Report Essay Example | Topics and Well Written Essays - 2500 words - 15

Report - Essay Example This project management plan is to provide information for the implementation of an information management system project, within the confines of a health care institution. The project management approach consists of a project management team with the client’s project manager and the IT specialist’s project manager. The plan clearly outlines the project structure and governance. The plan lists the stakeholders the risks identified. The project is to take 207 days. This project plan presents a breakdown of the functions that will be included in the implementation of an information management system within the healthcare sector, with a specific focus on Curtin Hospital. The project aims at devising an information management system in a hospital in order to augment the conveyance of services through making patient information readily available. With the increased adopted of information technology within different sectors, the implementation of the information management system marks the beginning of the fundamental changes which the hospital shall implement in seeking to improve service delivery. The intended audience for the information management system project in Curtis hospital is the various project stakeholders who include senior management of the hospital, project sponsors and the project management team Information technology has become essential in the improvement of service delivery within many industries. The implementation of information management systems within the healthcare sector presents healthcare institutions with an opportunity to utilize technological methods to enhance service delivery. The hospital utilizes manual records for the majority of the hospital records. There is need to create a digital database for this information which will begin with the conversion of the paper based records into digital formats. The system will enhance the process of retrieving

The Last of the Mohicans - Accuracy Report Essay Example for Free

The Last of the Mohicans Accuracy Report Essay Question: To what extent is the film The Last of the Mohicans an accurate portrayal of historical events? The last of the Mohicans, the film, was based on a novel by James Fenemore Cooper. It is a fictional story set in an historical time. The movie is based on The French and Indian War also known as The 7 Year War. The war started in 1756 and ended in 1763. The French and English were fighting each other for the land between their two settlements and the possession of America. At the start of the movie, it tells you that the year is 1757, the third year of the war. But in fact 1757 was the second year of the war because the war started in 1756. This means that the third year of the war would have to have been 1758. The countries involved in the war were England and France plus the Native Americans (Huron, Ohawa and Mohawks). This was accurately portrayed in the film. The cause of conflict between the two countries was the fact that the English started to setting up farms in French Territory and the French werent to happy. There had been conflict before the war but this was the strew that broke the camels back. Some Native American tribes decided to side with the countries fighting by making deals with them. The Mohawks decided to side with England but the Huron and the Ohawa tribes decided to fight with the French because the French had always been better to the Native Americans then the English had been. The locations and their names were accurate in the film. The three forts were Fort William Henry, Fort Edward and Alburney. They were all placed inside the fought over land between the French and English settlement. In the film there were three Military Leaders. These were General Webb (British), Colonel Munro (British) and General Montcalm (French). It is a historical fact that these three men did exist during this time. The movies terrain was accurate to what it was like back then. They were situated in the mountains with lots of tree cover which made it hard too fight because it gave the troops more places to hide and made it easy to ambush a moving party. The Costumes of the actors and actress were accurate to what they wear back in those times. The Military wore the red coats with their black hats, black boots and black pants. The colonists were wearing everyday farming clothes that were worn and old and the Native Americans were wearing animal skins, feathers and strange hair styles as they did back then. The Native Americans used knives and spears as weapons, which were all hand made by their people like they would have been back then. The Troops and colonists used shoot guns, swords and those guns with the swords on the end, which would have been shipped over from England and France. The weapons were accurate to those that would have been used back then. The Native Americans and France used a different style of fighting to what the English used. The English would just stand in line and fire, making it easy for them to be shot because they were not protected. Where as the French and Native Americans would hide behind trees, bushes, etc, and fire from were they where. This way the English wouldnt know where they were and they had protection. We get to see in the movie that the Native Americans were very brutal in the way they killed people and they way they scalped their victims. The English  and French killed people as easily and quickly as possible. The Native Americans liked to make people suffer. But the Native Americans were more caring when it came to the way they respected the environment. Because they lived off the land, they respected the land and I tried to give back to the land. A good example of this in the film was at the start when they killed the dear. Once they had killed it, they prayed for it and thank it for giving them food to keep them alive. They called it brother like it was part of their family. The British Army didnt care much for the colonists. For all they were concerned, the colonists were there for their convenience. They were there to help them fight and win the war. Thats all they cared about. The colonists werent happy by this. They were promised by Munro that they could go help their families if they were under attack. But when this happened, Munro would not let them go. The colonists were extremely mad. They hated the British Army for this. But the British Army and the colonists needed to stick together to fight the war. Otherwise they would not win. If they went their separate ways, they would not have enough power to defeat the French. The French were nice to the Native Americans when they first settled but when it came to the war, all they wanted was for them to fight for the French and they didnt care about the rest of the deal they made with them. The English were the same but they had treated the Native Americans worse when they had settled, so not many Native Americans liked them. At Fort William Henry, the English didnt have enough man power to beat the French. With some of the colonist sneaking out to help their familles and no back up from Fort Edward, they had to surrender because they could not win. The French promised the English that they would become prisoners of war and would be safely lead back to Fort Edward were they could stay with their families and not be harmed. But the Native Americans didnt like this. They were promised that they could kill the English and scalp them but the French went back on their word. The Native Americans were extremely mad and ambushed the English Party while they were being escorted to Fort Edward. The Native Americans killed the English and the French and scalped them. Even though the movie was historical correct in most ways, there was still some fiction in it. It is true that there was an existence of a tribe called the Mohicans (later to disappear due to European settlement) but there is no proof that there was an existence of the three heroes (Nathaniel/Hawkeye, Uncas and Chingachcook) said to be the last of the Mohicans. Munro didnt send for his daughters in the middle of the war so they couldnt have been any romance between the eldest daughter and Nathaniel. And finally, they portrayed the English to be the heroes and the French to be the villains, when really both of the countries were in the wrong so none of them were heroes. The film is an accurate portrayal of historical events, as long as you take out the main characters, the love story and the hero and villains aspect. Everything else is historically correct, from what they wore, to what the terrain was like, to the countries involved, to what weapons they used.

Karl Marx: History as Explicable Human Activity Essay -- Philosophy Hi

History as Explicable Human Activity as Seen by Karl Marx Using phrases such as" innocent and childlike fantasies," Karl Marx unambiguously attacks the Hegelian philosophy preponderant during his time, citing in its concept of history an irrevocable divorce with reality. For Marx, history is exactly what it seems to be: a succession of human events in which ideas such as the division of labor, production, and revolution replace their immaterial Hegelian counterparts, if even such counterparts exist. In fact, Marx accuses the token historian of ignoring the fundamental aspects of actual human activity while instead concentrating upon non-actualized ideas at best and imaginary metaphysical concepts at worst. "History is nothing but the succession of separate generations, each of which exploits the materials, capital, and productive forces handed down to it by all preceding generations." Marx resists any abstraction from this idea, believing that his materialistic ideas alone stand supported by empirical evidence which seems impossible to the Hegelian. His history then begin... Karl Marx: History as Explicable Human Activity Essay -- Philosophy Hi History as Explicable Human Activity as Seen by Karl Marx Using phrases such as" innocent and childlike fantasies," Karl Marx unambiguously attacks the Hegelian philosophy preponderant during his time, citing in its concept of history an irrevocable divorce with reality. For Marx, history is exactly what it seems to be: a succession of human events in which ideas such as the division of labor, production, and revolution replace their immaterial Hegelian counterparts, if even such counterparts exist. In fact, Marx accuses the token historian of ignoring the fundamental aspects of actual human activity while instead concentrating upon non-actualized ideas at best and imaginary metaphysical concepts at worst. "History is nothing but the succession of separate generations, each of which exploits the materials, capital, and productive forces handed down to it by all preceding generations." Marx resists any abstraction from this idea, believing that his materialistic ideas alone stand supported by empirical evidence which seems impossible to the Hegelian. His history then begin...

Alzheimers Disease Essay -- Health Memory Diseases Essays

Alzheimer's Disease, progressive brain disorder that causes a gradual and irreversible decline in memory, language skills, perception of time and space, and, eventually, the ability to care for oneself. First described by German psychiatrist Alois Alzheimer in 1906, Alzheimer's disease was initially thought to be a rare condition affecting only young people, and was referred to as presenile dementia. Today late-onset Alzheimer's disease is recognised as the most common cause of the loss of mental function in those aged 65 and over. Alzheimer's in people in their 30s, 40s, and 50s, called early-onset Alzheimer's disease, occurs much less frequently, accounting for less than 10 percent of the estimated 4 million Alzheimer's cases in the United States. Although Alzheimer's disease is not a normal part of the aging process, the risk of developing the disease increases, as people grow older. About 10 percent of the United States population over the age of 65 is affected by Alzheimer's disease, and nearly 50 percent of those over age 85 may have the disease. Alzheimer's disease takes a devastating toll, not only on the patients, but also on those who love and care for them. Some patients experience immense fear and frustration as they struggle with once commonplace tasks and slowly lose their independence. Family, friends, and especially those who provide daily care suffer immeasurable pain and stress as they witness Alzheimer's disease slowly take their loved one from them. The onset of Alzheimer's disease is usually very gradual. In the early stages, Alzheimer's patients have relatively mild problems learning new information and remembering where they have left common objects, such as keys or a wallet. In time, they begin to have trouble recollecting recent events and finding the right words to express themselves. As the disease progresses, patients may have difficulty remembering what day or month it is, or finding their way around familiar surroundings. They may develop a tendency to wander off and then be unable to find their way back. Patients often become irritable or withdrawn as they struggle with fear and frustration when once commonplace tasks become unfamiliar and intimidating. Behavioural changes may become more pronounced as patients become paranoid or delusional and unable to engage in normal conversation. Eventually Alzheimer's patients... ...be learned, but as scientists better understand the genetic components of Alzheimer's, the roles of the amyloid precursor protein and the tau protein in the disease, and the mechanisms of nerve cell degeneration, the possibility that a treatment will be developed is more likely. The responsibility for caring for Alzheimer's patients generally falls on their spouses and children. Care givers must constantly be on guard for the possibility of an Alzheimer's patient wandering away or becoming agitated or confused in a manner that jeopardises the patient or others. Coping with a loved one's decline and inability to recognise familiar faces causes enormous pain. The increased burden faced by families is intense, and the life of the Alzheimer's care giver is often called a 36-hour day. Not surprisingly, care givers often develop health and psychological problems of their own as a result of this stress. The Alzheimer's Association, a national organisation with local chapters throughout the United States, was formed in 1980 in large measure to provide support for Alzheimer's care givers. Today, national and local chapters are a valuable source for information, referral, and advice.

