The Major Causes of the Cold War Between the Soviet Union and the United States

The cold war was a war between two superpower nations, the Soviet Union which believed in communism and the United States which advocated for free governance hence supporting a democratic government. The cold war can be said to have been caused by the difference in ideologies that existed between the two nations and the hunger to control and dominate the world as the superpower.Advertising We will write a custom essay sample on The Major Causes of the Cold War Between the Soviet Union and the United States specifically for you for only $16.05 $11/page Learn More The cold war did not use military or army weapons; it used other measures to curb the power and the influence of the other nation. Economic restrictions and spread of propaganda against each other were used as the war weapons, as each nation tried all available means to destroy and weaken the ability of the other nation in expanding and gaining popularity. The beginning of the cold war can be tra ced way back even before the beginning of the second world war that is after the Bolshevik Revolution and formation of Russian union in 1917. According to Leffler in his book â€Å"The Specter of Communism†(1994) the cold war was a political and economical war between the United States and the Soviet Union, which started few years after the end of the First World War, as they struggled to gain popularity and control over the world. The two nations had differences in terms of governing, whereby the United States dominated by the capitalism and the Soviet Union dominated by the communism. Each state believed that its governing policy was more superior and should be adopted by all nations, thus they tried to influence other countries to form allies against the other superpower nation in order to reduce their power. The major threats of cold war started with the raise of the Russian revolution under the readership of Bolshevik regime which was determined to spread the communism a ll over the world, by influencing and cooperating with various countries in order to outfit the Americans. The United States and the Soviet Union did not involve themselves in any war, but aided the ally’s nations in fighting their opponents. In 1918 to 1920 the United States and Britain joined together to fight Bolshevik regime, but they were unsuccessful. After this inversion, the relationship between the Americans and the Russian worsened, the soviet attitude regarding the Americans and the west became even worse. Upon the Bolshevik revolution, Russia was a semi-peripheral state and was still struggling to catch up with west which was viewed as most industrialized by then, thus the Russian spent most of its time and economic in strengthening its army. It also invested a lot in the manufacturing of the atomic booms and military ammunition in preparation to defend itself in case of war outbreak. Russia was suspecting that the United States were manufacturing the atomic bombs and they may use them in attacking them.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The landing of the American troops in Russia to assist the anti- Bolshevik in the Russian civil war increased the tension and suspicion within the communism leadership over the capitalism. After the involvement of Americans in the Russian civil war, the relationship between Russians and the Americans became a major point of suspicion and mistrust. 1n 1935 the Stalin adjusted his policies; he started forming alliances with the democratic powers in the western in order to fight the Nazi of Germany. His initiative failed and he decided to sign the Nazi-soviet pact with the leader of the Nazi the Hitler. The signing of the treaty only increased the anti-soviet tension and the hostility in the western nations. This treaty delayed the beginning of the war between the two superpower nations. In 1941, Germany invaded the Russians breaking the treaty signed between Germany and the Russian nations. After the attack, the Stalin withdrew his cooperation with the Germans and supported Britain under the rule of the Churchill. Churchill and Stalin signed a treaty to form a formal alliance to fight against Adolf Hitler. The United States did not join the treaty as it wanted to remain neutral and concentrated in military upgrading. After the American Pearl Harbor was attacked by the Hitler, the United States joined the union formed between Russian and Britain in aid to fight Germany. This alliance did not last long due to the disagreement that arose between Poland which was an alley of Britain and the Soviet Union concerning the support and cooperation of Stalin with Hitler after Hitler ordered the killing of Polish officers. Despite this suspicion, the western allies and the soviet continued to cooperate in order to defeat the growing strength of Adolf Hitler. During this war, both sides had a lot of disagr eements on various military strategies especially the opening of the second fight against Germany. The Soviet Union believed that Britain and the United States delayed the invasion intentionally in order to attack at the last minute so as they can influence the settlement of the peace with a view to dominate Europe. Stalin saw that the United States and Britain waited for him and his troops to get exhausted so that they can defeat him and take control. Soviet Union suffered a great loss as it recorded a high number of casualties. This increased tension and hostility among the allied powers.Advertising We will write a custom essay sample on The Major Causes of the Cold War Between the Soviet Union and the United States specifically for you for only $16.05 $11/page Learn More In conclusion it can be said that cold war started in mid 19th century some years before the beginning of the world war two. The major causes can be attributed to the suspicion and h igh tension that existed between the Soviet Union and the United States over control of the world. The Americans viewed communist as enemies who needed to be monitored and controlled as they threatened to take control of the world. On the other hand, Russia under the Soviet Union viewed the United States as a major threat to their ambition of expansion, as they posed the main challenge to Russia. The war remained cold without the use of military as each nation did not want to be directly associated with the cause of the war. The two nations just supported other nations that were fighting. Americans supported the British army while Russia supported Germany army in the Nazi war until the time when the Nazi invaded Russia forcing the Soviet Union to collaborate with Britain and America in fighting the Nazi. The real effects of the cold war were fully seen and felt after the second ward war, where each nation viewed the other nation as an enemy, and they had to keep an eye on each other . Reference Leffler, M., P.(1994) The Specter of Communism. New York. Hill and Wang This essay on The Major Causes of the Cold War Between the Soviet Union and the United States was written and submitted by user Justin Lowery 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.

