Literary Analysis Of Robert Frosts Nothing Gold Can Stay

The author of Nothing Gold Can Stay is Robert Frost. He wrote the poem in 1923. Frost was born March 26, 1874 in San Fransico. His parents were William Prescott Frost and Isabelle Moodie. When he was in high school he started to get intersed in reading and writing poetry. After leaving school, Frosthad jobs as a teacher, a cobbler, and the editor of Lawrence Sentinel. His first poem published was My Butterfly, on Nov. 4th 1894 it appeared in the New York newspaper The Independent. And in 1895, Frost marries a girl named Elinor Miriam White, who heshared validictorian honors with. Nothing Gold Can Stay fits into the narrative catagory, since the poem is telling a story about the birth and death of natures gold and spring. Since the†¦show more content†¦The author of the poem left out some information to let the readers interpret it in their own unique way. This poem does not contain any cultural details, such as the behavior, dress, or speech habits of a particular group or a historical period. The poem could be interpreded as either fantasy or reality. The fantasy part being the world ending during wwII, and the reality part being that nothing in this life is permanent, eventually it all fades away. Because the mood of Nothing Gold Can Stay is sad, the ready might feel, meloncholy or upset. The tone of the author in this poem is soft at the beginning but gradually gets sad towards the end. The theme in Nothing Gold Can Stay is nothing, especially that is perfect or beautiful can last forever. Because nothing is permanent, everything eventually fades away. And its important to keep the gold as long as we can and ejoy it, because it will fade away and be forgotten. The rhyme scheme of Nothing Gold can stay is aa,bb. First, the readers hear hold and gold, then the readers hear flower and hour. Because theres another stanza, it stats over with a which is leaf and grief, and the last things, which is b, is day and stay. The poem stresses the sense of sight, describing natures first green as gold and early leaf a flower. It also describes leaves subsiding to leaves, Eden sinking to grief, and dawnShow MoreRelatedLiterary Analysis Of Robert Frosts Nothing Gold Can Stay970 Words   |  4 PagesRobert Frost wrote this poem in 1923. Frost is referencing creation from a perspective of a Christian. The poem is about creation and how creation evolves overtime. He is American from New England. This piece is from 20th century poetry. The style of Roberts Frosts poem Nothing Gold Can Stay, is a little bit of a confessional poem. I think this because it is maybe reflecting someones memories or experiences from the past about creation. As well as talking about seasons changing. An exampleRead MoreLiterary Analysis Of Robert Frosts Nothing Gold Can Stay1172 Words   |  5 PagesThis poem Nothing Gold can Stay was written by Robert Frost in 1923 . Frost was warning the possibility of the end of the world. This poem is what i believe to be a long poem, but the section of it that we are looking to is much shorter, with only eight lines. I do believe that in some ways this is a narrative poem in that it tells a story and warns about the idea of the end of the world. I do believe that in some ways this could also be confessional for it expresses his past and current thoughtsRead MoreEssay on Robert Frosts Life and Accomplishments1244 Words   |  5 Pagesâ€Å"In three words I can sum up everything I’ve learned about life: it goes on.† After a lifetime of ups and downs, Robert Frost said this quote. Most of his poems already shared his message, that life is not as easy as it may first appear to be. He used the simplicity of nature and vernacular speech to give his poems a casual mood, though underneath they display a much deeper meaning of life. These poems help to show people just some of the difficult things that will be faced in life, despite everythingRead MoreAnalysis Of Stopping By Woods On A Snowy Evening, By Robert Frost778 Words   |  4 PagesRobert Frost is a great American poet that mastered the art of eloquently imprinting his readers with an overarching idea, or theme, through his use of symbolic language, precise picture painting, and metronome rhyme and meter. Frost addresses many different themes across his poems, but sometimes has similar methods of displaying his themes; three of the most prominent are the crossroads of a decision in â€Å"Stopping by Woods on a Snowy Evening,† the battle between desire and hate in â€Å"Fire and IceRead MoreEssay about Analysis of the Poems of Robert Frost1316 Words   |  6 Pagesâ€Å"The Road Not Taken† and â€Å"Nothing Gold Can Stay† are just two of many very famous poems, written by none other than Robert Frost. Robert Frost is a poet that is well known for his poetic contributions to nature, as well as his award winning poems. His poetic ability and knowledge make hi m an extraordinary author. His past; including schooling, family, and the era in which he wrote influenced nearly all of his poems in some way. This very famous poet contributed to the modernism era, had a familyRead MoreRobert Frost : A New England Poet3698 Words   |  15 PagesRobert Lee Frost Known for being a New England poet Robert Frost was born in San Francisco, California on March 26th, 1874. Born to a New England father William Prescott Frost Jr. and a Scottish mother Isabelle Moodie who moved to the west coast from Pennsylvania after marriage (Bailey). Both his parents were teachers and poets themselves, but his father later became a journalist with the San Francisco Evening Bulletin (Bailey). Frost spent 12 years of his life growing up in San Francisco, until