Liberal Theory Essay

This memo outlines the liberal approach to theorizing international relations. Like realism, institutionalism, or non-rational approaches, it is a name given to a family of related theories of international relations. Here it will not be used, as many use it in international relations, to designate theories that stress the importance of international institutions. Nor to designate theories that stress the importance of universal, altruistic or utopian values of a liberal sort, such as human rights or democracy. Nor to designate theories favored by left-wing (â€Å"liberal†) political parties or policies in the US. Instead, it is a theory that stresses the role of the varied social interests and values of states, and their relevance for world politics. Liberals argue that the universal condition of world politics is globalization. States are, and always have been, embedded in a domestic and transnational society, which creates incentives for economic, social and cultural interaction across borders. State policy may facilitate or block such interactions. Some domestic groups may benefit from or be harmed by such policies, and they pressure government accordingly for policies that facilitate realization of their goals. These social pressures, transmitted through domestic political institutions, define â€Å"state preferences† –that is, the set of substantive social purposes that motivate foreign policy. State preferences give governments an underlying stake in the international issues they face. Since the domestic and transnational social context in which states are embedded varies greatly across space and time, so do state preferences. Without such social concerns that transcend state borders, states would have no rational incentive to engage in world politics at all, but would simply devote their resources to an autarkic and isolated existence. To motivate conflict, cooperation, or any other costly foreign policy action, states must possess sufficiently intense state preferences. The resulting globalization-induced variation in social demands, and thus state preferences, is a fundamental cause of state behavior in world politics. This is the central insight of liberal international relations theory. It can be expressed colloquially in various ways: â€Å"What matters most is what states want, not how they get it. † –or- â€Å"Ends are more important than means. † Liberal theory is distinctive in the nature of the variables it privileges. The liberal focus on variation in socially-determined state preferences distinguishes liberal theory from other theoretical traditions: realism (focusing on variation in coercive power resources), institutionalism (focusing on information), and most non-rational approaches (focusing on patterns of beliefs about appropriate means-ends relationships). In explaining patterns of war, for example, liberals do not look to inter-state imbalances of power, bargaining failure due to private information or uncertainty, or particular non-rational beliefs or propensities of individual leaders, societies, or organizations. Liberals look instead to conflicting state preferences derived from hostile nationalist or political ideologies, disputes over appropriable economic resources, or exploitation of unrepresented political constituencies. For liberals, a necessary condition for war is that social pressures lead one or more â€Å"aggressor† states to possess â€Å"revisionist† preferences so extreme or risk-acceptant that other states are unwilling to submit. Three specific variants of liberal theory are defined by particular types of preferences, their variation, and their impact on state behavior. Ideational liberal theories link state behavior to varied conceptions of desirable forms of cultural, political, socioeconomic order. Commercial liberal theories stress economic interdependence, including many variants of â€Å"endogenous policy theory. Republican liberal theories stress the role of domestic representative institutions, elites and leadership dynamics, and executive-legislative relations. Such theories were first conceived by prescient liberals such as Immanuel Kant, Adam Smith, John Stuart Mill, John Hobson, Woodrow Wilson, and John Maynard Keynes-writing well before the deep causes (independent variables) they stress (e. g. democratization, industrialization, nationalism, and welfare provision) were widespread. This essay introduces the liberal approach in three steps. It presents two distinctive assumptions underlying and distinguishing liberal theories. Then it further explicates the three variants of liberal theory that follow from these assumptions. Finally, it reviews some distinctive strengths that liberal theories tend to share vis-a-vis other types of international relations theory. Two Unique Assumptions underlying Liberal Theory What basic assumptions underlie the liberal approach? Two assumptions liberal theory make are the assumptions of anarchy and rationality. Specifically, states (or other political actors) exist in an anarchic environment and they generally act in a broadly rational way in making decisions. 2] The anarchy assumption means that political actors exist in the distinctive environment of international politics, without a world government or any other authority with a monopoly on the legitimate use of force. They must engage in self-help. The rationality assumption means that state leaders and their domestic supporters engage in foreign policy for the instrumental purpose of securing benefits provided by (or avoiding costs imposed by) actors outside of their borders, and in making such calculations, states seek to deploy the most cost-effective means to achieve whatever their ends (preferences) may be. Liberal theory shares the first (anarchy) assumption with almost all international relations theories, and it shares the second (rationality) assumption with realism and institutionalism, but not non-rationalist process theories. Liberal theories are distinguished from other rationalist theories, such as realism and institutionalism, by two unique assumptions about world politics: (1) States represent social groups, whose views constitute state preferences; and (2) Interdependence among state preferences influences state policy. Let us consider each in turn. Assumption One: States Represent Societal Preferences The first assumption shared by liberal theories is that states represent some subset of domestic society, whose views constitute state preferences. For liberals, the state is a representative institution constantly subject to capture and recapture, construction and reconstruction, by domestic social coalitions. These social coalitions define state â€Å"preferences† in world politics at any point in time: the â€Å"tastes,† â€Å"ends,† â€Å"basic interests,† or â€Å"fundamental social purposes† that underlie foreign policy. Political institutions constitute a critical â€Å"transmission belt† by which these interests of individuals and groups in civil society enter the political realm. All individuals and groups do not wield equal influence over state policy. To the contrary, their power varies widely, depending on the context. Variation in the precise nature of representative institutions and practices helps define which groups influence the â€Å"national interest. † Some states may represent, ideal-typically, the preferences of a single tyrannical individual, a Pol Pot or Josef Stalin; others afford opportunities for broad democratic participation. Most lie in between. The precise preferences of social groups, weighted by their domestic power, shape the underlying goals (â€Å"state preferences†) that states pursue in world politics. Sometimes, non-governmental organizations (NGOs) and other actors may form transnational alliances to assist social forces. â€Å"State-society relations†Ã¢â‚¬â€the relationship between a state and its domestic (and transnational) society in which it is embedded—lies at the center of liberal theory. [3] Liberals believe that state preferences cannot be reduced to some simple metric or preference ordering, such as seeking â€Å"security† or â€Å"wealth†. Most modern states are not Spartan: They compromise security or sovereignty in order to achieve other ends, or, indeed, just to save money. Nor do modern states uniformly seek â€Å"wealth. † Instead they strike rather strike complex and varied trade-offs among economic, social and political goals. Nor, finally do they seek â€Å"power† in the sense of â€Å"domination†: Many countries would clearly rather spend money on â€Å"butter† rather than â€Å"guns. To see how consequential the variation in goals can be, one need look no further than the implications for international relations of Germany’s evolution from Adolf Hitler’s preference for militant nationalism, fascist rule, autarky, and ruthless exploitation of German Lebensraum under Das Dritte Reich to the social compro mise underlying the postwar Bundesrepublik Deutschland, which favored capitalist democracy, expanding German exports, and peaceful reunification. Similarly one can look at the striking change in policy between Maoist and post-Maoist China, Soviet and post-Soviet Russia, Imperial and post-Imperial Japan, and so on. Assumption Two: Interdependence among State Preferences Influences State Behavior The second core assumption shared by liberal theories is that the interdependence among of state preferences influences state behavior. Rather than treating preferences as a fixed constant, as do realists or institutionalists, liberals seek to explain variation in preferences and its significance for world politics. The precise distribution and nature of the â€Å"stakes† explains differences in state policy and behavior. States, liberals argue, orient their behavior to the precise nature of these underlying preferences: compatible or conflictual, intense or weak, and their precise scope. States require a â€Å"social purpose† — a perceived underlying stake in the matter at hand — in order to pay any attention to international affairs, let alone to provoke conflict, inaugurate cooperation, or take any other significant foreign policy action. If there is no such interdependence among state objectives, a rational state will conduct no international relations, satisfying itself with an isolated and autarkic existence. Conflictual goals increase the incentive for of political disputes. Convergence of underlying preferences creates the preconditions for peaceful coexistence or cooperation. The critical theoretical link between state preferences, on the one hand, and state behavior, on the other, is the concept of policy interdependence. Policy interdependence refers to the distribution and interaction of preferences—that is, the extent to which the pursuit of state preferences necessarily imposes costs and benefits (known as policy externalities) upon other states, independent of the â€Å"transaction costs† imposed by the specific strategic means chosen to obtain them. Depending on the underlying pattern of interdependence, each of the qualitative categories above, the form, substance, and depth of conflict and cooperation vary according to the precise nature and intensity of preferences. The existence of some measure of divergent fundamental beliefs, scarcity of material goods, and inequalities in domestic political power among states and social actors renders inevitable some measure of pluralism and competition among and within states. Unlike realists such as Waltz and Morgenthau, liberals do not assume these divergent interests are uniformly zero-sum. At the same time, liberals reject the utopian notion (often attributed to them by realists) of an automatic harmony of interest among individuals and groups in international society. Nor do liberals argue, as realists like Morgenthau charge, believe that each state pursues an ideal goal, oblivious of what other states do. Liberals argue instead that each state seeks to realize distinct preferences or interests under constraints imposed by the different interests of other states. [4] This distribution of preferences varies considerably. For liberals, this variation—not realism’s distribution of capabilities or institutionalism’s distribution of information—is of decisive causal importance in explaining state behavior. A few examples illustrate how liberal theories differ from realist, institutionalist or non-rational ones. We have already encountered the example of war in the introduction, in which liberals stress states with aggressive preferences, rather than imbalances of power, incomplete information, or non-rational beliefs and processes. Another illustration is trade policy. Economists widely agree that free trade is superior welfare-improving policy choice for states, yet trade protection is often practiced. To explain protectionism, liberals look to domestic social preferences. An important factor in almost all countries is the competitive position of affected economic sectors in global markets, which generates domestic and transnational distributional effects: Protectionism is generally backed by producers who are globally uncompetitive; free trade by producers who are globally competitive. Moreover, even if the state is a net beneficiary from free trade, domestic adjustment costs may be too high to tolerate politically, or may endanger other countervailing domestic social objectives, such as domestic social equality or environmental quality. Certain domestic political institutions, such as non-parliamentary legislative systems, which governed US trade policy before 1934, grant disproportionate power to protectionist interests. This differs from realist explanations of trade protectionism, which tend to stress the role of â€Å"hegemonic power† in structuring trade liberalization, or the need to defend self-sufficient national security within the prevailing zero-sum geopolitical competition, perhaps by maintaining self-sufficiency or by aiding allies at the expense of purely economic objectives. Institutionalists might cite the absence of appropriate international institutions, or other means to manage the complex informational tasks and collective action problems—negotiation, dispute resolution, enforcement—required to manage free trade. Those who focus on non-rational theories (psychological, cultural, organizational, epistemic, perceptual or bureaucratic) might stress an ideological disposition to accept â€Å"mercantilist† theory, shared historical analogies, and the psychological predisposition to avoid losses. To further illustrate the importance of patterns of policy interdependence, consider the following three circumstances: zero-sum, harmonious and mixed preferences. In the case of zero-sum preferences, attempts by dominant social groups in one state to realize their preferences through international action may necessarily impose costs on dominant social groups in other countries. This is a case of â€Å"zero-sum† preferences, similar to the â€Å"realist† world. Governments face a bargaining game with few mutual gains and a high potential for interstate tension and conflict. Many ancient cities and states, including those of Ancient Athens, often imposed imperial tribute on defeated neighbors or, in extremis, killed the male population, cast women and children into slavery, and repopulated the town with their own citizens—a situation approximating zero-sum conflict. Today, it might still be argued that there are certain cases—trade in agricultural goods by industrial democracies, for example—where entrenched national interests are so strong that no government seriously considers embracing free trade. In the case of harmonious preferences, where the externalities of unilateral olicies are optimal (or insignificant) for others, there are strong incentives for quiet coexistence with low conflict and (at most) simple forms of interstate coordination. For example, advanced industrial democracies today no longer contemplate waging war on one another, and in some areas governments have agreed to mutual recognition of certain legal standards without controversy. One case of mixed preferences is bargaining, where states can achieve common gains (or avoid common losses, as with a war) if they agree to coordinate their behavior, but may disagree strongly on the distribution of benefits or adjustment costs. Under such circumstances, one of the most important determinants of bargaining power is the intensity of the preferences of each party; the more intense their preference for a beneficial settlement, the more likely they are to make concessions (or employ coercive means) in order to achieve it. Another situation of mixed motives is a situation where interstate coordination can avoid significant risks and costs, as in agreement to avoid naval incidents at sea, or to share information on infectious diseases. In such situations, institutional pre-commitments and the provision of greater information can often improve the welfare of all parties. Liberals derive several distinctive conceptions of power, very different from that of realism. One form of international influence, for liberals, stems from the interdependence among preferences that Keohane and Nye (Power and Interdependence) call â€Å"asymmetrical interdependence. † All other things equal, the more interdependent a state is, the more intense its preference for a given outcome, the more power others potentially have over it; while the less a state wants something, the less a state cares about outcomes, the less intense its preferences, the less power others have over it. Situations of asymmetrical interdependence, where one state has more intense preference for an agreement than another, create bargaining power. In trade negotiations, for example, smaller and poorer countries are often more dependent on trade and thus benefit more from free trade, and thus tend to have a weaker position and make more concessions in the course of negotiations. Enlargement of the European Union is a recent instance. Relative preference intensity can also influence the outcome of war, but in a different way. Nations are in fact rarely prepared to mortgage their entire economy or military in conflict, so their power depends not on their coercive power resources, but on their resolve or will. This is why smaller states often prevail over larger ones. Vietnam, for example, did not prevail over the US in the Vietnam War because it possessed more coercive power resources, but because it had a more intense preference at stake. From Assumptions to Theories Taken by themselves, these liberal assumptions—the international system is anarchic, states are rational, social pressures define state preferences, interdependence among preferences dictates state behavior—are thin. They exclude most existing realist, institutionalist, and non-rational theories, but they do not, taken by themselves, define very precisely the positive content of liberal theory. Some might rightly complain that simply pointing to state preferences opens up an unmanageably wide range of hypothetical social influences on policy. Yet, in practice, research has shown that, in practice, the range of viable liberal theories that test out empirically are relatively few, focused, and powerful. Three broad variants or categories of liberal theory exist: ideational, commercial, and republican liberalism. At the core of each lies a distinct conception of the social pressures and representative institutions that define state preferences, and the consequences for state behavior. Some of these have proven, empirically, to be among the most powerful theories in international relations. Let us consider each in turn.