Copyright Notice and the Use of the Copyright Symbol

Copyright Notice and the Use of the Copyright Symbol A copyright notice or copyright symbol is an identifier placed on copies of the work to inform the world of copyright ownership. While the use of a copyright notice was once required as a condition of copyright protection, it is now optional. Use of the copyright notice is the responsibility of the copyright owner and does not require advance permission from, or registration with the Copyright Office. Because prior law did contain such a requirement, however, the use of a copyright notice or copyright symbol is still relevant to the copyright status of older works. The copyright notice was required under the 1976 Copyright Act. This requirement was eliminated when the United States adhered to the Berne Convention, effective March 1, 1989. Although works published without copyright notice before that date could have entered the public domain in the United States, the Uruguay Round Agreements Act (URAA) restores copyright in certain foreign works originally published without copyright notice. How Is a Copyright Symbol Useful Use of the copyright notice may be important because it informs the public that the work is protected by copyright, identifies the copyright owner, and shows the year of first publication. Furthermore, in the event that a work is infringed, if a proper notice of copyright appears on the published copy or copies to which a defendant in a copyright infringement suit had access, then no weight shall be given to such a defendants defense based on innocent infringement. Innocent infringement occurs when the infringer did not realize that the work was protected. The use of the copyright notice is the responsibility of the copyright owner and does not require advance permission from, or registration with, the Copyright Office. Correct Form for the Copyright Symbol The notice for visually perceptible copies should contain all the following three elements: The copyright symbol  © (the letter C in a circle), or the word Copyright, or the abbreviation Copr.The year of first publication of the work. In the case of compilations or derivative works incorporating previously published material, the year date of first publication of the compilation or derivative work is sufficient. The year date may be omitted where a pictorial, graphic, or sculptural work, with accompanying textual matter, if any, is reproduced in or on greeting cards, postcards, stationery, jewelry, dolls, toys, or any useful article.The name of the owner of copyright in the work, or an abbreviation by which the name can be recognized, or a generally known alternative designation of the owner. Example: copyright  © 2002 John Doe The  © or C in a circle notice or symbol is used only on visually perceptible copies. Phonorecords Certain kinds of works, for example, musical, dramatic, and literary works may be fixed not in copies but by means of sound in an audio recording. Since audio recordings such as audio tapes and phonograph disks are phonorecords and not copies, the C in a circle notice is not used to indicate protection of the underlying musical, dramatic, or literary work that is recorded. Copyright Symbol for Phonorecords of Sound Recordings Sound recordings are defined in the law as works that result from the fixation of a series of musical, spoken, or other sounds, but not including the sounds accompanying a motion picture or other audiovisual work. Common examples include recordings of music, drama, or lectures. A sound recording is not the same as a phonorecord. A phonorecord is a physical object in which works of authorship are embodied. The word phonorecord includes cassette tapes, CDs, records, as well as other formats. The notice for phonorecords embodying a sound recording should contain all the following three elements: The copyright symbol (the letter P in a circle)The year of first publication of the sound recordingThe name of the owner of copyright in the sound recording, or an abbreviation by which the name can be recognized, or a generally known alternative designation of the owner. If the producer of the sound recording is named on the phonorecord label or container and if no other name appears in conjunction with the notice, the producers name shall be considered a part of the notice. Position of Notice The copyright notice should be affixed to copies or phonorecords in such a way as to give reasonable notice of the claim of copyright. The three elements of the notice should ordinarily appear together on the copies or phonorecords or on the phonorecord label or container. Since questions may arise from the use of variant forms of the notice, you may wish to seek legal advice before using any other form of the notice. The 1976 Copyright Act overturned the strict consequences of failure to include copyright notice under prior law. It contained provisions that set out specific corrective steps to cure omissions or certain errors in the copyright notice. Under these provisions, an applicant had 5 years after publication to cure omission of notice or certain errors. Although these provisions are technically still in the law, their impact has been limited by the amendment making notice optional for all works published on and after March 1, 1989. Publications Incorporating United States Government Works Works by the U. S. Government are not eligible for U.S. copyright protection. For works published on and after March 1, 1989, the previous notice requirement for works consisting primarily of one or more U. S. Government works has been eliminated. However, use of a notice on such a work will defeat a claim of innocent infringement as previously described provided the copyright notice also includes a statement that identifies either those portions of the work in which copyright is claimed or those portions that constitute U. S. Government material. Example: copyright  © 2000 Jane Brown.Copyright claimed in Chapters 7-10, exclusive of U. S. Government maps Copies of works published before March 1, 1989, that consist primarily of one or more works of the U. S. Government should have a notice and the identifying statement. Unpublished Works The author or copyright owner may wish to place a copyright notice on any unpublished copies or phonorecords that leave his or her control. Example: Unpublished work  © 1999 Jane Doe