Adolescent Development in Juvenile Recidivism Free Essays

string(24) " she is choosing Satan\." Punishment is a word that has many different meanings. It differs from person to person, state to state and even country to country. When looking at the criminal justice system the purpose of punishment is deterrence, rehabilitation, retribution, and incapacitation (Bontrager, Smith, Winokur, 2008). We will write a custom essay sample on Adolescent Development in Juvenile Recidivism or any similar topic only for you Order Now Punishment involving adults is hard but when dealing with adolescents it is even more difficult. Adolescence is often thought to be a time of irrational and emotion influenced behavior. There are many who think that adolescence is just a phase that is an entity in and of its self. While many people can see the correlation between the actions and behaviors that happen in adolescence to the habits and life style in adulthood few people see the correlation between a person’s early childhood and the affect that has on his or her adolescence. There is no developmental phase that stands totally alone. Each phase has a lasting consequence ramifications on the next. This progressive developmental phase has lasting ramifications on the adolescent’s behavior, self-concept and maturity. Because of this there is a need to view juvenile crime and punishment differently than adult crime and punishment. The reason for this is because some research has shown that recidivism rates among juvenile parolees are very high. It can range anywhere from fifty five percent to seventy five percent (Krisberg, Austin, and Steele, 1991). There is evidence that a vast majority of juvenile offenders who have been confined do not stop committing crimes when they are released. In fact, many juvenile offenders continue their criminal involvement into adulthood (Hamparian et al. , 1984). There is a need to halt juvenile crime before it begins and there needs to be a way to halt the progression of juvenile crime being indicative of adult crime. The purpose of this paper is to demonstrate how childhood development affects adolescent’s development and how this development is directly related to a troubled adolescent’s recidivism rate in relation to family, community and social support. When sentencing juvenile offenders there needs to be an emphasis not only on punishment but rehabilitation. Crime prevention, whether on the juvenile level or adult level, falls into the three categories, of primary, secondary and tertiary prevention. Primary prevention focuses on the conditions that may foster criminal activity. Primary prevention works to sway juveniles who are immersed in ommunities and cultures that promote violence and crime to seek healthier ways to live ((Bendit, Nieborg, Erier, 2000). For example,i. e. a juvenile living in a depressed area will see that drugs and theft are the primary means of survival. Taking that juvenile to a farm, or a camp, exposes them hard, honest work is more satisfying, and less stressful than devious means of support. The idea behind primary prevention is the desire to create a more positive perspective, specifically for juveniles, which will effect positive change which will, hopefully, keep the adolescent from criminal behavior. Primary prevention speaks to pretty much all aspects of life. It takes into account poverty, unemployment and a wide variety of other social and psychological burdens. It enfolds all of the aforementioned items with support for families, schools, urban development, healthcare, stabilizing and strengthening individual personalities, social education and combating prejudice (Bendit, Nieborg, Erier, 2000). Primary prevention is an attempt at a catchall. The concept behind secondary prevention is not to look at the general environment, as in primary prevention, but to focus on a small, clearly defined group. This group encompasses children and young people whose individual development, or circumstances, or both, cause them to be a more likely candidate for becoming a potential offender. Secondary prevention focuses on helping people who fall into this group specifically. The help may involve either working with adolescents, who live in socially depressed areas. It can also mean street work, getting involved on the youth’s direct level, for young people who are difficult to reach in other ways (Bendit, Nieborg, Erier, 2000). When looking at crime prevention Ttertiary prevention is the most clearly defined of the three categories. It is very specific in relation to its aims and target groups. Tertiary prevention endeavors to stop repeated offences and encourages the social integration of young offenders. In fact, the younger the age of an offender, the greater the significance of getting the offender’s support system involved (Bendit, Nieborg, Erier, 2000). This leads us into the path of criminal behavior in adolescents. Vygotsky’s Theory of cognitive learning is a socio-cultural theory of cognitive development that is based on the idea that learning happens primarily through a child’s interaction with the world. This theory shows the learning progression from infancy to early childhood to adolescence to adulthood. Adults are the key to this theory and to the concept of child to adolescent development. Adults shape and foster a child’s learning and development, intentionally, in a methodical manner depending on which culture and society the child hails from (Ormrod, 2008). Culture is often viewed as a local though it is not limited to a specific location. A person’s culture is not just where a person was born, lived and died. Culture includes the how of one’s birth, life and death. There needs to be awareness that intentionality can be done on purpose, with a goal and purpose set forth, but it can also be done with the mindset of failure. When a parent, teacher, or a significant person in a child’s life does not actively participate in the child’s development that loss of interaction may set the child up for failure. It is intentionality focused on failure. Making a choice to do nothing is actually making a choice to do something. It’s a choice of promoting apathy, indifference and a lack of concern. It is a choice that may cause irrevocable damage and harm that has lasting implications. An example would be not making a decision concerning salvation through Jesus Christ. When a person does not choose Christ he or she is choosing Satan. You read "Adolescent Development in Juvenile Recidivism" in category "Papers" While many people may think that concept is harsh it is true. When parents, loved ones, teachers, pastors or anyone who plays a significant role in a child’s life chooses not to be actively involved it will cause reverberations that the child will feel forever. Thus, when a juvenile commits a crime and no one intervenes it creates chaos and confusion. It is generally acknowledged that dysfunctional parenting practices and family conflict are common hazards related to a wide variety of behavioral and emotional problems in children and adolescents. Improving parenting skills and enhancing the confidence adolescents hold in their parents has the greatest potential in improving the children’s health, status, well being, and in reducing the risk of developing serious mental health problems or behavioral problems. There is extensive data to support the importance of good parenting in the maintenance, treatment and revention of childhood difficulties. This evidence comes from a wide variety of sources including different disciplines, behavioral genetics, developmental studies, and intervention research. There is substantial evidence that behavioral family interventions, based on social learning principles, are effective in the prevention and treatment of a range of childhood behavioral and emotional problems (Sanders, 2003). This data will have a huge impact on whether an adolescent commits a crime and also the recidivism rate when the child is released from whatever punishment given. The major premise of Vygotsky’s theoretical framework is that social interaction plays a primary role in the development of cognition (Kearsley, 2010). Vygotsky taught that children learn how their culture interprets and responds to the world through formal and informal methods (Ormrod, 2008). This knowledge draws a parallel between understanding what others consider acceptable, in and for society, and turning that knowledge inward and deciding what is acceptable for ones’ self. This knowledge happens as a child moves from early childhood to middle childhood . As the child enters adolescence it begins to show up in social and emotional competences. Although middle childhood is an important developmental period for the assimilation of various skills to meet the complexity of coming social situations, the foundation for them has its origin in infancy. In infancy and early childhood, a child’s parental support allows him or her to learn to regulate behavior with consistent responsiveness from the parent to guide this developmental course. Increasingly, the child begins to assume more control and can by early elementary school become more self-directed in carrying out the intricate set of skills required for problem solving in social situations. Accordingly, to obtain a child’s competency in social problem solving, measurement systems need to place demands on the child’s self regulatory, executive processing, and social engagement. Other basic skills that are also involved in social problem solving are competent language, regulation of attention, and memory (Landry, Smith, ; Swank, 2006). When a child does not learn these skills there is a fundamental lack in his or her foundation. The foundation may continue to be built upon but at some point it is likely to falter. Social and emotional competences have a wide range of developmental indicators that adolescents need for successful social adaptation. These indicators embrace positive interactions between adolescents and parents, teachers, care-givers and peers, emotional knowledge, emotion regulatory abilities and relationship skills. When the adolescent is made aware that there is a problem in his or development scheme successful competency indicates a willingness to participate in special education programs for behavior problems. When a child moves into adolescence and these developmental indicators are not present, or are skewed, it is going to cause more developmental issues to arise. The process of maturation becomes much more difficult as the foundation needs to be reset in order to rebuild upon. The developmental indicators begin to show what the adolescent has retained in teaching form childhood to adolescent. A key component to seeing the correlation between a well adjusted adolescent and a maladjusted adolescent is to watch the behavior. Such behaviors would be acting-out, assertive social skills, emotional or behavioral disorder, frustration tolerance, peer social skills, shyness, anxiety and task orientation. Watching, and repairing deficiencies, earlier in childhood affects social and emotional development in early adolescence (Niles, Reynolds ; Roe-Sepowitx, 2008). To more fully understand social competencies in daily situations there needs to be an observance of the integration of skills. There needs to be a link between competencies during middle childhood to the more complex social challenges in adolescence. As children enter middle school they are expected to interact in social situations without a huge amount of structure and support from outside sources (Landry, Smith ; Swank, 2009). The reason for this is because this skill set should have been taught to the adolescent during the period of lower mental function (Ormrod, 2008). The social interactions become more complex because the adolescents are expected to consider each others’ points of view. They are then also expected to assimilate other people’s views with their own and give feedback based on the knowledge they possess. Based on what was said earlier, adolescents can show success with these demands if they are demonstrating the ability to perceive and respond to the goals of others as well as others’ perceptions and beliefs. They can also show failure by being close minded or self-absorbed. Failure here may lead to an adolescent being ostracized, ignored or made fun of (Steinberg, 2005). Proficiency in shared interactions with others necessitates an assortment of cognitive, social, and verbal skills. From the social realm, adolescents need to understand the behavior of others. This is not limited to just understanding other people’s behaviors but also understanding that they, themselves, may have different perspectives, intentions, and knowledge. In order for this to occur successfully, they need to identify social cues and modify their strategies on the basis of the feedback received from a social peer. Cognitively, a child is required to keep focused and attentive and use information to plan and reason how to organize behaviors to achieve problem solving with others (Landry, Smith ; Swank, 2009). This is executive functioning which enters the realm of higher mental function (Ormrod, 2008). When a person goes from child to adolescent there needs to be an understanding of other people’s behavior. It is critical in being able to function in society. When this area is not developed fully it may cause issues in the area of self-concept, maturity and behavior (Steinberg, 2005). Integration of the many skills needed to function in more complex social situations is social problem solving. The ability to plan, sequence behaviors, and alter problem-solving strategies on the basis of feedback is often referred to as involving executive processing. Many theorists believe this is a critical set of behaviors for social competence because they help the child organize the information from the environment and process it to effectively comprehend social experiences. There is also an emphasis on the fact that social problem-solving requires specific behaviors. Examples would be goal directedness and planning. These behaviors fall under the heading of self-regulation. For adolescents to function competently they require the ability to create new strategies for use in unique situations and they must be able to self-examine in order to restrain behaviors that are not appropriate for the social situation. Integration of these skills is occurring across childhood (Astington ; Pelletier, 2005). In sSaying hat though, there is a prolonged progressive course where these abilities multiply in complexity as the child enters into adolescence. These behaviors are multidimensional, and can fluctuate fluidly depending on the social context (Steinberg, Dahl, Keating, Kupfer, Masten, ; Pine 2006). Social context is very important when looking at juvenile crime and recidivism rates. A common response that spans history, in the public’s concern with juvenil e delinquency and violence has been to pass legislation promising stiffer penalties as well as harsher sentences for juvenile offenders. What needs to be seen, though is the fact that crime damages people, communities, and relationships. There needs to be a balance created that includes the needs of the victim, offender, and communities. For there to be a healthy restoration process each party needs to be involved. While an offender needs to be punished unless there are support systems in place for the offender, when released, the recidivism rates for that particular offender will continue to rise (Stenhjem, 2003). How to cite Adolescent Development in Juvenile Recidivism, Papers