USS Indianapolis - World War II

USS Indianapolis - World War II USS Indianapolis - Overview: Nation: United States Type: Portland-class heavy cruiser Shipyard: New York Shipbuilding Co. Laid Down: March 31, 1930 Launched: November 7, 1931 Commissioned: November 15, 1932 Fate: Sunk July 30, 1945 by I-58 Specifications: Displacement: 33,410 tons Length: 639 ft., 5 in. Beam: 90 ft. 6 in. Draft:: 30 ft. 6 in. Propulsion: 8 White-Foster boilers, single reduction geared turbines Speed: 32.7 knots Complement: 1,269 (wartime) Armament: Guns 8 x 8-inch (3 turrets with 3 guns each)8 x 5-inch guns Aircraft 2 x OS2U Kingfishers USS Indianapolis - Construction: Laid down on March 31, 1930, USS Indianapolis (CA-35) was the second of two Portland-class built by the US Navy. An improved version of the earlier Northampton-class, the Portlands were slightly heavier and mounted a larger number of 5-inch guns. Built at the New York Shipbuilding Company in Camden, NJ, Indianapolis was launched on November 7, 1931. Commissioned at the Philadelphia Navy Yard the following November, Indianapolis departed for its shakedown cruise in the Atlantic and Caribbean. Returning in February 1932, the cruiser underwent a minor refit before sailing to Maine. USS Indianapolis - Prewar Operations: Embarking President Franklin Roosevelt at Campobello Island, Indianapolis steamed to Annapolis, MD where the ship entertained members of the cabinet. That September Secretary of the Navy Claude A. Swanson came aboard and used the cruiser for an inspection tour of installations in the Pacific. After participating in a number of fleet problems and training exercises, Indianapolis again embarked the President for a Good Neighbor Tour of South America in November 1936. Arriving home, the cruiser was dispatched to the West Coast for service with the US Pacific Fleet. USS Indianapolis - World War II: On December 7, 1941, as the Japanese were attacking Pearl Harbor, Indianapolis was conducting fire training off Johnston Island. Racing back to Hawaii, the cruiser immediately joined Task Force 11 to search for the enemy. In early 1942, Indianapolis sailed with the carrier USS Lexington and conducted raids in Southwest Pacific against Japanese bases on New Guinea. Ordered to Mare Island, CA for an overhaul, the cruiser returned to action that summer and joined US forces operating in the Aleutians. On August 7, 1942, Indianapolis joined in the bombardment of Japanese positions on Kiska. Remaining in northern waters, the cruiser sank the Japanese cargo ship Akagane Maru on February 19, 1943. That May, Indianapolis supported US troops as they recaptured Attu. It fulfilled a similar mission in August during the landings on Kiska. Following another refit at Mare Island, Indianapolis arrived at Pearl Harbor and was made flagship of Vice Admiral Raymond Spruances 5th Fleet. In this role, it sailed as part of Operation Galvanic on November 10, 1943. Nine days later, it provided fire support as US Marines prepared to land on Tarawa. Following the US advance across the central Pacific, Indianapolis saw action off Kwajalein and supported US air strikes across the western Carolines. In June 1944, the 5th Fleet provided support for the invasion of the Marianas. On June 13, the cruiser opened fire on Saipan before being dispatched to attack Iwo Jima and Chichi Jima. Returning, the cruiser took part in the Battle of the Philippine Sea on June 19, before resuming operations around Saipan. As the battle in the Marianas wound down, Indianapolis was sent to aid in the invasion of Peleliu that September. After brief refit at Mare Island, the cruiser joined Vice Admiral Marc A. Mitschers fast carrier task force on February 14, 1945, shortly before it attacked Tokyo. Steaming south, they aided in the landings on Iwo Jima while continuing to attack the Japanese home islands. On March 24, 1945, Indianapolis took part in the preinvasion bombardment of Okinawa. A week later, the cruiser was hit by kamikaze while off the island. Hitting Indianapolis stern, the kamikazes bomb penetrated through the ship and exploded in the water underneath. After making temporary repairs, the cruiser limped home to Mare Island. Entering the yard, the cruiser underwent extensive repair to the damage. Emerging in July 1945, the ship was tasked with the secret mission of carrying the parts for the atomic bomb to Tinian in the Marianas. Departing on July 16, and steaming at high speed, Indianapolis made record time covering 5,000 miles in ten days. Unloading the components, the ship received orders to proceed to Leyte in the Philippine and then on to Okinawa. Leaving Guam on July 28, and sailing unescorted on a direct course, Indianapolis crossed paths with the Japanese submarine I-58 two days later. Opening fire around 12:15 AM on July 30, I-58 hit Indianapolis with two torpedoes on its starboard side. Critically damaged, the cruiser sank in twelve minutes forcing around 880 survivors into the water. Due to the rapidity of the ships sinking, few life rafts were able to be launched and most of the men had only lifejackets. As the ship was operating on a secret mission, no notification had been sent to Leyte alerting them that Indianapolis was en route. As a result, it was not reported as overdue. Though three SOS messages were sent before the ship sank, they were not acted on for various reasons. For the next four days, Indianapolis surviving crew endured dehydration, starvation, exposure, and terrifying shark attacks. Around 10:25 AM on August 2, the survivors were spotted by a US aircraft conducting a routine patrol. Dropping a radio and life raft, the aircraft reported its position and all possible units were dispatched to the scene. Of the approximately 880 men who went into the water, only 321 were rescued with four of those later dying from their wounds. Among the survivors was Indianapolis commanding officer, Captain Charles Butler McVay III. After the rescue, McVay was court-martialed and convicted for failing to follow an evasive, zig-zag course. Due to evidence that the Navy had put the ship in danger and the testimony of Commander Mochitsura Hashimoto, I-58s captain, which stated that an evasive course would not have mattered, Fleet Admiral Chester Nimitz remitted McVays conviction and restored him to active duty. Despite this, many of the crewmembers families blamed him for the sinking and he later committed suicide in 1968.