1957 and Soil

The students study a range of soil characteristics and seek to understand their relationship to soil function, land use, plant growth, environmental quality, and society/culture. This course introduces students to the variety and complexity of soils on a local, national, and international scale. This introductory course in soil science introduces the student to the study, management, and conservation of soils as natural bodies, as media for plant growth, and as components of the larger ecosystem. This course presents basic concepts of all aspects of soil science including: composition and genesis; physical, chemical, and biological properties; soil water; classification and mapping; soil conservation; management practices; and soil fertility and productivity including practices of soil testing, use of fertilizers and manures, and liming. The course introduces the relationships of soil to current concerns such as environmental quality and non-agricultural land use. This course should instill awareness of soil as a basic natural resource, the use or abuse of which has a considerable influence on human society and life in general. This course is required or on a list from which students select for many environmental and agriculturalrelated majors. It is specifically listed as a prerequisite for many other SOILS courses and for several soils-related courses taught at Penn State. This course also satisfies the requirement for 3-credits in the natural sciences (GN), for non-science maojors or any student interested in soils, ecology, or the environment. Course Objectives: At the end of this course, students should be able to: ? ? ? ? ? ? ? ? Appreciate the variety and complexity of soils. Describe the ways in which soils are an integral component of the terrestrial ecosystem. Use the technical terminology associated with the description and use of soils. Identify soil properties important to land use, environmental quality, plant growth and society/culture. Demonstrate skills required to make field observations and interpretations of soils for various uses. Retrieve and use information from a variety of sources for land use planning and soil management decisions. Explain the impact of land use and management decisions on agricultural productivity and sustainability, environmental and ecological health, and land degradation. Understand how soils can affect everyday decisions like how to develop a garden or where to build a house. – page 2 – Instructor: Dr. Mike Fidanza 234 Luerssen Office: 610-396-6330 Cell: 484-888-6714 E-mail: fidanza@psu. edu Office Hours: Monday, Wednesday, and Friday, 9:00 am – 9:50 am, and 11:00 am – 11:50 am; or, by appointment (call or e-mail to schedule an appointment) Class Lecture: Monday, Wednesday, and Friday, 125 Luerssen Building, 10:00 am – 10:50 am. Required Textbook: Brady, N. C. and R. R. Weil. Elements of the Nature and Properties of Soils. 3rd edition*. Pearson/Prentice-Hall, Upper Saddle River, NJ. *or earlier editions are acceptable Grading: 4 exams †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 300 points †¢ lowest exam score dropped †¢ 3 exams X 100 points per exam = 300 points total 15 quizzes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 150 points †¢ 15 quizzes X 10 points per quiz = 150 points total Soils Writing Assignment . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 50 points †¢ Fertilizer Worksheet —————————————————————————————— ——–Total †¦.. 500 points Final Grade will be based on the following scale: Points Grade Points Grade ? 465 A 385 – 399 C+ 450 – 464 A350 – 384 C 435 – 449 B+ 300 – 349 D 415 – 434 B ? 299 F 400 – 414 B- Exams: Exam format is typically multiple choice, true/false, and matching. Exact content and format of each exam will be discussed in class by the instructor. The lowest exam score of the four exams will be dropped, therefore, only the top three exam scores will count towards the final course grade. Quizzes: Quiz format is typically multiple choice, true/false, and/or matching delivered online through the ANGEL course website. Exact content and format of each quiz will be discussed in class by the instructor and/or information will be available on the ANGEL course website. Soils Writing Assignment: To be explained in class. – page 3 Class Attendance and Etiquette: Attendance is highly recommended since some lecture information will not be found in the text, and handouts and other supplemental material will be available only on the day on which they are presented in class. Class attendance and participation may be considered toward your final grade. Attendance will be recorded on a random basis, however daily attendance may be recorded if absenteeism or lateness is a problem. Appropriate and respectful behavior is always expected. Also, please silence cell phones during class time. Academic Integrity: Students are expected to be familiar with the University Rules and Policies regarding academic integrity. Refer to the Penn State Berks Campus Student Handbook, or locate the document on Penn State’s website, which can be accessed through any computer terminal connected to the PSU Center for Academic Computing. Academic integrity is defined as the pursuit of scholarly activity free from fraud and deception. Academic dishonesty includes, but is not limited to: cheating, failure to protect your work from others (or facilitating acts of academic dishonesty by others), plagiarism, fabrication of information or citations, unauthorized prior possession of examinations, submitting the work of another person or work previously used without informing the instructor, or tampering with the academic work of others. A student charged with academic dishonesty will be given oral and written notice of the charge by the instructor. If the student feels that they have been falsely accused, they should seek redress through informal discussions with the instructor (first), division or department head, dean, or CEO. If the instructor believes the infraction to be sufficiently serious to warrant referral of the case to the Office of Conduct Standards, or result in a grade of â€Å"F† for the student for the course, the student and faculty instructor will be afforded formal due process procedures outlined in the University Rules and Policies mentioned above. Academic dishonesty will be dealt with strictly and in accordance with Pennsylvania State University policy. Disclaimer: The class schedule, policies, statements, and assignments in this course are subject to change in the event of extenuating circumstances or by mutual agreement between the instructor and the students. **** Weather Emergency: Call 610-396-6375 for up-to-date Berks Campus information. **** – page 4 – Date: Jan Jan Jan 7 9 11 M W F Topic: Introduction and course administration Introduction to soil science Introduction to soil science (continued) Textbook Chapter: 1 1 1 Jan Jan Jan 14 16 18 M W F Soil formation Soil formation Soil formation 2 2 2 Jan Jan Jan 21 23 25 M W F NO CLASS – Martin Luther King Day Soil classification Soil classification –3 3 Jan Jan Feb 28 30 1 M W F Soil classification Exam #1, chapters 1, 2, 3 Soil physical properties 3 –4 Feb Feb Feb 4 6 8 M W F Soil physical properties Soil physical properties Soil physical properties 4 4 4 Feb Feb Feb 11 13 15 M W F Soil water Soil water Soil and the hydrologic cycle 5 5 6 Feb Feb Feb 8 20 22 M W F Soil and the hydrologic cycle Soil aeration and temperature Soil aeration and temperature 6 7 7 Feb Feb Mar Mar Mar Mar Mar 25 27 1 411 13 15 M Clays and soil chemistry W Exam #2, chapters 4, 5, 6, 7 F Clays and soil chemistry 8 NO CLASS – Spring Break M Clays and soil chemistry W Soil acidity and other properties F Soil acidity and other properties 8 –8 Mar Mar Mar 18 20 22 M W F Soil biology and ecology Soil biology and ecology Soil biology and ecology 10 10 10 Mar Mar Mar 25 27 29 M W F Soil organic matter Soil organic matter Soil organic matter 11 11 11 Apr Apr Apr 1 3 5 M W F Soil fertility Exam #3, chapters 8, 9, 10, 11. Soil fertility 12 –12 Apr Apr Apr 8 10 12 M W F Nutrients management and fertilizers Nutrient management and fertilizers Nutrient management and fertilizers 13 13 13 Apr Apr Apr 15 17 19 M W F Soil erosion Soil erosion Soil erosion 14 14 14 Apr Apr Apr 22 24 26 M W F Soil and chemical pollution Soil and chemical pollution Soil and chemical pollution 15 15 15 8 9 9 ************ April 29 – May 3: Final Exam Week (Exam #4, chapters 12, 13, 14, 15). ************