The Elegant Universe Essay Example For Students

The Elegant Universe Essay In the movie â€Å"The Elegant Universe,† I learned about several different brilliant physicists, astronomers, and scientists in general. Out of all the brilliant names and minds that I learned about the most notorious and interesting was non other than Mr. Albert Einstein. Einstein was born on March 14th, 1879 and died April 15th, 1955. Einstein lived most of his life progressing the theory of relativity. His theory of relativity included gravity as a determinant of the curve of a space-time sequence. The Theory of Relativity was the recognition that the speed of light in a vacuum is constant and an absolute physical boundary for motion. I chose Albert Einstein for several reasons. The first and most obvious reason is his substantial contribution to science. Albert Einstein may be the most familiar and universally known scientist in the world. I also look at Albert Einstein as a role model like figure because of his persistence, perseverance, and brilliance. Einstein being Jewish had to overcome the challenges of living during the holocaust era. He also had to show persistence. Several times Einstein found himself being doubted or had people challenging his work. In these cases he only worked harder and continued to prove his theorems. I learned several important physics concepts through the movie. One of which is in regard to electromagnetic force. An electromagnetic force holds atoms and molecules together. The forces of electric attraction and repulsion of electric charges are so much stronger than the other three fundamental forces that they can be considered to be negligible as determiners of atomic and molecular structure. Another intriguing physics concept I learned from the movie was that nothing could exceed the speed of light. This idea was brought forth by Albert Einstein when questioning Newton’s theory that gravity was instantaneous across any distance. Einstein’s theory was that heavy objects like the sun warped the fabric of space time. Gravity is the way we see warped space time. Einstein also proved that gravity waves travel at the speed of light. Nothing is faster than the speed of light. Through the movie I was able to conclude that the electromagnetic force is in fact much stronger than our gravitational force. Through the movie I was also able to learn more about lesser known forces. I learned about the strong and weak force. These two forces are what holds things together at the atomic levels. The weak force is a fundamental force of nature that underlies some forms of radioactivity, initiates the nuclear fusion reaction that fuels the Sun, and governs the decay of unstable subatomic particles such as mesons. The strong force binds subatomic particles together in clusters to make more-familiar subatomic particles, such as protons and neutrons. It also holds together the atomic nucleus and underlies interactions between all particles. Due to the movie my perspective on certain scientific fields has drastically changed. Take, for example, the electromagnetic force. Through the description of an electromagnetic force I now find myself questioning whether or not I am truly sitting in a chair or standing on the ground. I was shocked when the thought provoking fact was brought forth that we do not in fact touch anything. The movie also depicted the idea that when we drop an object it is traveling at a slant because of because the orbit of Earth is at a slant. I enjoyed The Elegant Universe a lot. I learned a lot through this movie. Often I found myself on the edge of my seat intrigued by every new theory being brought forth by each astounded scientist. I enjoyed how in depth they went in explaining and getting across each theory and concept. I left this video a better student and more interested, confused, and even prepared student for my later years in the scientific fields.

Thomas More Essays (831 words) - Anglican Saints, Anti-Protestantism

Thomas More At the last debating whereof he made such arguments and reasons there against, that the King's demands were thereby overthrown. So that one of the King's privy chamber, named Mr. Tyler, being present thereat, brought word to the King out of the Parliament house, that a beardless boy had disappointed all his purposes. Whereupon the King conceiving great indignation towards him could not be satisfied until he had some way revenged it. And forasmuch as he nothing having, nothing could lose, his grace devised a causeless quarrel against his Father, keeping him in the Tower until he had paid him an hundred pounds fine. Shortly hereupon it fortuned that this Sir Thomas More coming in a suit to Dr. Fox, Bishop of Winchester, one of the King's privy council, they called him aside, and pretending great favour towards him, promised him that if he would be ruled by him, he would not fail but into the King's favour again to restore him, meaning, as it was after conjectured, to cause him thereby to confess his offence against the King, whereby his Highness might with better colour have occasion to revenge his displeasure against him. But when he came from the Bishop, he fell in communication with one Mr. Witford, his familiar friend, then chaplain to that Bishop and after a Father of Sion, and showed him what the Bishop had said unto him, desiring to have his advice therein, who for the passion of God prayed him in no wise to follow his counsel "for my Lord my Master (quoth he) to serve the King's turn will not stick to agree to his own father's death." So Sir Thomas More returned to the Bishop no more when Sir Thomas More had remained in the Tower a little more than a month, my wife, longing to see her father, by her earnest suit at length gat leave to go to him. At whose coming (after the seven psalms and litany said, which whensoever she came to him, ere he fell in talk of any worldly matters, he used accustomably to say with her) among other communication he said unto her, prolific letter writer Since More was a practising lawyer and politician for most of his adult life he was allowed to correspond with his eldest daughter Margaret Roper (who was also allowed to visit him in prison) Within two weeks of More's death (6 July 1535), an eye-witness account of More's final trial and execution written , for a different view of the relationships between the various accounts of More's execution.] More served Henry faithfully in some of the most trying times the English court has ever known, and when he refused to attend Anne Boleyn's coronation ceremony he knew what was in store. He was later requested to take an oath acknowledging Henry the supreme head of the Church in England, and when he (as a loyal Roman Catholic) refused he was tried and convicted of treason. This essay has indicated that the humanists were concerned with developing a noble style in their oral and written communication. They were also concerned with their style of behavior. They valued witty behavior, and especially a witty jest ; and they immensely admired a quality of polished urbanity when it was manifest in difficult situations. One way of summing this up would be to say that the humanists admired a man who never "lost his cool." According to William Roper, More's son-in-law and biographer, Sir Thomas More even quipped at the time of his death. To one of his attendants at the foot of the shaky scaffold More said, "I pray you, Master Lieutenant, see me safe up, and for my coming down let me shift for myself." And when the executioner begged his pardon, More embraced him and said to him "pluck up thy spirits, man, and be not afraid to do thine office." Finally, as he was laying his head upon the block, he begged the executioner stay until he had removed his beard, saying that it had never committed any treason. The execution of More in 1535 shocked and dismayed humanists throughout Europe. Their hopes blasted by nationalism, religious faction and royal pride, it became impossible for men like More and Erasmus, to prevail. The succeeding generation of humanists tended, like Francis Petrarch earlier, to be more cautious, more deferential to established power and doctrine. Sir Thomas More considered becoming a Carthusian monk, but chose instead the active life of law and public service. After