A Hero Like a Hurricane

A Hero Like a Hurricane “Im your RA Katrina, like the hurricane,” she had said when we first met. It sounded strange, a bit intimidating even. Stranger still was her first piece of advice, a warning to shave our heads while were still young. She was blunt, yet not offensive; confident, yet not arrogant. Even when she didnt speak a word, her presence was always unconsciously pronounced and obvious. Her enthusiastic words of encouragement and acts of selflessness, even the smallest ones, became a source of great inspiration and helped to broaden my opinions.During conversations, Katrina usually got very quiet, subliminally signifying to us that she was trying to analyze everyones opinions and personalities. She always had the last word and concluded every conversation. Her presence and humility always were clearly prominent.I still remember one night when I foolishly locked myself out of the dorm at midnight and had no other choice but to ask for Katrinas assistance.2005-8-25 Hurricane KatrinaAlthough she had just awoken, her response was swift and she quickly made her way three floors down to the far side of the building to retrieve a spare key. Perhaps she was just doing her job, but there have been other occurrences where other RAs were not as selfless and ignored their students to gain some sleep.Next year, Katrina is fulfilling her dream by joining the Peace Corps, traveling to Africa, and shaving off all her shoulder-length red hair. Her selfless goals to better the environment and her determination to achieve them, inspires me to make similar goals. As her last piece of advice, Katrina hoped to inspire us further, telling us to never waste our “one wild and precious life.”My admiration for someone only seven years older than me grew not only because of her selflessness but also from...

Free Essays on Martin Luther

"Martin Luther" Early Life Martin Luther who was a German priest and scholar was born into a comparatively rich family on November 10,1483. Within weeks of Luther's birth, his father Hans descended into the copper mines. A lifetime of the hard work, lessening, watchfulness and self-improvement that would hallmark the Protestant ethic prepared of Hans Luther a propertied capitalist. At first, leasing a small smelting furnace, he would finally own two foundries absolute and acquire rights to half a dozen mining shaft. A hard and intolerant man, Hans had Martin's life neatly shaped for him from the beginning. Seven-year-old Martin was sent to study at the local Latin school. At thirteen, he started his studies with the lay Brethren of the Common Life and it was in general certainly here that he engrossed the central doctrine of all his subsequent teachings informality and faithfulness. A gifted student Luther matriculated, and moved on to acquire a master's degree at age 21. His father Hans Luther was a copper miner at Mansfield. Luther started his schooling in 1497, in Magdeburg, run by the Brethren of Common Life. In 1501 he went to university of Erfurt for his bachelors. Luther received his bachelor’s degree in 1502 in the usual arts subjects followed by a master’s degree in 1505. He stood second among the 17 candidates (Koenigsberger 16-17). The Thoughts The thoughts of Martin Luther King were precise and complete. About the Law and Gospel Luther upheld that God relate with human beings in two ways through the law and during the Gospel. The law represents God's demands as uttered, for example, in the Ten Commandments and the golden rule. All people, apart from of their religious passions, have some amount of admittance to the law through their conscience and through the ethical customs of their culture, though their perception is always made vague by human sin. The regulation enables human beings to carry o... Free Essays on Martin Luther Free Essays on Martin Luther "Martin Luther" Early Life Martin Luther who was a German priest and scholar was born into a comparatively rich family on November 10,1483. Within weeks of Luther's birth, his father Hans descended into the copper mines. A lifetime of the hard work, lessening, watchfulness and self-improvement that would hallmark the Protestant ethic prepared of Hans Luther a propertied capitalist. At first, leasing a small smelting furnace, he would finally own two foundries absolute and acquire rights to half a dozen mining shaft. A hard and intolerant man, Hans had Martin's life neatly shaped for him from the beginning. Seven-year-old Martin was sent to study at the local Latin school. At thirteen, he started his studies with the lay Brethren of the Common Life and it was in general certainly here that he engrossed the central doctrine of all his subsequent teachings informality and faithfulness. A gifted student Luther matriculated, and moved on to acquire a master's degree at age 21. His father Hans Luther was a copper miner at Mansfield. Luther started his schooling in 1497, in Magdeburg, run by the Brethren of Common Life. In 1501 he went to university of Erfurt for his bachelors. Luther received his bachelor’s degree in 1502 in the usual arts subjects followed by a master’s degree in 1505. He stood second among the 17 candidates (Koenigsberger 16-17). The Thoughts The thoughts of Martin Luther King were precise and complete. About the Law and Gospel Luther upheld that God relate with human beings in two ways through the law and during the Gospel. The law represents God's demands as uttered, for example, in the Ten Commandments and the golden rule. All people, apart from of their religious passions, have some amount of admittance to the law through their conscience and through the ethical customs of their culture, though their perception is always made vague by human sin. The regulation enables human beings to carry o... Free Essays on Martin Luther Martin Luther is best known as the person who started the reformation, which lead into the protestant division of Christianity. It all started when Luther felt he didn’t agree which the teachings of the Catholic Church, which dominated society at that time. He went on to write the 95 theses and nailed it to the door of the Wittenberg Castle Church. Martin Luther’s Early Years (1483-1516) On November 10, 1483 Martin Luther was born in Eisleben, Germany to Hans and Margaretta Luther. The following day he was baptized in the Church of Saints Peter and Paul. At age thirteen Luther began boarding school in Magdeburg, Germany. Then at age seventeen Luther began studying liberal arts at the University of Erfurt, which was one of the best universities at the time. At the age of twenty-one Luther received his Master’s degree and entered law school. Then Luther at the age of twenty-two took his monastic vows and became a monk in the Catholic Church. The year after, Luther was ordained into the priesthood. Several years later Luther became a Doctor of Theology. Martin Luther the Reformer (1517-1537) As Luther went on in life he felt uncomfortable about a teaching in the Catholic Church that caused him to investigate. The teaching was purchasing indulgences, which was where parishioners paid the Priest in order to remove their sins, and sometimes to get loved ones out of purgatory. Then on October 31, 1517, Luther nailed the 95 theses to the door of Wittenberg Castle Church. The 95 theses was a list of 95 things that Luther disagreed with in the teachings of the Catholic Church. On January 3, 1521, the pope excommunicated Luther from the Catholic Church. Luther was then summoned to appear before the Diet of Worms in order to get him to repent. Luther did not repent and quietly left and hid for eleven months at Wartburg castle. For the time he was at the castle there was a ban on Luther and his followers but was li...

Integrated service Essay Example | Topics and Well Written Essays - 3000 words

Integrated service - Essay Example The key workers can help in the improvement of home-school liaison so as to assist schools in the fulfilment of their statutory obligations. The child protection system provides a way in which the many agencies and professions work together to coordinate their work with children and families (Munro 2011: 52). For instance in the UK, children under five years are under the care of different professionals from different authorities. These authorities include local education authority, private nursery classes and schools and infant school classes. The various government departments, agencies and interest groups have their own different goals and aims, have different admission criteria, staffed with people with different training, different level of pay and different conditions of service, but they all work in their different capacities for the success of the education of the children. The different services are also of help to different groups of families and children. For instance, the parents of socially advantaged children, coming from disadvantaged backgrounds benefit from the services provided to their children. Thus is because the children have been over-represented in the local authority day nurseries, children’s centres as well as nursery schools. Inter-professional working is can also be well defined, drawing attention on the state sector. There have been important differences within the state sector in terms of the services provided. In most cases, day nurseries provide whole day care, and their administration is by staff having two years training. The state puts emphasis on the staff to provide proper social and emotional development for the children. The nursery classes and schools are mainly administered and staffed by education workers with qualifications in graduate teaching, and are often supported by nursery officers with

Human behavior Essay Example | Topics and Well Written Essays - 250 words - 3

Human behavior - Essay Example My family has historically believed ensuring high morality levels. For this reason, they take time to teach us some of the most basic moral principles necessary for enabling us to live a fulfilling life. This makes the day special. Some of the factors that have shaped my personal and family history emanate from high religious values. The family’s social life is based on the creation of an appropriate self-image, which has had an influence on my friendships, thereby determining my identity in society. Traditionally, the meeting we have with our family members in my grandparents’ home essentially enables us to uphold moral values, most importantly providing us with skills that enable us to take care of some of the personal differences we might be having between us. This consideration comprises of one of the aspects that have molded me into being a responsible individual. Conversely, the tradition has made it possible for the family to exercise responsibility over the lives of other members, making it possible for everyone to lead fulfilling