Impact of terrorism on employee engagement of female educators in Dissertation

Impact of terrorism on employee engagement of female educators in peshawar, pakistan - Dissertation Example This is a major exogenous factor with enormous significance in under developed countries like Pakistan. Women potentially represent 50% of the workforce in any economy. Where women are barred from educational opportunity and subsequently from prospects of gainful employment the impact on economic growth and development is likely to be profound. Female illiteracy results in high birth rates, high infant mortality and high incidences of poverty. This situation is recognised by the Pakistani Government through its social policy of co-education. 1.1. ORGANISATIONAL BACKGROUND AND RELEVANCE The research focuses on the impact of an external factor on the engagement of female educators; therefore, it is not ideal to use one organisation’s data for any analysis. Hence, 4 different schools were used to conduct the research initially. The data gathered was used to make formulate some key propositions regarding the situation in the region. The schools were divided into two groups. One gr oup operates in the state financed co-educational system whilst the second group offers private education and focuses exclusively on educating females. The research will derive the trends of employee engagement within the 2 different settings of the 4 schools and explore whether there are differences and if there are in what ways they become manifest. In addition, an effort is made to ascertain the extent to which any differences are a result of institutional policies and practices. Further research that focused on one school only was then conducted . The school chosen for further research was the one most affected by terrorist activities. It also happened to be a school dedicated to the education of females and therefore a specific target. Staff behaviours and reactions in this context it was felt would provide deeper insights into the impact of terrorism on employee engagement . The Snowballing technique was used to identify specific schools and in particular the school that becam e the focus for in depth research. Snowball Sampling is commonly used when it is difficult to identify members of the desired population (Saunders et al 2009). Moreover, purposive sampling was used to identify four junior teachers for interviews in each school. It was also used to choose the school for further research. Purposive sampling enables you to select cases that will best enable you to answer your research question(s) and to meet your objectives (Saunders 2009). Due to ethical considerations, the names of the schools are kept anonymous. This reasons are revealed in later chapters. 1.2. Employee Engagement Employee engagement is defined as the passion and energy employees when giving their own best to the organization in order to serve the customer. It is all about the willingness and ability of employees to give sustained discretionary effort to help their organization succeed. (Sarah Cook, 2008). Employee engagement, also called work engagement or worker engagement, is a b usiness management concept. An "engaged employee" is one who is fully involved in, and enthusiastic about, his or her work, and thus will act in a way that furthers their organization’s interests. Ken Scarlett defines â€Å"employee engagement† as an individual’s degree of positive or negative emotional attachment to their organization, their job and their colleagues.