The Best Sales Campaign Ideas Templates to Increase Your Revenue

The Best Sales Campaign Ideas Templates to Increase Your Revenue It’d be great if everyone always wanted to pay full price for your product  or service, but this isn’t the reality most marketers face. Enter the sales campaign. At various times during the year, a strategically planned sales or promotional campaign can boost revenue and move your business from the red to the black. *Fun Fact* Many believe that’s where â€Å"Black Friday† got its name. The promotions on that day generate so much revenue, that retailers are pushed into the black for the year. In this post, you’ll find everything you need to plan your next sales or promotional campaign, including 19 real-life promotional campaigns to draw inspiration from and four downloadable templates to help plan your next sales campaign. Download These Sales Campaign Templates to Get Started Sales campaigns have a lot of moving pieces and are no cake walk to plan. You’ll need quite a few people to help make this campaign a reality, so download these templates to make your job a little easier. Here’s a list of what templates are included in the download: A Creative Brief Template  to clarify the high-level parts of your campaign. A Team Huddle PowerPoint Template  to get team buy-in. A Campaign Planning Spreadsheet  to get everything in order. A Marketing Calendar Template  to set and meet all your deadlines. Table of Contents Welcome Bonus  Discount Promo Ideas Buy One Get One (BOGO) Sales Campaign Ideas Buy More, Save More Sales Campaign Ideas Customer Loyalty Sales Campaign Ideas Rebate Sales Campaign Ideas Exchange / Upgrade Sales Promotion Ideas Influencer Discount Campaign Ideas Abandoned Cart Discount Ideas What is a Sales Campaign A sales campaign is a great way to increase demand for your product in a short amount of time. The purpose of the campaign is to inch existing leads  closer to making their purchase. If someone is sitting on the fence unsure if they will buy, a sales campaign will likely nudge them toward finalizing their purchase. The average promotional campaign usually takes a multi-channel approach and runs for a limited time only. This sense of urgency motivates prospective buyers to move quickly throughout the marketing funnel. Why? Well, according to RetailMeNot, 81% of Americans  say finding a great offer or discount is on their mind throughout the entire purchase journey. So as someone navigates their way through the marketing funnel, they’re always on the lookout for price drops and promotions. This is especially true for big-ticket purchases and those that fall under wants, rather than needs.

Spices Kill Some Bacteria and Have Other Benefits

Spices Kill Some Bacteria and Have Other Benefits In the hopes of finding ways to control pathogens in food, researchers have discovered that spices kill bacteria. Several studies have indicated that common spices, such as garlic, clove, and cinnamon, may be particularly effective against certain strains of E. coli bacteria. Spices Kill Bacteria In a Kansas State University study, scientists tested more than 23 spices in three scenarios: an artificial laboratory medium,  uncooked hamburger meat, and uncooked salami. Initial results indicated that clove had the highest inhibitory effect on the E. coli in the hamburger while garlic had the highest inhibitory effect in the laboratory medium. But what about taste? Scientists admitted that finding the right mix between the taste of the food and the amounts of spices necessary to inhibit the pathogens was problematic. The amounts of the spices used ranged from a low of one percent to a high of ten percent. Researchers hope to further study these interactions and perhaps develop recommendations for spice  levels both for manufacturers and consumers. Scientists also cautioned that the use of spices is not a substitute for the proper handling of food. While the spices used were able to greatly curtail the amounts of E. coli in the meat products, they did not eliminate the pathogen entirely, thus the necessity of proper cooking methods. Meats should be cooked to approximately 160 degrees Fahrenheit and until the juices run clear. Counters and other items that come in contact with uncooked meat should be thoroughly washed, preferably with soap, hot water, and a light bleach solution. Cinnamon Kills Bacteria Cinnamon is such a flavorful and seemingly innocuous spice. Who would ever think that it could be deadly? Researchers at Kansas State University have also discovered that cinnamon kills Escherichia coli O157:H7 bacteria. In the studies, apple juice samples were tainted with approximately one million E. coli O157:H7 bacteria. About a teaspoon of cinnamon was added and the concoction was left to stand for three days. When researchers tested the juice samples it was discovered that 99.5 percent of the bacteria had been destroyed. It was also discovered that if common preservatives such as sodium benzoate or potassium sorbate were added to the mixture, the levels of remaining bacteria were almost undetectable. Researchers believe that these studies demonstrate that cinnamon can be effectively used to control bacteria in unpasteurized juices and may one day replace preservatives in foods. They are hopeful that cinnamon may be as effective in controlling other pathogens that cause food-borne illness such as Salmonella and Campylobacter. Previous studies have shown that cinnamon can also control microbes in meat. It is most effective, however, against pathogens in liquids. In liquids, the pathogens cannot be absorbed by fats (as they are in meat) and thus are easier to destroy. Currently, the best way to protect against E. coli infection is to take preventative measures. This includes avoiding both unpasteurized juices and milk, cooking raw meats to an internal temperature of 160 degrees Fahrenheit, and washing your hands after handling raw meat. Spices and Other Health Benefits Adding certain spices to your food can also have positive metabolic benefits. Spices such as rosemary, oregano, cinnamon, turmeric, black pepper, cloves, garlic powder, and paprika increase antioxidant activity in the blood and decrease insulin response. In addition, Penn State researchers found that adding these types of spices to meals high in fat decreases triglyceride response by about 30 percent. High triglyceride levels are associated with heart disease. In the study, the researchers compared the effects of eating high-fat foods with spices added to that of high-fat foods without spices. The group that consumed the spicy food had lower insulin and triglyceride responses to their meal. Along with the positive health benefits of consuming the meals with spices, the participants reported no negative gastrointestinal problems. The researchers contend that antioxidant spices like the ones in the study could be used to reduce oxidative stress. Oxidative stress has been linked to the development of chronic disease such as arthritis, heart disease, and diabetes. For additional information, see: Cinnamon Is Lethal Weapon Against E. Coli O157:H7Antioxidant Spices Reduce Negative Effects of High-Fat Meal