Communication eassy 7 Essay Example | Topics and Well Written Essays - 750 words

Communication eassy 7 - Essay Example Earliest films were very short, often just a minute or ten, one or two reels and eventually it goes up to 2 hours. (The Birth and Early Development of   the  Motion Picture,by Robert P. Brooks, Bulletin of the Passaic County Historical Society, April 1959). We can see a gradual development in the field of motion picture. Several inventors set up their projector machine in make shift halls and projected moving pictures on a screen. The ides of longer film with story began in 1895. The man named James .H White produced a picture 500 feet in length. It was called ‘American Fireman’. Today motion pictures have predisposed both in maintaining social order and powerful agents of change. Films are cultural artifacts formed by special cultures. Motion pictures have been a great influence in the cultural field. It affected the society too much. When motion pictures transformed from black-and –white to colour in U.S in the 1950’s the sensors struggled much to eli minate erotic imagery, and immoral treatment of sexuality. Many directors of that time violated the moral side of film industry. A good example for such film is â€Å"Lady Chatterleys Lover†, banned by New York censorship board in 1957. (Vaughn). Nudity, explicit sexual behavior, profane language, gratuitous violence, and themes of promiscuity, homosexuality, abortion, drug use, etc were the chief characteristics of the films of that time. The year 1968 marked tremendous changes in U.S. film industry. A new system of Production Code has been adopted that prevented the government censorship. Censors edited the films before they reached the theatres. A kind of spiritual and moral progress was visible in the films of 1930’s and it also promoted high social life and enlightened thinking. Those Films which were not acceptable to the social morality were severely opposed by the Roman Catholic Church and they were banned in the

How much of a problem is work place stress in a care home Essay

How much of a problem is work place stress in a care home - Essay Example and Rout, J. 2000, p. 77). Hence, it is extremely important to identify stressors and implement programs to reduce problems created due to stress, as it will help the organizations in managing workplace stress and to identify nurse’s perception of workplace stress. However, to find a solution to stress, it is very important to understand what ‘stress’ really is. Definition of Stress The meaning of ‘stress’ has been a matter concern for many researchers studying stress in human beings. There were so many aspects related to it that researchers found it difficult to define it properly (Lazarus and Folkman 1981, p.11). Lazarus (1966) suggested that it is a psychological aspect related to the adaptation of human being and animals to their surrounding and hence, wide range of phenomena that occur in human beings while adapting to the surrounds, should be considered as stress (Lazarus and Folkman 1981, p.11). Hence, stress is not just one thing but consists of many different aspects of psychological, emotional, physical and communicational level, which occur when dealing with adaptation to surrounding environment (Lazarus and Folkman 1981, p.12). ... Hence, the events and the situations that occur in the surroundings are called as stress stimuli (Lazarus and Folkman 1981, p.12). However, the stress stimuli comes not only from external conditions but also the inner human drives like hunger, sex, thirst etc., are considered as stress stimuli as it has a potential to create stress in human beings (Lazarus and Folkman 1981, p.12). However, it was realized that stress is not just a stimuli but is also evident in the response as every stimuli creates a response (Lazarus and Folkman 1981, p.15). Hence, it was observed that the stress is cohesion of stimulus-response relationship in living beings and hence, it consists of both, the stimuli and the response in living beings (Lazarus and Folkman 1981, p.15). Hence, Miller (1953) has defined stress as â€Å"..any vigorous, extreme, or unusual stimulation which being a threat, causes some significant change in behavior†¦Ã¢â‚¬  (Lazarus and Folkman 1981, p.15). Bosowitz et al. (1955) h as defined stress as â€Å"stimuli ‘more’ likely to produce disturbances† (Lazarus and Folkman 1981, p.15). The definitions show that stress is always a challenge for human beings and it is not easy to handle the emotional and psychological patterns that are created due to stress. According to Selye (1984), stress is â€Å"the response of an organism to any demand made upon it† (Howard 2003, p.93). Hence, it generally creates negative impact on the emotional and psychological health of a person (Howard 2003, p.93), as the demands and the pressure in the environment are, most of the times, unexpected and unwanted. Hence, there are many things, situations and events in the environment that work as stressors in human being’s life. Understanding

Summary Assignment Example | Topics and Well Written Essays - 500 words - 2

Summary - Assignment Example Consent, for them, is not real consent. For other patients, having the opportunity to participate in a clinical trial was empowering. At the end of her study, Dr. Corrigan reflects that she will reconsider her own methods which are mainstream regarding informed consent. She believes her practice will improve because of this. Doctors clearly need to take into full account the ethical dimensions of their patients choices and consent. I found this to be a very interesting article. It was topical. I was especially interested in what Dr. Corrigan wrote in relation to pharmaceutical trials and companies. These days there is a lot of controversy over the political, medical, and cultural influence of pharmaceuticals and pharmaceutical companies. Because this is now a big business, people are concerned that certain ethical standards may be being replaced by a nasty business sense. There have been some accusations of influence on doctors and other health professionals through drug representatives and salespeople, including the giving of gifts to doctors, paying for and sponsoring conferences, for example. Doctors are often hired and paid to sit on the boards of various pharmaceutical companies thus providing an appearance of medical credibility to a company or product that may not independently possess it. The pharmaceutical industry also has thousands of lobbyists in Washington, D.C., that lobby Congress and try protec t their own interests and weaken laws that might limit their profit or make it more expensive and difficult to sale drugs. We need doctors to stand up and be ethical and to inform their patients about their involvement. Dr. Corrigan writes that when doctors request that patients participate in studies of a research nature, patients can feel manipulated or betrayed (781). This is a very negative consequence with ethical implications that must be considered from both the point of view of the patient and of the

How much of a problem is work place stress in a care home Essay

How much of a problem is work place stress in a care home - Essay Example and Rout, J. 2000, p. 77). Hence, it is extremely important to identify stressors and implement programs to reduce problems created due to stress, as it will help the organizations in managing workplace stress and to identify nurse’s perception of workplace stress. However, to find a solution to stress, it is very important to understand what ‘stress’ really is. Definition of Stress The meaning of ‘stress’ has been a matter concern for many researchers studying stress in human beings. There were so many aspects related to it that researchers found it difficult to define it properly (Lazarus and Folkman 1981, p.11). Lazarus (1966) suggested that it is a psychological aspect related to the adaptation of human being and animals to their surrounding and hence, wide range of phenomena that occur in human beings while adapting to the surrounds, should be considered as stress (Lazarus and Folkman 1981, p.11). Hence, stress is not just one thing but consists of many different aspects of psychological, emotional, physical and communicational level, which occur when dealing with adaptation to surrounding environment (Lazarus and Folkman 1981, p.12). ... Hence, the events and the situations that occur in the surroundings are called as stress stimuli (Lazarus and Folkman 1981, p.12). However, the stress stimuli comes not only from external conditions but also the inner human drives like hunger, sex, thirst etc., are considered as stress stimuli as it has a potential to create stress in human beings (Lazarus and Folkman 1981, p.12). However, it was realized that stress is not just a stimuli but is also evident in the response as every stimuli creates a response (Lazarus and Folkman 1981, p.15). Hence, it was observed that the stress is cohesion of stimulus-response relationship in living beings and hence, it consists of both, the stimuli and the response in living beings (Lazarus and Folkman 1981, p.15). Hence, Miller (1953) has defined stress as â€Å"..any vigorous, extreme, or unusual stimulation which being a threat, causes some significant change in behavior†¦Ã¢â‚¬  (Lazarus and Folkman 1981, p.15). Bosowitz et al. (1955) h as defined stress as â€Å"stimuli ‘more’ likely to produce disturbances† (Lazarus and Folkman 1981, p.15). The definitions show that stress is always a challenge for human beings and it is not easy to handle the emotional and psychological patterns that are created due to stress. According to Selye (1984), stress is â€Å"the response of an organism to any demand made upon it† (Howard 2003, p.93). Hence, it generally creates negative impact on the emotional and psychological health of a person (Howard 2003, p.93), as the demands and the pressure in the environment are, most of the times, unexpected and unwanted. Hence, there are many things, situations and events in the environment that work as stressors in human being’s life. Understanding

Financial Performance Analysis of Fuller Smith and Turner Plc Group Essay

Financial Performance Analysis of Fuller Smith and Turner Plc Group - Essay Example It is of great significance that the ratios must be benchmarked against a standard in order for them to possess a meaning. Keeping that into account, the comparison is usually conducted between companies portraying same business and financial risks, between industries and between different time periods of the same company. The company under consideration is Fuller Smith and Turner Plc Group and in this report analysis of the financial performance of the company over two years has been conducted in order to draw attention to various financial trends and significant changes over the period. The analysis is divided into three main categorize namely Profitability, Liquidity and Gearing. Profitability ratios identify how efficiently and effectively a company is utilizing its resources and how successful it has been in generating a desired rate of return for its shareholders and investors. Liquidity ratios measure the ability of the company to quickly convert its asset into liquid cash to settle its short term liabilities. Whereas, the Gearing ratios identifies the extent to which the company is financed through debt and to what degree the operations are being conducted from the finance raised through raising equity capital or otherwise. Profitability Ratios    2010 2009    Profitability Ratios Gross profit margin 67.85% 67.48% Net profit margin 14.14% 9.90% ROCE 15.54% 10.56% Gross profit margin is an analyzing tool which assists in identifying how effectively and efficiently the company is utilizing its raw materials [1], variable cost related to labor and fixed costs such as rent and depreciation of property plant and equipment. The ratio is calculated by dividing the sales revenue by the gross profit for the year. If we analyze the gross profit margin of financial year 2010 we can only see a marginal increase in the ratio as compared to the financial year 2009. During 2010 the revenue of Fuller Smith and Turner Plc has increased by 8.428% but connectively has also increased by 7.174% thus resulting in only marginal increase in the gross profit margin. Maintenance of gross profit ratio is quite commendable as the companies usually are not able to maintain such ratio due to price fluctuation in the raw materials and other factors related to production cost. Increase in revenue can be described due to several factors such as increase in per unit sales price, increase in customer base and increase in overall sales volume due to higher demand in the market. Net profit margin, on the other hand analyzes the profitability of the company before deducting the taxation and finance charges from the earnings [2]. The ratio is calculated by dividing the profit before interest and tax with the sales revenue of the current financial period. The ratio highlights how well the company is managing its selling and administrative expenses it also highlights the other income generated by the company during the course of its operations. The net profit margin of the company has shown considerable improvement as it has increased by 4.24% during the current financial year. The distribution and other administrative ex

