the costs of protecting the jobs of workers in vulnerable industries, which are ultimately borne by taxpayers or consumers, far exceed the potential cost of retraining and finding new jobs for those workers (Globalization 101, 202, para. 1). In addition, that it may not promote firms and industries to make necessary changes to challenge foreign competition and find efficiencies to which then would make them become even more dependent on government protection. As international trade has increased, conflicts over trade have also increased. Trade restrictions may continue to be very political in nature. The more companies like Nike and consumers start being more aware of ethical behavior around international trade, the more everyone will benefit. The U. S. government does take responsibility for workers who lose their jobs by international trade and have programs established to assist in training and support to re-employ those workers. As countries specialize and trade according to the law of comparative advantage, consumers should also benefit from efficient production and cheaper prices. The increase of technology may have an impact that will increase the speed at which international trade and efficiencies happen. References McEachern, W. A. (2012). Economics, 9e (9th ed). Mason, OH: South-Western. Globalization 101 (2013). The Levin Insitute. Consequences of trade restrictions. thttp://www. globalization101. org/consequences-of-trade-restrictions/ Nike, Inc. (2013). Responsibility. Targets and performance. http://www. nikeresponsibility. com/report/content/chapter/targets-and-performance#Labor World Trade Organization (2013). http://www. wto. org/english/thewto_e/whatis_e/whatis_e. htm How to cite International Trade and Trade Restrictions, Essay examples

The Impact of the Cultural Revolution on Education in China during the Period of 1960s

The level of the social development significantly depends on the progress of education in the society. During the period of 1966-1977, the Cultural Revolution in China influenced all the economic and social spheres of the community’s development and focused on changing the traditional visions of the Chinese people with the Communist ideals promoted by Mao Zedong.Advertising We will write a custom research paper sample on The Impact of the Cultural Revolution on Education in China during the Period of 1960s-1970s specifically for you for only $16.05 $11/page Learn More Thus, the Cultural Revolution affected the society with the help of different ideological means and techniques used by the Communists, and such important social fields as education became to be regulated according to the Communist principles which were new for the Chinese public of the 1960s. There is no single idea on the impact of the Cultural Revolution on education and its role w ithin the society, but the effects of the Communist strategies used during the period of the Cultural Revolution affected the development of China during the post-revolution era. That is why, the question is: what is the impact of the Cultural Revolution on the sphere of education in China during the period of the 1960s-1970s? The consequences of the Cultural Revolution for the education sphere in China can be discussed as positive or negative with references to the perspective and expected outcomes. Thus, the plausible answers to the asked question depend on determining positive and negative features of the process, including rather uncertain positions. According to Han, the Cultural Revolution contributed to the progress of education because of increasing the number of schools at the rural territories of China and because of improvements and revisions in the curriculum (Han 60). From this point, the reforms associated with the Cultural Revolution had the positive impact on educati on in the country during the period of the 1960s-1970s. It is also possible to state that the impact of the Cultural Revolution on education cannot be discussed only from one perspective because of the lack of evidences and sources to support this or that idea (Wang 199-203). Nevertheless, these ideas are rather weak to be supported because Han operates evidences which are connected with the analysis of the impact of the Cultural Revolution only on the educational development in its connection with the rural territories’ progress without references to the quality of education and curricula.Advertising Looking for research paper on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moreover, Wang’s position is irrelevant in relation to the development of modern debates on the role of the Cultural Revolution in the social progress of China and publishing a lot of associated literature. The provided answers are plausible, but t hey need more discussion with references to the credible arguments. Thus, one more answer to the question – my thesis – is that the general impact of the Cultural Revolution on the education in China during the period of the 1960s-1970s is negative because of the focus on the connection of education and agricultural growth instead of improving education independently, the discussion of only economic benefits of increasing the number of schools, and because of provoking the interrupted education. The role of education during the Cultural Revolution was discussed in its relation to intensifying the labor force and contributing to the progress of rural territories. According to Zhou and Hon, the quality of education was not discussed as the main goal of the reforms, the economic benefits for the rural territories were prioritized along with accentuating the ideological issues (Zhou and Hou 12-15). Furthermore, the development of the education in the rural territories coul d guarantee the satisfaction of the economic and social needs of the rural territories (Zhou and Hou 12-14). As a result, the provided educational opportunities could guarantee the development of the economic sphere instead of educating students in terms of their intellectual level and socialization. Moreover, the Cultural Revolution was the prolonged process based on the reforms which were not realized immediately. Meng and Gregory state that millions of the Chinese people had to interrupt their education because of the problems with reforming of the sphere. Thus, â€Å"the 11 years of the Cultural Revolution, 1966–77, affected the formal education of a whole generation of young people† (Meng and Gregory 935). The interrupted education influenced the general level of education among the population of China during the discussed period negatively because people had no opportunities to continue their education in the universities where the new curricula and standards wer e implemented. The topic of the Cultural Revolution and its role is rather controversial, and it requires its detailed examination from different perspectives. My thesis is significant because it allows the critical evaluation of the points on the role of the Cultural Revolution for the education of the Chinese people during the period of the 1960s-1970s.Advertising We will write a custom research paper sample on The Impact of the Cultural Revolution on Education in China during the Period of 1960s-1970s specifically for you for only $16.05 $11/page Learn More The discussed points such as the development of education at the rural territories, the increase in number of schools, and the provided educational opportunities for people were previously discussed as positive moments, but my argument focuses on discussing these concepts without references to the economic aspect. The educational advantages for people are taken into consideration. Works Cited Han, Dongping. â€Å"Impact of the Cultural Revolution on Rural Education and Economic Development: The Case of Jimo County†. Modern China 27.1 (2001): 59-90. Print. Meng, Xin, and Robert Gregory. â€Å"The Impact of Interrupted Education on Subsequent Educational Attainment: A Cost of the Chinese Cultural Revolution†. Economic Development and Cultural Change 50.4 (2002): 935-959. Print. Wang, Shaoguang. â€Å"’New Trends of Thought’ on the Cultural Revolution†. Journal of Contemporary China 8.21 (1999): 197-217. Print. Zhou, Xueguang, and Liren Hou. â€Å"Children of the Cultural Revolution: The State and the Life Course in the People’s Republic of China†. American Sociological Review 64.1 (1999): 12-36. Print. This research paper on The Impact of the Cultural Revolution on Education in China during the Period of 1960s-1970s was written and submitted by user Eli W. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.