Education Vision Essay Example | Topics and Well Written Essays - 500 words

Education Vision - Essay Example As a scientific approach to school education, reformers always suggest that new techniques be implemented for the comprehensive development of their studenthood so as to enable them to focus more on their personal abilities to react to real-time situational demands than retain the enormous amount of knowledge they claim from books and classroom lectures. In my belief, education and learning are two different concepts; while the former requires structural administration of external factors to the intellect of an individual, the latter refers to a set of models of behavior and thoughts one processes and retains for reference of future actions from the experience of circumstances and exercise of strategic thinking based on timely requirements. I would like my school to focus more on the practice of intellectual requirements than the exploration of theories. The model for my school should be totally practice based and the one that gives every student opportunity to find his insider out. A schooling method for this purpose requires the co-ordination of the thoughts of parents and teachers. Conservative teaching techniques has been outdated since the introduction of computer-based learning; therefore, schools must implement systems for empirical learning based on individual attention whereby each student gets the benefit of opportunities to excel his field of enthusiasm. A number of characteristics like empathy, respect for the students, flexibility, self-care, patience, sense of humor, collegiality, and high energy level are expected to be met by the teachers to be successful in forming a part of the urban curriculum design. These qualities of the teachers can be utilized only if the student behavior is favorable to the conditions of the urban school. Parents are expected to identify the inherent abilities of their children and guide them the real way of their eventual success. They must be largely communicative and friendly with them.

Chemistry of preservative used in food industry Assignment

Chemistry of preservative used in food industry - Assignment Example The natural type occurs with its individual natural neutralizers different from the one prepared in laboratories. The natural form does not have preservative action since it have no toxicity. Sodium benzoate produced in chemical laboratories is cheap and toxic which kills living organisms (McKinney 358). Also benzoic acid is an element additive used in food industries, its low cost, ease of absorption in products, lack of color and low rate of toxic form made benzoic acid to be become one of the widely used preservatives word wide. It occurs in pure form as colorless; it’s soluble to a limited extent in water (Taormina 114). In conclusion, chemical preservatives are widely used to put off or slow down both chemical and organic corrosion of food for future use. Chemical deterioration includes oxidation and food browning, while organic corrosion involves dilapidation of food by

Soap Operas Essay Example for Free

Soap Operas Essay Soap operas use issues from everyday lives to attract an audience. In this study I will be researching the issues and topics from which soap operas create storylines, for example marriage, divorce, death and teen pregnancy. I will look at the way different soaps look at these issues from various perspectives because the hypothesis is that the soap Coronation street will tackle issues in a more older perspective but the soap Hollyoaks will tackle issues in a younger view. Audiences have many reasons why they watch soap operas. Escapism is a big reason; people choose to watch soaps to look lives other than their own. It helps viewers to see that their lives may not be as bad as the characters on television. In addition, sometimes people need to fantasise about the good things in life, and it gives them hope that it might happen to them. Soap operas also make audiences feel happy and enjoy the storylines, they get involved in whats happening, so they watch more and more. Every soap opera needs an audience: without an audience there would be no need for soap operas, so their job is to make sure they keep their audience interested. Soap Operas have to keep them interested by writing storylines on everyday issues, similar to those which audiences have to deal with in their own lives. These issues help people to consider what to do if they need to deal with them. Soaps look at these issues differently, in different ways, in different environments, and with different ages, in order to react to reach their target audience. Looking at Coronation Street and Hollyoaks, both have completely different settings and characters. Coronation Streets is the longest running television soap opera. The first episode was released in 1965, 40 years ago. It is set in Manchester, Weatherfield in fictional industrial town, it has a middle and lower class setting for that particular audience. It is aimed at middle and lower class people because that is the biggest population in that area, as upper class are just a minority group. The programme is broadcast at either 19. 30 or 20. 30, 5 times a week. This is when families get home from work and sit down and relax in front of the television together. But the target audience are more late teens to old pensioners. So with this type of audience issues need to cover different ages, to interest different generations; children, teenagers, parents, and grandparents, but also both genders and Coronation Street try to cover this. On the other hand Hollyoaks is set in Chester; it was first begun in 1995. It is broadcast at 18. 30 5 days a week and with an omnibus on Sunday at 9. 15. This is called the Hangover Zone, the morning after a Saturday night, most people that occur in this zone tend to be 18- 30 years old so again the issues need to cover for this range of audience. The Omnibus is significant because teenagers and older people may miss the episodes in the week as it is at 6. 30 when people are still at work. The soap is at 18. 30, this is a time when older people are still at work or travelling home so the soap needs to tackle issues very differently because it looks at young teens young adults rather than the older generation. However some people do not consider the show to be a serious drama when compared with the bigger soaps such as Eastenders and Coronation Street, partly due to its reputation for hiring numerous attractive, blonde, ratings-grabbing actresses. The settings of both soaps are very different too. Coronation Street is set in a traditional street with a corner shop, a pub, a very local neighbourly place where everyone knows everyone and their business this is where all the conflict comes in, and the audience become familiar with the characters. Whereas Hollyoaks, Chester is a bigger setting of a village not just a street. It includes a pub, a shop, a nightclub, a school and most important a university. The characters are mostly young and beautiful, so there is many two faced people, where most of the conflict happens. Looking at different characters from both soaps, you see how different some characters are and some similarities there are. Two characters a have been looking at are coronation streets Sally Webster and Hollyoaks new character Kathy Barnes. Both characters are mothers of two teenage girls, and push their girls into doing things that they want, not what their daughters want. Sally Webster is a very pushy person who always wants things to go her way. A big story line recently is between her and her14 year old daughter Rosie. After finding out her daughter was sleeping with boyfriend Craig Harris, Sally forces Rosie to take the morning after pill, she also insists that Rosie and Craig split up. Being teenagers, they disobey and continue to stay together without Sally or husband Kevin Webster knowing. This storyline is very dramatic and covers an issue which concerns a lot of parents today. As an audience you see different views of the parents and the children and it shows a way of dealing with this kind of issue, or not choosing this way of dealing with the issue in the way characters have. Both Sally and Kathy have similar roles being parents of two girls and wanting the best for them. Kathys recent storyline in Hollyoaks has shown similar way of wanting the best for her children. She has recently been pushing her daughter into training extremely hard at swimming. Daughter Sarah loves her swimming but her mum has been making her hobby into something she doesnt want to do. This storyline may show people that pushing your child hard into doing something can push them away from you. This shows that even though both soaps are very different they still have similar storylines and characters. This is because of the audience, even though the audiences are slightly different they both use these storylines towards the younger audiences and both soaps deal with everyday issues and both have shown this. Another two characters I have been looking at are soap star Leanne Battersby and Mandy Hutchinson. Both characters are a similar age but live two very different lives. Leanne is a troublesome girl. Ever since she was a teenager she was mouthy and still hasnt changed. She has been married but that ended and she has also been in the wrong crowds, fleeing coronation street but returning in 2004. She then got into a relationship with newcomer Jamie Baldwin but later started sleeping with his father Danny behind his back. After him finding out and leaving Leanne she is now in a relationship with Danny Baldwin and trying to still be devious and ruin peoples lives. Comparing Leanne to Hollyoaks character Mandy Hutchinson, we can see that she is quite the opposite. Mandy is wife to Tony and mother to Antonia. Mandy owns the nightclub The Loft and with her degree in business studies from HCC, she and Tony own a lot of businesses in Hollyoaks. In the past, Mandy has been with many different guys and with the loss of her father, brother, mother and step father, she became quite alone but with the help of her husband Tony she is now back on her feet with her own new family. Even though both characters are the same age they lead very different live. Audiences see both soaps very differently in the different actors for both soaps. Some people do not consider Hollyoaks to be a serious drama when compared with the bigger soaps such as Eastenders and Coronation Street, partly due to its reputation for hiring numerous attractive, blonde, ratings-grabbing actresses.