Physical health Essay Example for Free

Physical health Essay 1. Discuss the meanings Steve now places on health and physical activity. Steve doesn’t put much meaning on his health, either mentally, physically, emotionally or socially. He hasn’t got his family to encourage him to get out and participate in sport, so he let himself go and does not get motivated. From his point of view his health is good and is living the â€Å"good life† because he hasn’t got support to get his life back to what he was. The â€Å"good life† from his view is to go out every weekend or night and party out late. He drinks alcohol and smokes so he is ruining his health every day, but he doesn’t see it is a problem. He might not have got taught the right health ways and think he can do whatever he want because he is young and free. This will affect him later in life but he doesn’t seem to care as he is living how he has wanted to, his family were the ones encouraging him to do this, and without them around he doesn’t feel the need to do it. 2. Demonstrate how Steve’s lifestyle choices could be affecting his physical health. List any possible future problems. Steve’s lifestyle choices are affecting all areas of his health but one in particular that could affect his life span and that is his physical health. He started smoking and drinking. His dating life could also be a problem. His job can cause problems to his health. They are all decreasing his physical health. Every time he smokes he is increasing his chance of getting lung cancer. His drinking is going to affect him heavily later as he will end up with all sorts of problems, example- he could once turn up to work drunk and do everything wrong, resulting in him having no job. His dating life could result in somehow contracting a sexually transmitted infection. His job is affecting his health, as his job doesn’t require much; he just sits down all day, he could end up with bad pains all through his body. They all cause future problems to Steve an d by doing all these things he is decreasing his life expectancy, giving him a shorter life than expected. 3. List the changes in his social circumstances that have influenced the changes in Steve’s health and physical activity levels. Steve social circumstances have changed affecting the way he lives now, causing him to change. He has changed as he has moved out of home, leaving his family out of his life without them pushing him to do his best he found new friends who do what he is doing. His job has changed his social circumstances as he can have a night out and do what he needs to, his work friends should be encouraging him that he needs to take more pride in his job. When he finished school he might have lost all of his friends that were impacting him in a good way with the training and playing of different sports. His social circumstances have changed his life because he left school and not having family made him think he could live however he wants and not care. 4. Describe the possible outcomes for Steve’s emotional health is he continues with his current lifestyle. Emotional health refers to the ability to express emotions when they are appropriate and control them when they are not. If Steve continues with his behaviour he may not be able to control his emotions, his self-esteem will be very low. He won’t be able to see him as he is, he will see his self-image as worse than it actually it because of his low emotional health and low self-esteem. His late night partying will put down his emotional health is he keeps going with his routine, he will continue to think girls will fall for him but sometimes they will not, possibly causing his emotional health to deteriorate. His health on the health continuum will be very low, as he isn’t being able to control all of his health especially the physical and emotional health. If he picks up more exercise and does committee to his job he will have better emotional health stabili ty, meaning he will be able to control his emotions and express them accordingly to the situation. 5. Identify the 5 action areas of the Ottawa Charter for Health Promotion and describe what each area means in your own words. Developing personal skills: is about improving the individuals skills, developing a better understand for the individual to help them better their health. It helps the individual find ways to help better their health, giving them more confidence about their health. Creating supportive environments: is about the environment and making it better. It’s about creating a better environment for a person to be able to do what they want. It’s got both physical and social aspects, like a park for exercising or close friends supporting you in a big sporting event. Strengthening community action: is about getting the community involved to better the health of those within the community. The ideas from the community are called ‘bottom-up’ meaning the community comes up with the ideas and tries to get help to impose them in the areas, and a ‘top-down’ is when the ideas are coming from the government on what they think will better the health of those in that community. Reorientating health services: is about trying to invest more money into prevention rather than a cure. They believe if they can put more money into prevention then they will save more money. It doesn’t dismiss the importance on health care, as you can still get diseases genetically, but this is about trying to prevent those who get diseases that they can prevent by choosing better lifestyles. Building healthy public policy: is about the rules, laws and legislations. It is about the government and organisations that work towards better health, emplacing rules and laws, example- restricted smoking location within public places, or in schools where they have the ‘no hat, no play’ policy. 6. Recommend ways Steve can improve his health by following at least 2 of the 5 action areas of the Ottawa Charter for Health Promotion. Give specific examples. Steve can improve his health in any of the five action areas, but the two that he should increase in are developing personal skills and creating supportive environments. Those two areas will help build up his health again. Developing personal skills is all about the individual and what they can do better for their health. Creating supportive environments is all about physical and social sides. It is increasing the family/friends bond for them to support you. Steve can develop his personal skills by going back to do some vigorous exercise. He needs to go and get help, and see if sleeping with different women can cause him to have a sexually transmitted infection. With him developing his personal skills, he can change his life around, making it better for him to live. Steve can create a supportive environment with his friends and family by getting them to help him change out of his bad habits. With his family by his side it can help him to make the right decisions. The physical side of a supportive environment can be getting his friends or family to go out and exercise with him. The two action areas developing personal skills and creating supportive environments can change his life around for the better, bettering his life expectancy, he then will put a better look on his health instead of wanting to always live the â€Å"good life,† he can go out sometimes but always going out is not good for his health. If his family and friends help him to go and see a doctor they can help him change his life around.