MANAGEMENT RESEARCH PROJECT Paper Example | Topics and Well Written Essays - 3250 words

MANAGEMENT PROJECT - Research Paper Example The appraisal is conducted as part of the performance management process of the organization because how it is handled is what determines whether the organization is able to achieve its goals or not. It can further be said that a performance appraisal is an assessment and discussion of how an employee has performed in his or her work and this assessment is based purely on performance and not on the characteristics that are displayed by the individual employee. This process helps in the measurement of the skills that have been displayed and the things, which an employee has accomplished with as much accuracy and uniformity as possible. The understanding that is developed by the employee’s supervisor enables management to determine the abilities of individual employees and this ensures that they are placed in positions within Cathay Pacific which will further its growth and achievement of its goals. Furthermore, it is designed to help the company determine the areas whose performance needs to be enhanced as well as ensuring that the employees are provided with the opportunities that are necessary for the promotion of their professional growth. This process is done in methodical ways that gives the supervisors the opportunity to measure the payments that are made to their employees in comparison to the aims and objectives of Cathay Pacific. In addition, performance appraisal gives the supervisors the opportunity to make an analysis of the factors that determine how the employees perform over a certain period. A system helps the management of Cathay Pacific to be in a position where it is able to provide guida nce to its employees towards a path that will lead to their performing better in their jobs. In addition, while performance appraisal can be considered as an immensely important tool by supervisors to gain an understanding of the people who work under them, it is not necessarily the

Article on Coke Blinks Essay Example for Free

Article on Coke Blinks Essay Mark Bittman’s article â€Å"Coke Blinks† discusses how the famous soda company, Coca-Cola, recently released a video where it addresses the growing problem in our nation of obesity. In the video Coca-Cola attempts to claim that it is not their fault people are obese; it’s the consumers fault because the company offers low calorie beverages and now has smaller proportioned drinks. They are basically saying that every calorie counts and not just the ones in their products. Bittman describes this video as, â€Å"Sheer manipulation, calculated to confuse, obscure and deny. † Bittman beliefs sugar, â€Å"Especially in liquid form† is extremely harmful and not just because it leads to obesity. He thinks Coca-Cola is more focused on making money than it is trying to help the nation deal with obesity. He goes on to compare soda to nicotine saying, â€Å"Soda is a fructose delivery system as tobacco is a nicotine delivery system.† He is stating that Coca-Cola is doing the same thing tobacco companies once did, ignore the fact that their product was extremely harmful and they didn’t want the consumers to know because it would lead to a loss in product sales. This article focuses on the negative effects that sugar based beverages have on the body. Bittman states, â€Å"There is virtual consensus that drinking too much soda is bad for you, and it’s not hard to understand the evidence.† In the end Coca-Cola is simply trying to lessen its bad reputation for causing health problems such as diabetes and chubbiness by releasing a video which talks about obesity. Bittman is implicating the irony in Coca-Cola’s video and he simply trying to warm people not to drink soda because it’s not healthy.

Are You Kidding? :: Up From Slavery Booker T. Washington Essays

Are You Kidding? Booker T. Washington’s Up From Slavery is an autobiography describing a man’s journey from slavery to prominence. Or is it? Mr. Washington’s complete assimilation into the white man’s world could be seen as an example of complete and total sycophancy, a lesson in sucking up. Booker T. Washington knew that in order to further the Tuskegee Institute, a school in the south, he would need the help of the very race and culture that had imprisoned him and his people. Long before his association with southern, black schools, Booker T. Washington knew exactly what he didn’t want out of life. He didn’t like being poor. Being raised on a plantation, he learned very early in life, that if you appeased the white man, you could live in relative peacefulness. If you went a little further and assimilated into their culture, you could achieve a certain amount of prominence. From the very beginning, Booker T. Washington learned that playing the role of the grateful, black man would allow him to achieve his goals in life. He wrote that he had â€Å"†¦long since ceased to cherish any spirit of bitterness against Southern white people on account of the enslavement of my race†(10). He goes so far as to comment â€Å"†¦notwithstanding the cruel wrongs inflicted upon us, the black man got nearly as much out of slavery as the white man did†(10). Could he really be suggesting that anyone enslaved and stripped of an identity could possibly benefit from it? He claims that there existed â€Å" no feeling of bitterness†¦ † only â€Å"†¦pity among the slaves for our former owners† (13). Could this statement be truly realistic? If a person is to believe that anyone could feel anything but bitterness is ridiculous. The only reason for this deliberate misrepresentation of the truth must be to fulfill anot her agenda. He continues throughout his autobiography to continually depict his encounters with whites in the most favorable light. General Samuel C. Armstrong, obviously a soldier in the Civil War, is described as â€Å"†¦the noblest, rarest human being that it has ever been my privilege to meet† (32).