Virtual Child Pornography Should be Legal :: Argumentative Persuasive Argument Essays

Virtual Child Pornography Should be Legal This nation has several issues over which most people's minds freeze up, with the disastrous drug war probably leading the list. I don't share a feeling of squeamishness and horror when it comes to drugs: What I don't want, I don't take, it's that simple. And I don't spend time fretting that my neighbors might be toking, or snorting, in the privacy of their homes. Child pornography is something else; it pushes all kinds of emotional hot-buttons in me. Certainly I would agree with the majority that anyone who exploits children in a sexual manner is committing a serious offense, deserving of harsh punishment. And anyone who get his kicks looking at images of children in sexual situations, well, that's also pretty horrifying to my sensibilities. I am very glad that my own lust meter pegs when I look at fully grown women, not at some other subset of the population. Nevertheless, I feel moved to speak against the wave of hysteria that is exemplified by U.S. Rep. Henry Brown's call for a Constitutional amendment to ban virtual child pornography. (Virtual child pornography is images that appear to be of children having sex, but which are in fact made-up, simulated by the miracles of modern computer graphics). Some who oppose such an amendment do so on the basis that the Constitution is not meant to cover specific legislative issues. That is true, but it misses the larger point, which comes down to basic rights, even for people we think have horrifying tastes. To put it bluntly, children (and adults too, of course) have the right not to be sexually exploited, BUT, adults have the right to possess any material which does not directly exploit children. Yes, including virtual pornography. I think a strong case could be made that it should not be illegal for someone to possess images of ACTUAL child pornography: The crime has been committed by the person exploiting the children, not the person viewing the picture. Nevertheless, in this column I'm taking the less assertive position that only pretend pictures of children don't warrant legal sanction. Think about this: Take a napkin. Draw a big guy with an erect c***. Draw a much smaller figure giving him a b*** j**. You have just committed a felony. Take that napkin and stuff it in someone else's pocket.

Discuss the techniques Gaskell uses to present Margaret, Thornton and workers in the riot scene Essay

North and South is set in the mid nineteenth century at the time of the industrial revolution. It is an industrial novel, which means that it portrays the difficult lives of the working class during the industrial revolution. This was a genre with few female writers; due to the â€Å"seriousness† of the work, it was not considered appropriate for women. The riot scene is a watershed, a turning point, much like the industrial revolution in the 19th century. The themes are †¦ It is a book of contrasts. Mr Thornton represents the business-minded north and is juxtaposed with Margaret Hale who represents the rich, delicate south. The violence of the riot scene causes understanding and what the characters have done wrong. It shows us that our impressions of the characters are wrong and their impressions of each other. Everyone has misjudged each other. Gaskell is challenging her Victorian readers’ black and white stereotypes and asking them to revaluate their views. The North-South divide exists in Great Britain. It refers to both the economic and the cultural differences between South England and North. The North is usually seen as poorer and more left wing, and the South as richer and more right wing. The South can be seen as much more comfortable, and a place where a better class of people live, shown in the contrasting descriptions of Helstone and Milton. Helston is deascribed to be, â€Å"it really sounded like a village in a tale rather than in real life.† And the sky in Milton is described to be darker than Helston’s wintry blue, foreshadowing the later storm. This was particularly so in the Victorian period, that North and South is set right in the middle of, when the North became increasingly industrialised and polluted. In the novel the place that Margaret has grown up in, the fictional village of Helstone is in the South. It is a gentle place and is described as â€Å"like a village in a poem† which tells the reader how beautiful it is. However, Margaret’s first view of the industrial Milton (The Northern town that she moves to) is the â€Å"deep lead-coloured cloud hanging over the horizon† She dislikes Milton at first, but slowly falls in love with the spirit and enterprise of the people. She realises that behind the machines that seem to run Milton there are real people and families. Her friend Bessie helps her understand this. That’s why her views change. North and South argues that the Industrial North represents the future, with Margaret gradual conversion from Helstone to Milton. Milton is based on Gaskell’s knowledge of Manchester. At the time Manchester was the â€Å"jewel in the crown† of the industrial north. Mr Thornton is a factory owner in Milton who Margaret eventually falls in love with. He is described as having a sharp and angular face, making him appear chiselled, as if he is made from stone. This accentuates his tough inflexible nature. â€Å"as if they were carved in marble.† He is described as an â€Å"iron man† which could suggest his machine like qualities and industrialist nature which was common in the north during the Industrial Revolution. He represents the hard working Northern factory owners, business and shows that there were real men behind harsh masters. He is the opposite of Margaret. The riot scene is where Mr Thornton and Margaret are thrown together. This represents the union of north and south, and how they should work together and protect each other. In the riot scene Thornton changes from cold (before the scene) to caring â€Å"Miss Hale is hurt!† to romantic â€Å"You are the only woman I have ever loved! The women in the extract depend on him and his instructions, making them all typical of the time â€Å"Shut down the windows instantly mother† When Margaret is hit by the pebble it is like a wall between them (Margaret’s pride) has been broken, and it allows Thornton to step forward and take control. Another thing that allows us to see another aspect of him is that he takes lessons from Mr Hale, which shows us he is a sensitive man, and he is an unusual factory owner. The workers hate him, and view him as cruel and harsh. This is because most of his actions are fuelled by wanting more money, not humanitarianism. For example, when he installs a new fan in the factory. It makes the workers more comfortable because it reduces the amount of cotton in their lungs, but Mr Thornton did it because he wanted them to live longer, to maintain an experienced workforce. . He altered his chimneys which reduced smoke emission but this was to save fuel, not the environment. In the workers’ view they have an unfair deal. This is why they strike. After the riot scene the workers and Thornton better understand each other, because the workers see that he is human because of his love for Margaret. He is proud of Milton’s industry and he realises the extent of their desperation. Margaret is a very proud and strong woman. Other people view her as overly proud and judgemental. â€Å"always gave strangers the impression of haughtiness† â€Å"Her quiet coldness of demeanour he interpreted into contemptuousness.† She is an atypical Victorian woman because she is strong and complex, but in the riot scene she becomes a typical Victorian woman, who needs someone to protect her. She lets Mr Thornton tell her what to do. As a southern gentlewoman she views Milton as â€Å"regularly built† meaning everything is the same, and dull and boring. She sees the â€Å"hopeless streets† and regrets moving to Milton. She usually contrasts to Mr Thornton’s sister, Fanny, but in the riot scene she becomes more like her, being defenceless and acting on instinct, without careful measured thought. She is described as â€Å"far from regularly beautiful† which could also mean that she is far from regular in her actions and demeanour. When she does move to Milton she tries to make the most of it, instead of complaining about it. She tries to help people, and offers charity even though they don’t want it. This is different to Thornton, but it doesn’t necessarily make her better than him because it can seem condescending to whoever she decides to help. She doesn’t understand the Milton way of life and feels she doesn’t fit in, but when she visits Helstone again she realises she has changed, and she no longer belongs there. The reader sees, along with Margaret, that Helstone has always been to her a mythical place linked to her more closely with idyllic romantic dreams than with the realities of nineteenth-century life. When Thornton gives her the dead rose from Helstone it symbolises that Helstone doesn’t mean anything to her now, because she used to talk about the roses, but the rose is dead now, symbolising that her life in Helstone is no more. The workers are considered by the factory owners to be animalistic and unthinking, represented by Gaskell’s use of language, â€Å"fierce growl† â€Å"troop of animals†. Higgins is the atypical character in that group because he is clever. He is a union leader and naturally takes control. He is the voice of the workers. He is not in the riot, and is very angry that the strike has broken. He represents change, passion and aggression. He is bullying. In the riot scene Gaskell uses descriptions of the weather to represent the idea of the workers as a gathering storm â€Å"roll of the tempest† The riot scene is a turning point in the novel. It is the point where Gaskell makes her main point about society at the time. The characters weaknesses and strengths are showcased and Margaret and Thornton become symbols of society at the time. The characters that before had all been so complex and unusual become more archetypal and in keeping with the more common character type. They all change and become more human, allowing them to connect. Only when they let their guard down can they understand. It is hot at the beginning of the extract because a storm is brewing, both metaphorically and physically. The feeling of the extract changes a lot, one of the more important and obvious place is where Thornton runs downstairs to the workers. The section is in short segmented sentences so it’s a list and reads really quickly. It creates the effect of a rush and the reader feels the anxiety of the characters. Another point where the tension and atmosphere change is where Mr Thornton makes his declaration of love to Margaret when she has been hit with the pebble. The symbolic value of this is that the wall between them (their cold exteriors) has been damaged and so their emotions can leak out. It becomes much more romantic. Metaphors are a key part of the riot extract. One of the ongoing ones is of the workers being animalistic, with them being referred to as â€Å"brutes† and â€Å"fierce†. They also â€Å"growl†. This makes us fear for the safety of the characters, as animals are unpredictable. The workers contrast to Higgins because he acts rationally, in a carefully thought out way but the rest of the workers act on instinct, like animals. We feel sorry for them because of their unthinking nature and we feel scared of them because of the threatening vocabulary used to describe them. There are constant references to a storm, for example â€Å"the first slow-surging wave† This is referring to the workers and makes the reader think of them as powerful and unstoppable. â€Å"towards one point† means the workers are focused on Thornton, and that there is no going back. This makes the reader feel worried for Thornton. The feeling of going past the point of no return is perhaps Gaskell referring to Victorian society, and what may occur if the misunderstanding carries on. Symbolism is used a lot in the riot scene. There are symbols of division â€Å"mighty fall of the ponderous gates†, desperation â€Å"unearthly groan†, and passion â€Å"you are the only woman I have ever loved!†. It is evident that the idea of division becomes more pronounced in the riot scene. For example the gate being broken is symbolic of the divided breaking down the walls of society. Many conflicts happen in North and South. Some of them are ongoing, like with Margaret and Mr Thornton. Some of them burst suddenly, like in the riot scene between Mr Thornton and the workers. These two conflicts are linked by the cold feelings, which change after the riot scene. Conflict is one of the main themes of the book. The riot scene causes conflict because it forces people together and forces debate between people. There is no fight between the workers and Margaret but still she is hurt. They have stepped outside of the set conflicts and so Mr Thornton is angry. This prepares us for reconciliation because their anger has peaked and will now decline to a flat and will become steadier. Margaret’s brother Frederick is involved in a mutiny, and is held responsible for it and exiled from England. It is a similar situation to the workers, which is one reason why Margaret understands their point of view. Gaskell uses many techniques to present Margaret Thornton and the workers. She is commenting on Victorian society that this misunderstanding of North and South is wrong and that they should try harder to understand each other.