English in the British Colonies: ASEAN

English in the British Colonies: ASEAN English in the British Colonies: ASEAN The British Empire was the dominant global power, with many colonies and a lot of outposts all over the world. It has a lot of reasons why the British Empire had to colonize other countries such as industrialization, world market, political motive, rise in population, etc. To illustrate, for the industrialization, the rise of demand in England, they had the new technology like steam power and harvesting machines that increased the production more and more. In contrast, it is the cause of needed more resources in England, so to meet the rise in demand, England started to find the resources from other place. Moreover, it is also about the political motives that like a war between England and France or other European countries. They wanted to make themselves be an impressive and strong political nation, so it is like a competition that they competed each other to reign the land. During the 1500s and 1600s, international trade of Asia was controlled by the European countries as they can get many advantages from this trade to their own countries. As a consequence, the European countries became stronger; on the other hand, Asian countries and monarchy system became weaker. About 1800s, the European countries started to establish their power above the Asia, especially in the Indian subcontinent and Southeast Asia. The British colonization in Southeast Asia, British had colonized four countries in Southeast Asia that is ‘Burma’, ‘Malaysia’, ‘Singapore’, and ‘Brunei Darussalam’. So, when the British come to occupy, they also bring many things to the colonized countries such as knowledge, culture, and also language. Burma (Myanmar) The British conquered Burma is not like other colonies which keep up their ethnic identity; Burma was a province of British India. Therefore, Burmese had two set of ruler: the top is British and Indians in the middle. In 1935, the British separated Burma from India, and it was effective in two years later or in 1937. In 1948, Burma was able to arrange its dependence from Great Britain. Nowadays, Myanmar or Burma has the primary language of instruction that is Burmese; moreover, English is the second language that was taught. To illustrate, English was the first language of instruction in higher education in the past as when Gen Ne Win reformed educational system to ‘Burmanize’. English language was used by educated people and the national government. Burmese English Burmese English is similar to Indian English because of the historical ties to India during British colonization. The system of spelling in Burmese English is based on the British English; in contrast, American spellings have become popular as the first Burmese-English dictionary was created by Adoniram Judson who is an American. For example, color, check, encyclopedia. Many Standard English words were borrowed to Burmese English and may words use in a different situation. For example, ‘pavement’ (British English) or ‘sidewalk’ (American English) is usually called ‘platform’ in Burmese English. Furthermore, many words were pronounced with the British accent, such asvitamin/ˈvÉ ªtÉâ„ ¢mÉ ªn/. In Burmese pronunciation, consonants are unaspirated such as the k, p, and t because of the general rule like in Indian English. Between Burmese English and Standard English, there are some pronunciation differences. Burmese English Standard English Remarks ur(e.g.further,Burma) /à ¡/ Pronounced with a high tone (drawn-out vowel), as in Burmese ow(e.g.now,brow) /à ¡uÉ ´/ Pronounced with a nasal final instead of an open vowel ie(e.g.pie,lie) /aiÉ ´/ Pronounced with a nasal final instead of an open vowel tu(e.g.tuba,tuba) /tɆ¢u/ e.g. tuition, commonly pronounced[tɆ¢Ãƒ ¹ÃƒÅ Ã†â€™Ãƒ ¬Ãƒâ€°Ã‚ ´] sk(e.g.ski) /sÉâ„ ¢k-/ Pronounced as 2 syllables st(e.g.star) /sÉâ„ ¢t-/ Pronounced as 2 syllables pl(e.g.plug) /pÉâ„ ¢l/ Pronounced as 2 syllables v(e.g.vine) /b/ -nk(e.g.think) /à ¡Ã‚ ¸Ã‚ ­Ãƒâ€°Ã‚ ´/ Pronounced with a short, creaky tone (short vowel) -ng(e.g.thing) /iÉ ´/ Pronounced as a nasal final consonantal finals (.e.g.stop) /-ʆ/ Pronounced as a glottal stop (as in written Burmese, where consonantal finals are pronounced as a stop) Singapore During World War II, Singapore was occupied by Japanese Empire from 1943 to 1945. Finally, Singapore reverted to British Control when the war ended. And Singapore became an independent republic on 9 August 1965 because of the separation from Malaysia. Singaporean English or Singlish Singaporean English or Singlish is the English language spoken in Singapore which was influenced by Chinese and Malay. There are two main forms that are Standard Singapore English (SSE) and Singapore Colloquial English. Standard Singapore English’s roots derived from the country’s 146 years (1819 to 1965) under British colonial rule. British colonial government used English as the official language. Moreover, in 1959 when Singapore obtained self-government and got the independence in 1965, the Singaporean government keeps English as the official language because of the economic prosperity. The use English in Singapore have many advantages; for example, decreasing the gap between the diverse ethnic group, being the first language use of the nation, or helping Singapore development and integration into the global economy. There are many difference rules between Standard English and Singlish. For example, in term of Morphology, Singlish has a lot of grammatical endings that is not necessary in Standard English and speakers have to take into conversation. Furthermore, Plurals and past tenses are not needed. For example, English Standard Singlish What happened yesterday? What happen yesterday? Where do you go? You go where? So the bicycle went first. Then bicycle go first ah. Moreover, the main difference from Standard English is the frequent repetition of words that was used to emphasis and intensity and auxiliary verbs are missing. In contrast, Standard English is not used repetition, even for intensity: the word is only said one time. For example, English Standard Singlish Don’t ask who! Don’t ask who lah! Why do you ask? Why you ask ask ask? How smart you are. How smart you. Brunei Darussalam Brunei Darussalam became a British protectorate in 1888 and in 1906 Brunei Darussalam also was assigned to be a colonial manager of British Resident in 1906. In 1952 a new constitution was written after the occupation during World War II by Japanese Empire. Moreover, in 1962 the monarchy was ended by a small armed rebellion that was help by the British. Brunei got its dependence from the United Kingdom on 1st January 1984. Brunei is a country that has many languages regional such as Malay, English, Chinese, Arabic, Nepali, etc. The official language is Standard Malay, but Brunei English is very popular and it is widely spoken as it is spoken by the most of the population. English has been an important language of education in Brunei since the inception of public education. Learning both English and Malay in Brunei tend to get squeezed out the minority language such as Tutong and Dusun. In addition, people who attend the top school of the nation usually have an excellent foundation in English; in contrast, people who attend to lower schools often have a little skill in English. Brunei English Brunei English are different from Standard English in some points such as pronunciation, grammar, vocabulary, etc. These are some of remarkable features of Brunei English’s pronunciation. The consonant at the start word ‘th’ like ‘thin’ and ‘thank’ tends to be pronounced as [t] rather than [ÃŽ ¸]. The vowel in function words such as ‘of’ and ‘that’ tends to be a full vowel rather than [Éâ„ ¢]. One current change that seems to be taking place is that Brunei English is becoming rhotic, partly influenced by American English and partly influenced by the rhoticity of Brunei Malay. Next, there are a few examples of remarkable features of Brunei English grammar. Plural nouns are added –s suffix, even they are uncountable nouns in other varieties of English. For example, ‘equipments’, ‘infrastructures’, and ‘jewelleries’ Adding suffix ‘-s’ on verbs to indicate a 3rd person singular subject is variable. ‘would’ is often used to indicate something that is not definite. The last is about the vocabulary in Brunei English.Many words from Malay are borrowed into Brunei English. For example, the words ‘titah’ (a Sultan’s speech), ‘sabda’ (another Royal family’s speech), ‘tudong’ (a head-dress worn by women), and ‘puasa’ (‘fasting’). The words from local food usually loan from Malay, such as ‘kuih’ (a local cake), as in ‘A variety of Malay kuih and sliced fruit will also be served’. Malaysia In the 1800s, the British East India Company partly controlled India. At that time, they interested in a base in Malaya. In 1786, the British under Francis Light occupied Penang and established Georgetown and they took Province Wellesley in 1800. Malaysian English Malaysia has two types of English: Malaysian Colloquial English (MySE), and Malaysian English (MyE). Malaysian Colloquial English is known as‘Manglish’. It is aportmanteau wordof the ‘Street English’. It is common to speak with friend, but it is forbidden in school. Malaysian English (MyE) is a form of language that used and spoken as a second language in Malaysia. It originates from British English because of British rule. In addition, its vocabulary, pronunciation, and grammar have composed by many languages such as American English, Malay, Chinese, Indian languages, etc. Malaysian English uses the same pronunciation system like British English; however, most of Malaysian people speak with a distinctive accent. The accent of Malaysian people get an influenced from American TV programs; moreover, many people study higher education in the United States and American companies in Malaysia that employed English speakers in cities. These are some feature of Malaysian English. Generally, Malaysian English is non-rhonic, all [r] are pronounced in Malay. Malaysian English employs a broad an accent, such as the words like ‘cab’ and ‘tab’ appear with [É‘Ë ] rather than [à ¦]. The [t] in words like ‘butter’ is usually not flapped (as in some forms of American English) or realized as a glottal stop (as in many forms of British English, including Cockney). There is no h-dropping in words like ‘head’. Malaysian English does not have English consonant-cluster reductions after [n], [t], and [d]. For example, ‘new’, ‘tune’ and ‘dune’ are pronounced [ˈnjuË ], [ˈtjuË n], and [ˈdjuË n]. Fricatives th ([ÃŽ ¸] and [à °]) are pronounced [t] for [ÃŽ ¸] and [d] for [à °]. L is generally clear. Diphthongs ow ([Éâ„ ¢ÃƒÅ Ã…  ] or [oÊÅ  ]) are just [o] and ay ([eÉ ª]) is just [e]. Comparing the words has different meaning between British English and Malaysian English. Word/ Phrase Malaysian meaning British/ American Meaning parking lot parking space parking garage (US) flat low-cost apartment apartment (US) apartment medium-cost apartment flat (UK) condominium high-cost apartment Common hold (UK) to revert to come back (reply) to someone to return to a previous state to send to take someone somewhere to cause something to go somewhere without accompanying it Moreover, Malaysian also has the words that were used only in Malaysia. It comes from a variety of influences. Sometimes, the words are also representing the influence of some continuums of Singapore Standard English. In the media, literature, and formal speech used, any words of Malay origin that have made into standard from Malaysian English. Malaysian British / American handphone (often abbreviated to HP) mobile phone or cell phone public telephone or public phone payphone Malaysian Chinese, Malaysian Indian Chinese Malaysian, Indian Malaysian keep in view (often abbreviated to KIV) kept on file, held for further consideration MC (medical certificate) sick note, aegrotat mee (fromHokkienwordmi) noodles bank in (cheque) deposit a cheque References History of colonialism. 2014. History of colonialism. Wikipedia.http://en/wikipedia.org/wiki/History_of_colonialsm (accessed Feb 19, 2014). British Empire. n.d. British Empire. Wikipedia.http://en.wikipedia.org/wiki/British_Empire#Britain.27s_imperial_century_.281815.E2.8 0.931914.29 (accessed Febr 19, 2014). British Empire. n.d. British Empire. Wikipedia. http://en.wikipedia.org/wiki/British_Empire (accessed Feb 19, 2014). Language of Burma.n.d. Language of Burma. Wikipedia.http://en.wikipedia.org/wiki/Languages_of_Burma (accessed Feb 19, 2014). Burmese language.n.d. Burmese language. Wikipedia.http://en.wikipedia.org/wiki/Burmese_language (accessed Feb 19, 2014). Burmese English. n.d. Burmese English. Wikipedia. http://en.wikipedia.org/wiki/Burmese_English (accessed Feb 19, 2014). History of Singapore. n.d. History of Singapore. Wikipedia.http://en.wikipedia.org/wiki/History_of_Singapore (accessed Feb 19, 2014). Richard Nordquist. n.d. Singapore English. About.http://grammar.about.com/od/rs/g/SingaporeEnglishterm.htm (accessed Feb 19, 2014). Singapore English. n.d. Singapore English. Wikipedia.http://en.wikipedia.org/wiki/Singapore_English (accessed Feb 19, 2014). Singlish. n.d. Singlish. Wikipedia.http://en.wikipedia.org/wiki/Singlish (accessed Feb 19, 2014). Brunei.n.d. Brunei. Wikipedia. http://en.wikipedia.org/wiki/Brunei (accessed Feb 20, 2014). Tincan. 2005. Brunei Darussalam Overview. Minorityrights.http://www.minorityrights.org/?lid=3899 (accessed Febr 20, 2014). David Deterding. 2014. Language in Brunei. http://brunei-linguistics.blogspot.com(accessed Feb 20, 2014). Languages of Brunei. n.d. Languages of Brunei. http://en.wikipedia.org/wiki/Languages_of_Brunei (accessed Feb 20, 2014). Brunei. n.d. Negara Brunei Darussalam. Nationsonline.http://www.nat ionsonline.org/oneworld/brunei.htm (accessed Feb 20, 2014). Gloria Poedjosoedarmo. 2014. English in Brunei Darussalam: Portrait of a Vital Language with an Elusive Role. RELC journal. http://rel.sagepub.com/content/35/3/359.short (accessed Feb 20, 2014). Brunei English. n.d. Brunei English. Wikipedia. http://en.wikipedia.org/wiki/Brunei_English (accessed Feb 20, 2014). Tim Lambert. 2012. A BRIEF HISTORY OF MALAYSIA. Localhistory.http://www.localhistories.org/malaysia.html (accessed Feb 20, 2014). Malaysian English. n.d. Malaysian English. Wikipedia.http://en.wikipedia.org/wiki/Malaysian_English (accessed Feb 20, 2014).