Bios 101 Demography Lab Report

Melissa Morales Bios 101 Spring 2013 Demography- Human Life History Introduction Demography is the study of human populations. It studies the size, composition and distribution of a population, and the process through which a population changes. Demography allows us to track changes over time and to depict how different periods in history change population dynamics. Births, deaths, migration and emigration, jointly produced the change within a population (Biological Science). Demography is also a central component of social contexts and social change.Patterns of survival vary depending upon the environment. Age is also an important component for many populations because fecundity and survivorship frequently vary with age. Humans are one species whose fecundity and survivorship are affected by age and the environment. One way that biologists attempt to distinguish patterns in survivorship rates is to use a life tables. Life tables permit them to keep track of how long different parts of the population have lived. A life table can also be used to predict the probability of the survival of an individual at any given time interval (Biological Science).A cemetery is an excellent place to study human demography. Gravestones are marked with the date of birth and date of death of a deceased person. From this information one can calculate death rates and draw survivorship curves for the â€Å"population†. A survivorship curve is a graphical representation of the chance that an individual will survive from birth to any age (Biological Science). By comparing and contrasting survivorship curves for different time periods, one may look for historical trends in demography over a period of time. MethodsIn this investigation, data was collected from a local cemetery. Information was recorded information from 50 headstones, where the individual was born between 1870 and 1930. The dates of birth and dates of death were recorded for each headstone. The headstones were rand omly chosen from any area in the cemetery. Then the age at death was calculated for each of the 50 individuals. The data was then used to create a survivorship curve. Results Part 1: Fecundity Part 2: Mortality x| D(x)| S(x)| l(x)| 0| 0| 50| 1. 0| 1| 5| 45| 0. 9| 2| 3| 42| 0. 84| 3| 7| 35| 0. 7| 4| 5| 30| 0. 6| | 4| 26| 0. 52| 6| 11| 15| 0. 3| 7| 7| 8| 0. 16| 8| 7| 1| 0. 02| 9| 1| 0| 0| x= age intervals of 10 years (1-10, 11-21†¦etc. ending at age 98) D(x)= number of individuals dying at that age S(x)= number of individuals alive during that interval Discussion A survivorship graph shows, which age categories, are most likely to die, in that environment. The overall shape provides a clue about life history strategy (Type I, II, or III). This data was collected from a subset of human population and may have particular biases depending upon social class, religious traditions, and economic factors.We assumed that all the individuals had similar living situations. According to the data, more individuals died between the ages of 55-65. Based on the demographic data from this lab, multiple conclusions may be drawn. Living conditions were probably far worse in the past. This causes death and birth rates to go down because of disease. Which causes the population size to decrease. There might have also been diseases affecting older people, which could explain why that range of ages had the most individuals dying at that age.