Greek Heroes Comparison with Modern Movies Essay

Greek mythology talks about different stories of heroes and villains in ancient times. I believe most of the stories are about war and tragedy. To name some are Ajax and the Trojan war. However, learning these different stories is very fascinating and intriguing. Each of the characters had his own goal to achieve whether or not with the help of someone (i. e. god or goddess). Below are five Greek heroes in ancient literature that showed their own ideals, talents and personality in the works of Homer, Hesiod and Sophocles. Homer’s â€Å"Iliad†: 1. Achilles. The greatest Greek warrior of the Trojan War. He was in love with Briseis whom Agamemnon commanded him to replace the enslaved Chryseis (Wikipedia, 2009). 2. Hector. He was a Trojan prince and a spearman whom Achilles has killed to avenge his friend Patroclus’s death. He was the greatest fighter of Troy (Wikipedia, 2009). Hesiod’s â€Å"Theogony†: 3. Prometheus. He was a Titan god [of fire] and his name literally means â€Å"forethought†. It is said that he was ambivalent and a lowly challenger of Zeus. (Answers, 2009). 4. Eros. He was the Greek god of love, lust, beauty and intercourse, and son of Aphrodite. He is represented by a naked child carrying bow and arrow. He sprang from the primordial Chaos together with Gaea (the Earth), and Tartarus (the underworld). He fell in love with Psyche and lived with her in his home but later on, their brittle peace was ruined by her jealous sisters. (Answers, 2009). Sophocles’s â€Å"Ajax†: 5. Odysseus. He was a great warrior, a rival of Ajax who was favored by the goddess Athena. He took pity on the delusional Ajax. He was the one who convinced the king to have Ajax buried despite of their past conflicts (Nathanbauman, 2009). Developing a character in a modern movie The five aforementioned Greek heroes built a composite picture of ancient heroic model in the modern movie character like Jason Bourne in The Bourne Identity [and its sequels The Bourne Supremacy and The Bourne Ultimatum] by Robert Ludlum, which is based on his novel of the same title. The movie portrays a spy who lost his memory and who is in constant run (Liman, 2002). The Jason Bourne character is strong, loving, life-preserving, a fighter and a challenger. He is being chased by the members of his previous team to eliminate him. This is to preserve the secret that the team has done in the past – the assassination attempt on the dictator Nyakwana Wombosi. Other spies and hitmen were also sent to go after him but they were all eliminated instead by him (Liman, 2002). Strong and fighter. Like Achilles, Hector and Odysseus, Jason Bourne is strong and a very good fighter. He has the instinct of self-preservation even though he lost his memory. He used advanced hand-to-hand combat (see Figure 1) and sometimes with the use of weapons, whichever is close at hand and available . It can be seen in the movie that he knocked the two police officers unconscious, who attempted to arrest him in the park for sleeping and without ID. Other scenes were when he Your Surname Here and page number was in the bank and the U. S. Consolate. He was then chased by the police and authorities, respectively. At the time that he was on the run, that was when he met Marie. He offered her money to drive for him and away from his pursuers (Liman, 2002). Loving. Like Eros and Psyche, they fell in love with each other (see Figure 1). And yet, to be able to protect Marie from all the danger he is facing, he separated himself from her; he sent her away even though they were already attached to each other. She originally did not want to leave him but he insisted (Liman, 2002). Challenger. Just like Prometheus, Jason Bourne is considered a lowly challenger to the CIA. He is alone but he accepted the challenge of risking his life just to find out his true identity and his past. Even though he did not know what the real deal was, he did not let himself lose to those men who wanted him dead. Figure 1. The Bourne Identity. A photo of Jason Bourne running, fighting with a hitman and kissing Marie (Liman, 2002). Works Cited Answers. com. Eros. July 2009. Answers. com. Prometheus. July 2009. Liman, Doug. The Bourne Identity. Perf. Matt Damon. Universal Studios, 2002. Nathanbauman. com. Odysseus. January 2009. Wikipedia. com. Achilles. July 2009.