Man’s Search for Meaning by Viktor E. Frankl Essay -- concentration ca

The concentration camps that were run by the Nazis during World War II can easily be labeled as one of the most grotesque examples of cruelty in the entire world. The people that were sent to these concentration camps were treated as less than human by the power hungry leaders of the camp. As we have all learned in history classes throughout our lives, the conditions of these camps were blatantly abhorrent, and it is a surprise that people made it out of these camps alive. In his book, Man’s Search for Meaning, Viktor E. Frankl uses his experiences in a concentration camp as an example to his readers that life holds a potential meaning no matter what condition a person is in. In the two parts of his book he analyzes his experiences and the experiences of his comrades in the concentration camps, and then he discusses his personal psychological theory of logotherepy. Together these two sections make up a novel that gives insight to the idea that â€Å"man can preserve a vestige of spiritual freedom, of independence of mind, even in such terrible conditions of psychic and physical stress† (65). In the first section of his book, he describes his experiences in the concentration camps by breaking up the incident into three separate stages that deal with the inmates’ mental reactions to the concentration camps. The first stage inevitably describes the mental reactions that occur immediately after being admitted to the camp. When a first person entered they were either immediately killed by a gas chamber or incinerator, or they were stripped of their every possession, besides their body, and forced into appalling living conditions. According to Frankl, all of the people in the camp felt two initial emotions while entering the camps- humor a... ...t impetus. He proves this idea by saying "a man who becomes conscious of the responsibility he bears [†¦] will never be able to throw away his life† (127). This statement emphasizes the idea that as long as a person has a will to meaning in their life, something to live for, that they will never be so hopeless that they will give up on life. Finally, Frankl’s last main point of logotherapy is that every person has the freedom to find a meaning for their life and then change their life according to this will to meaning. Frankl makes it known that a person can find their meaning by performing an endeavor, being subjected to a value, or by suffering. Overall, Frankl’s theory of logotherapy can be used to help a person overcome the anxiety associated with finding a meaning to their life. Works Cited Frankl, Viktor. Man’s Search for Meaning. Boston: Beacon Press, 2006.

George Frederic Handel :: essays research papers

George Frideric Handel   Ã‚  Ã‚  Ã‚  Ã‚  George Frideric Handel was one of the greatest composers of the late baroque period (1700-1750) and, during his lifetime, perhaps the most internationally famous of all musicians. Handel was born February 24, 1685, in Halle, Germany, to a family of no musical background. His own musical talent, however, began to show before his tenth birthday. He received lessons from a local organist, the only musical instruction he would ever have. His first job was as church organist in Halle. In 1703 he traveled to Hamburg, Germany. It was here, in 1704, he composed his first opera, Almira. After achieving great success he soon felt the urge to move on to Italy, the birthplace of operatic style. He first stopped at Florence in the fall of 1706. Later on in the spring and summer of 1707 and 1708 he went to Rome, and in the late spring of 1707 he made a trip to Naples. In Italy Handel composed operas, oratorios, and many secular cantatas; he ended his Italian trip with the spectacular success of his fifth opera, Agrippina (1709), in Venice. Other Composers of George Frideric Handel’s Time Bach was a German organist and composer of the baroque era, one of the greatest and most productive geniuses in the history of Western music. In 1756 Mozart was born in Salzburg, Austria. One of the greatest composers in Western music tradition, Mozart began composing at age five. By the time he was 13, he had written sonatas, operettas, and symphonies. His works include The Marriage of Figaro , Don Giovanni, and The Magic Flute. Beethoven was one of the world's greatest composers was born in Bonn, Germany, in 1770, Beethoven began to lose his hearing in 1802. By 1817 he was totally deaf. Beethoven wrote classical pieces greater than anyone else of his time like his third Symphony, Eroica and his Ninth Symphony. The Ninth Symphony, composed in 1824, begins with â€Å"void music† which may have originated in the silence and gloom of Beethoven's own deafness, but the symphony then explodes with a wonderful array of sounds. One of the most beautiful pieces of music ever composed. Arts and Architecture The Taj Mahal in India was completed in 1648.

Conformity in Fahrenheit 451 Essay

Mindless and Obeying Ray Bradbury’s Fahrenheit 451 features a fictional and futuristic firefighter named Guy Montag. As a firefighter, Montag does not put out fires. Instead, he starts them in order to burn books and, basically, knowledge to the human race. He does not have any second thoughts about his responsibility until he meets seventeen-year-old Clarisse McClellan. She reveals many wonders of the world to Montag and causes him to rethink what he is doing in burning books. After his talks with her, the society’s obedience to the law that bans knowledge, thinking, and creativity also increasingly distresses him. In Fahrenheit 451, Ray Bradbury shows conformity in the futuristic America through schooling, leisure, and fright. The children in the society are never actually taught during school hours. Captain Beatty, another firefighter, tells Montag that the schools † Cram them full of non-combustible data, chock them so damned full of â€Å"facts† they feel stuffed, but absolutely â€Å"brilliant† with information† (61). The â€Å"teachers† (actually film) stuff the students with â€Å"knowledge†, making them feel smart, but they are never taught to question any of the information or form their own opinion on matters. Clarisse says, â€Å"Do you know, we never ask questions, or at least most don’t; they just run the answers at you, bing, bing, bing, and us sitting there for four more hours of film-teacher† (29). In being taught not to question anything, including the law, education supports conformity. In a similar way, entertainment encourages obedience as well. In the culture that Montag lives in, it is expected in everyone to participate in the civilization’s entertainment sources: mindless television, the â€Å"shell†, and violent games. Television (a.k.a. parlor walls) are made up of a flat screen on a wall; sometimes it fills all of the walls instead of just one, and is made up of fast-moving, mindless flashing images of people known as the â€Å"family†. Every second they are on, they are screaming nonsense. Faber, Montag’s mentor, says, â€Å"The televisor is â€Å"real†. It is immediate, it as dimension. It tells you what to think and blasts it in. It must be right, it seems to be right. It rushes you on so quickly to its own conclusions your mind hasn’t time to protest† (109).The residents  are provided with too much â€Å"excitement† at one time and do not have enough time or space in their minds to think. The walls are addicting. Therefore, more people take more time to sit down and watch the â€Å"family† rather than focusing on developing their own creativity and thinking. Whenever citizens are off the parlor walls, they listen to the â€Å"shell† which is based on the same concept of the parlor walls: to limit thoughts. The only difference between the two is that the shell is far more compact. Otherwise, the two are similar. In limiting access to time for feelings, television and the â€Å"shell† promotes conformity to the law. Games in the society work in a comparable way as the parlor walls and the â€Å"shell†. They show aggression and gore in every single one of them; whether or not it is a real life game or a video game. Seeing so much violence numbs their minds to all of the happenings around them. Clarisse mentions, â€Å"I’m afraid of children my own age. They kill each other. Did it always used to be that way? My uncle says no. Six of my friends have been shot in the last year alone. Ten of them died in car wrecks† (30). Even if mass genocide were happening around them, they would brush it away like shooing away fly. Being apathetic, they would not question anything happening around them, which encourages conformity to the government. Reinforcing entertainment and education, fear produces a foolproof obedience in the society. Even though most citizens are brainwashed by their schooling and leisure, some, like Montag, Faber, and Clarisse still rebel against the law. Therefore, the government creates severe punishments to be dealt out to generate fear in the rebels so that rebellions would not be staged. One of these punishments is to burn down the rebel’s house and put the resident in a crazy asylum. Another, the one Montag fears most, is the mechanical hound. It is made to force support from the citizens using the fear that the mechanical hound produces. Conformity is depicted in Fahrenheit 451 through tutelage, entertainment, and terror. The people should have access to knowledge and should think with their own minds. The book shows that having creativity and opinions, like Clarisse, is better than just being, quite literally, a robot. Fahrenheit  451 shows the citizens in the fictional society being controlled by foolish teachings, mind-jumbling amusement, and forced fear. Being mindless and obeying is not a choice. Everybody has to have a viewpoint of his or her own in life.

Analysis of the Rocking Horse Winner Essay

A literary analysis of ‘The Rocking Horse Winner’ by D H Lawrence cannot fail to mention the strong metaphor of the toy rocking horse itself. Other strong metaphors include the race horses and the idea of gambling in general.. The image of a boy rocking himself to illness and death on a toy horse suggests a powerful and upsetting metaphor for a child’s burning ambition and distress, and to understand the metaphor we must look more closely at the story itself. In â€Å"The Rocking-Horse Winner,† short story by D H Lawrence, a child gets the feeling that circumstances in his family are deteriorating financially and feels utterly powerless to improve the situation. He sees the bitterness of his mother’s discontent and tries to improve her lot, although she seems to pay him little regard. All her attention seems concentrated on a husband who, despite his efforts, can never provide enough for her insatiable appetite for material things. Horses in general, gambling on their races and in particular, the rocking horse itself become metaphors for the child’s ambition, and the driven quality of his determination to succeed – at all costs. The child, Paul, decides that there will never be means to support his family unless he assumes some sort of control himself. Paul decides to resolve the financial crisis through luck, chance, fate and gambling on horses. He thinks that he can divine winning horses in races by riding his own toy rocking horse. The horse metaphors suggest the themes of ambition in life turning to a blinkered disregard for the costs and consequences in a narrow given area, a drive bordering on obsession. Either by luck or by judgement, Paul actually starts to win money and hopes it will make his mother happy. What he doesn’t realise is that she is the sort of person whose appetite will simply grow and whose discontent is of her own making. The need for money just balloons out of control and family members start to put pressure on him. The strain of duty, loyalty, responsibility, guilt, repression and denial of affection and reward becomes so unbearable that he rides his rocking horse so madly that he gets sick and collapses as his chosen horse is about to win a famous race. D H Lawrence’s own relationship with his mother – one of love, but also of control – is relevant to the story too. In his drive to succeed, Paul echoes the need of the young Lawrence to please his own mother – and of course, highlights another form of ambition, that of her hopes and dreams for a gifted young son in avoiding the pit life and aiming for something arguably higher and more academic. The horse metaphor it seems, has deep roots in Lawrence’s own childhood.