Book of the Dead

Book of the Dead: The Singer of Amun Nany’s Funerary Procession The Book of the Dead is a textual and visual piece of art that focuses on the funerary aspects of ancient Egypt. One of the parts I liked best in the Book of the Dead at the Metropolitan Museum of Art was the scene of Nany and her passage to the afterlife. I am going to break down this section, and address the different characters and symbols, both formally and contextually. I will describe not just what is seen on the surface, but the underlying meanings behind the Funerary Nany and how it relates to the traditions of ancient Egypt art and life.The Funerary Nany is written/painted on what I assume is a papyrus-like material. It is a light brown color and has a somewhat sandy/rough texture. In this funerary picture, not many colors are used. I’m not sure if colors faded or not, but it seems as if whoever painted it, purposely-used few colors. The primary color shown is green, perhaps to show importance. Iâ €™m assuming this because over the king’s shoulders in the bottom right section is a green garment, so I assume if that is important, all green shown in this picture is important, like the bird in the top register, and the human/animal (? in the bottom, middle register. I believe that figure to be king judging by the conventions of his throne and large hat. He is seated and has a staff, showing authority and power. Also, he appears to be slightly larger than the rest of the people on the bottom register, perhaps a convention to show rule. The only other color in this painting is red, seen on again what I assume is the king’s throne. There are slight shades of darker yellow/brown, but I don’t believe they have much meaning other than to separate people/objects from the background. Papyrus became an essential part of the funerary equipment and every Egyptian who could afford to acquire a copy was buried with it close at hand for use in the afterlife. † T hus, Nany’s Funerary was painted on papyrus. It is also why so many examples have survived and why so much has been learned about the Book of the Dead, which has been called the Bible of Ancient Egypt. The size of this entire piece is quite long. It appears to be about a foot tall but about twenty feet long. It looks like it is telling a story due to the way it is presented.For the entire piece, it alternates from paintings to texts (in probably hieroglyphics). Perhaps the texts describe the paintings presented to the viewer. That would make sense to me, almost like a storybook with pictures in it. And as it turns out, that is exactly what it is. Written on papyri and painted upon coffins in hieroglyphics, it was divided into chapters, each of which had its own title but no specific placement in the book. It was of the Theban Recension, a period in Egypt lasting from the eighteenth to twenty-second dynasty. This period focused around funerary stories. dbghghghh I am assuming that Nany is the woman with the bump in her â€Å"crown† on the top and bottom register. The woman is all the same person due to the way she is dressed and looks. The top register seems of less importance however, due to the scene presented and the size differentiation between the two registers. On the top, it looks as if Nany is walking along and coming across different obstacles or encounters of some kind. From the look of her hand gestures in the paintings it seems as if she is interacting with whatever these encounters are. The bottom register appears to be the last or most important encounter she faces.There is another woman next to her, perhaps an escort to the king. But in the middle is a scale of some type with two figures presented on each side. It is difficult to see what the two images are that are being measured. One side seems to be two people and the other a head. But I’m not quite sure. Or perhaps she is making a sacrifice in front of the king and he is determining whether her sacrifice is a worthy one or not, because all three of the people (including the animal-human creature) are looking at the king and he is looking at them†¦So perhaps there is a dialogue going on in some way.There are texts with each painting in this section, which may be a description of what is going on. It turns out I was somewhat right in my description of the scene and what the hieroglyphics might say. Nany is the woman the whole way through. She is actually making her final journey towards the afterlife. Carol and Faulkner’s book identifies the other characters and symbols and what they represent in Egyptian art and life. Much of the Book of the Dead revolves around Ani (an ancient Egyptian scribe) and his journey to the afterlife.The Ani procession is the largest, â€Å"most perfect,† and the best enlightened of all the papyri containing copies of the Theban Recension of the Book of the Dead. And when reading about it and observing th e paintings, I noticed that much of it is the same, so I was able to compare the two stories. They are both weighing their hearts against the Maat, the goddess of justice and truth. Jackal-headed Anubis, one of the four sons of Horus, and overseer of mummification, adjusts the scales, while a baboon—symbolizing Thoth, the god of wisdom and writing—sits on the balance beam and prepares to write down the result.Nany must pass this test in order to move on to the afterlife. If not, her heart will be eaten. On the bottom register behind Nany is Isis, wife and sister of Osiris. She is identified by the hieroglyphics. These characters are all an important part of the way in which ancient Egyptians viewed death and the afterlife. Sitting right before Osiris is a foreleg of an ox. According to Wilkinson’s book, the foreleg of an Ox is almost invariably included in mortuary offering scenes where it appears in a list of offerings. It is a symbol of royal and divine streng th in Egypt.The way the artist makes these people look doesn’t seem to be as if he was trying to make anyone in the paintings look too idealized. There are no apparent abstractions that throw your focus to any particular piece of the work too strongly. The location of this particular piece of art was a bit secluded. I realized that after we broke off as a group at the Met when I, as well as two of my classmates practically got lost trying to retrace our steps back to the artwork. It was a very dark, empty location of the Ancient Egypt section.I am guessing the darkness intended to put focus on the funerary element of the work, as well as other works around it. Next to the Funerary Nany was the Tomb of Meritamen and Nany’s Funerary Papyri, both of which seem to have correlations with this Nany piece. So it seems that they put related people and objects around each other, to keep everything orderly and relevant in the museum. In conclusion, there are many factors that pl ay into each and every detail put into works of art like this. These details painted a picture for me in my formal analysis of the work and tell a lot about how the piece was made and why.Ancient Egyptians had a meaning for everything they put in the Book of the Dead and all of their art. Each symbol they used had a significant impact on their life and beliefs. In their art, there are connections between many different paintings and texts that relate to each other, and all draw back to a common belief and way of life in Egypt. I am not exactly sure why I chose to analyze The Book of the Dead over the rest of the pieces of art. I think that just when I looked at my options, I felt I had more to say about this piece of work than any of the others.I saw a story in it. I felt I could talk about it clearer and understand it more than the other pieces, and that is what I believe ultimately led to my decision. Sources: Andrews, Carol, and Raymond O. Faulkner. The Ancient Egyptian Book of t he Dead. Austin: University of Texas Press, 1990. Budge, E A. W. The Book of the Dead: The Hieroglyphic Transcript of the Papyrus of Ani. New York, N. Y: Carol Pub. Group, 1990. Wilkinson, Richard. Reading Egyptian Art: A Hieroglyphic Guide to Ancient Egyptian Painting and Sculpture (London: Thames and Hudson, 1992). ——————————————- [ 1 ]. Carol Andrews and Raymond Faulkner, The Ancient Book of the Dead (Austin: University of Texas Press, 1990), 16-17. [ 2 ]. E. A. Budge, The Book of the Dead: The Hieroglyphic Transcript of the Papyrus of Ani (New York: Carol Pub. Group, 1990), 3-4. [ 3 ]. Budge, Book of the Dead, ix. [ 4 ]. Andrews and Faulkner, Ancient Book of the Dead, 14. [ 5 ]. Budge, Book of the Dead, 240. [ 6 ]. Richard Wilkinson, Reading Egyptian Art: A Hieroglyphic Guide to Ancient Egyptian Painting and Sculpture (London: Thames and Hudson, 1992), 75.

Good Fats vs Bad Fats Essays

Good Fats vs Bad Fats Essays Good Fats vs Bad Fats Essay Good Fats vs Bad Fats Essay Joe Haywood English 1101 M, W- 6pm 27July11 Good Fats vs. Bad Fats In today’s society, eating healthy is bigger then ever with everyone trying to achieve his or her dream body. Any fitness or diet professional will tell you that the biggest way to alter your appearance is by changing your eating habits. One area of the diet that seems to confuse people when it comes to eating healthy is fat. For years fat in the diet is something that people always try to avoid and have always been associated with rising cholesterol levels, causing cardiac diseases and obesity. For years doctors and nutritionist have preached the benefits of a low fat diet. Although these disease can be linked to a high intake of fat in the diet, what a lot of people don’t realize is that fat is need in the body and is very beneficial when consumed properly. Fat is also use to absorb nutrients, improve heart and brain health, provide cell maintenance, lower the risk of cancer and other chronic diseases. Keys to gaining the benefits of fats are being able to decipher the difference between unsaturated â€Å"good fats† and saturated â€Å"bad fats† in you diet but at the same time realizing that both are needed in the diet. : Good fats are also known as unsaturated, monounsaturated and polyunsaturated. † These fats can be found in fatty fish, peanut butter, almond butter, soy milk, nuts, avocados, olives and oils that are liquid at room temperature. Fish oil, omega 3s and omega 6s are good fats that can also be consumed in supplement forms. (Tsang 2004) The benefits of good fats are they are known to decrease LDL or â€Å"bad cholesterol† level and raise HDL â€Å"good cholesterol, reduce risk of heart disease, high blood pressure and cancer, improve joint health and improve emotional well being. Bad fats also go by the names of saturated and trans fat. Saturated fat can be found in high amounts in animal products, whole dairy product, eggs and lard. These fats are solid at room temperature. Saturated fats raise LDL (bad) cholesterol levels and can lead to higher risk of chronic cardiac disease. Trans fats raise LDL (bad) cholesterol levels and lower HDL (good) cholesterol levels. Trans fats are used to extend the shelf life of processed foods. They can be found in cookies, cakes, French fries, donuts and any items that contain hydronated oils. Trans fat should be avoided at all cost. These fats are the leading cause of cardiac diseases and raise the risk of heart attacks and strokes. These fats are considered to be so bad that since 2006 all food manufactures are required to list their trans fats content on their food labels. (Mann, 2011) Intake of fats has been separated into the two categories of good and bad. To maintain a healthy living both need to be included in your diet. Fat should make up 20-35 percent of your caloric intake. Less then 10 percent should come form saturated fats with the rest coming from unsaturated fats. Trans fat should be avoided at all cost. Following these recommendations will lead to many health benefits. Mann, Denise. Trans Fats: The Science and the Risks. WebMD Web. 28 Jul 2011 webmd. com/diet/features/trans-fats-science-and-risks Tsang, Gloria. Good Fats and Bad Fats. Health Castle. com (2004) Web. 28 Jul 2011. healthcastle. com/goodfats-badfats. shtml

Media Reaction Paper Research Example | Topics and Well Written Essays - 500 words

Media Reaction - Research Paper Example The two girls were best friends. When Tiana grew up she became a waitress, but was saving money to buy her own restaurant. She had a lot of talent as chef. Due to her stature as a lower class citizen nobody believed in her. Her mother told her love that there were more important than work, but Tiana was stubborn. She had a deal in place to buy a vacated business lot that was perfect for her restaurant. Before the deal was sign the owner told Tiana they received a better offer. They insulted her verbally with discriminatory racial slurs. During the Jazz Era the music united the white and blacks in dance ball rooms where everyone enjoyed the music and each other company’s in civilized manner. Diversity and multiculturalism was also present in the animal world when Tiana and Naveen entered once Tiana became frog during their first kiss. In the animal world all the animals respected each other and tried to do whatever it took to help each other. Since the movie is in the fantasy genre it could interpreted that animals served the roles of humans and within that perspective there was great diversity of animal species that interacted in a productive manner in the movie. Another interesting perspective of diversity in the movie is that fact that the frogs which were actually humans got along very well with other animals in the jungle including Louis the crocodile and Raymond the firefly. Two characters who are the opposite of the Voodoo war were The Shadow Man and the Mama Odie. Both were humans who know about the interconnection with humans and the animal world. The Shadow Man was the one who originally turned Prince Noreen into a frog to steal the money of the princess once they got married. Multiculturalism was present through the movie. There were incidents of racism, but the creators of the movie displayed the racial discriminatory scene in soft manner so that the

Describe the neurophysiological bases of Alzheimers disease Essay

Describe the neurophysiological bases of Alzheimers disease - Essay Example Behavioural symptoms—such as psychosis, agitation, depression, and wandering—are common and impose tremendous strain on caregivers. Diagnosis is challenging because of the lack of biological markers, insidious onset, and need to exclude other causes of dementia. (Mental Health, 1) Dementia is a prominent healthcare issue for primary care physicians and specialist services. Over 90% of patients with dementia experience a â€Å"behaviour disturbance,† often referred to as behavioural or psychological signs in dementia in accordance with the recommendation of the International Psycho geriatric Association. These symptoms are distressing to patients and troublesome to carers and often precipitate admission to residential facilities. What is the evidence that any of the several drugs that are currently used to treat these symptoms are effective? Managing the behavioural and psychological signs of dementia is a major problem for healthcare professionals. Narcoleptic drugs are the mainstay of pharmacological treatment, although their use is justified largely on the basis of clinical anecdote, and they have many harmful side effects. These include Parkinsonism, drowsiness, tardive dyskinesia, falls, accelerated cognitive decline, and severe narcoleptic sensitivity reactions. It is therefore not surprising that the chief medical officer has recommended judicious use of these agents in patients with dementia. In 1990 Schneider published a landmark study showing the paucity of large, placebo controlled, double blind trials of narcoleptic agents in treating behavioural and psychological signs in dementia. Since then research in the subject has increased, but most treatment studies have used an open or active comparison design, a major methodological flaw given the high placebo response rates (40%). Two large multi-centre studies with