Catch-22 log essays

Catch-22 log essays Yossarian He is the protagonist of Catch-22. Dunbar Yossarian's friend and roommate when the novel opens The Chaplain a religious man who comes to visit Yossarian in the hospital Nurse Duckett Doesn't appear to have a significant role, except that of Yossarian's nurse The Texan A man so nice that everyone hates him Soldier in white A completely bandaged man who is in the same ward as Yossarian Lieutenant Nately Yossarian's commanding officer The novel opens in a hospital ward with Yossarian meeting the chaplain. Yossarian seems to enjoy confusing the chaplain and causing him trouble although he "fell madly in love with him" (15) We meet a few other characters, none too significant at this point. The first piece of irony is seen in this chapter in the Texan. He is so nice that everyone hates him. The soldier in white poses an element of mystery thus far in the novel. He is intriguing to the other characters because he is all bandaged. They ponder whether or not he is alive. We are also introduced to the first setting of the novel; Pianosa which is to be a small island in the Mediterranean Sea. C.I.D. Man His name is only mentioned once and is thus far insignificant Clevinger A fellow officer in Yossarian's squadron Milo Assumed to be in charge of the mess hall Yossarian is out of the hospital and is arguing with Clevinger about how everyone is out to kill him The new characters are mainly other pilots in the military with Yossarian. Ferrara and the Great Big Siege of Bologna are two events mentioned with no description This chapter holds the first introduction to the idea of insanity. Yossarian feels that everyone else is crazy, everyone hates him and is trying to kill him as well. Sergeant Towser Only mentioned very briefly, no apparent significance Major Major Squadron commander who resembles Hen...

Maquiladoras in Mexico

Maquiladoras in Mexico Definition and Background The recent controversy over U.S. immigration policies regarding Hispanic people has caused us to overlook some very real economic realities regarding the benefits of Mexican labor to the U.S economy. Among those benefits is the use of Mexican factoriescalled maquiladorasto manufacture goods that will either be sold directly in the United States or exported to other foreign nations by American corporations. Although owned by Mexican companies, these factories often use materials and parts imported with few or no taxes and tariffs, under the agreement that the United States, or foreign countries, will control the exports of the products produced.   Maquiladoras originated in Mexico in the 1960s along the U.S. border. In the early to mid-1990s, there were approximately 2,000 maquiladoras with 500,000 workers. The number of maquiladoras skyrocketed after the passing of the North America Free Trade Agreement (NAFTA) in 1994, and it is not yet clear how proposed changes to NAFTA, or its dissolution, might affect the use of Mexican manufacturing plants by U.S. corporations in the future. What is clear is that currently, the practice is still of great benefit to both nationshelping Mexico reduce its unemployment rate and allowing U.S. corporations to take advantage of inexpensive labor. A political movement to bring manufacturing jobs back to the U.S. may, however, change the nature of this mutually beneficial relationship. At one time, the maquiladora program was Mexicos second largest source of export income, second only to oil, but since 2000 the availability of even cheaper labor in China and Central American nations has caused the number of Maquiladora plants to steadily dwindle. In the five years following the passing of NAFTA, more than 1400 new maquiladora plants opened in Mexico; between 2000 and 2002, more than 500 of those plants closed.   Maquiladoras, then and now, primarily produce electronic equipment, clothing, plastics, furniture, appliances, and auto parts, and even today ninety percent of the goods produced at maquiladoras are shipped north to the United States. Working Conditions in Maquiladoras Today As of this writing, more than one million Mexicans working in over 3,000 maquiladora manufacturing or export assembly plants in northern Mexico, producing parts and products for the United States and other nations. Mexican labor is inexpensive and because of NAFTA, taxes and customs fees are almost nonexistent. The benefit for the profitability of foreign-owned businesses is clear, and most of these plants are found within a short drive of the U.S.-Mexico border. Maquiladoras are owned by U.S., Japanese, and European countries, and some could be considered sweatshops composed of young women working for as little as 50 cents an hour, for up to ten hours a day, six days a week. However, in recent years, NAFTA has started to drive changes in this structure. Some maquiladoras are improving the conditions for their workers, along with increasing their wages. Some skilled workers in garment maquiladoras are paid as much as $1 to $2 an hour and work in modern, air-conditioned facilities. Unfortunately, the cost of living in border towns is often 30% higher than in southern Mexico and many of the maquiladora women (many of whom are single) are forced to live in shantytowns surrounding the factory towns, in residences that lack electricity and water. Maquiladoras are quite prevalent in Mexican cities such as Tijuana, Ciudad Juarez and Matamoros that lie directly across the border from the interstate highway-connected U.S. cities of San Diego (California), El Paso (Texas), and Brownsville (Texas), respectively. While some of the companies that have agreements with the maquiladoras have been increasing their workers standards, most employees work without even knowing that competitive unionization is possible (a single official government union is the only one allowed). Some laborers work up to 75 hours a week. And some maquiladoras are responsible for significant industrial pollution and environmental damage to the northern Mexico region and the southern U.S.   The use of maquiladora manufacturing plants, then, is a decided benefit to foreign-owned corporations, but a mixed blessing to the people of Mexico. They offer job opportunities to many people in an environment where unemployment is an ongoing problem, but under working conditions that would be considered substandard and inhumane by much of the rest of the world. NAFTA, the North American Free Trade Agreement, has caused slow improvement in conditions for laborers, but changes to NAFTA may well spell a reduction in opportunities for Mexican workers in the future.

Socially Just Conditions for Learning Essay Example | Topics and Well Written Essays - 2000 words

Socially Just Conditions for Learning - Essay Example In the sphere of education it is especially important to focus on social aspects, because teachers are responsible for upbringing and educating of new globalized citizens. Therefore, sociological implications of pedagogical practices should be correlated with political and cultural regulations of the country. Socially just pedagogies are focused on education of students with disabilities, from socially unfavorable families and environment. As far as we know it: â€Å"Educators †¦ should reject forms of schooling that marginalize students who are poor, black and least advantaged. This, points to the necessity for developing school practices that recognize how issues related to gender, class, race and sexual orientation can be used as a resource for learning rather than being contained in schools through a systemic pattern of exclusion, punishment and failure (Rossi, 2004). Consequently, we can see that now it is time to change social aspects of pedagogies for tolerant and multi- faceted educational practices. Teachers should take into account a student’s will for knowledge, improve and advance it and not to oppress him because of social stereotypes or perverted social patterns (Ukpokodu, 2007). Children impairments Children with physical or cognitive impairments are often criticized by classmates and in this case a teacher should be a â€Å"trigger† of tolerant and correct behavior in relation to a child. There is a marginalized disposition of students with disabilities and modern researches and studies are focused on reconceptualization of the students’ â€Å"inclusion† in the educational process (Chubbuck, 2009). A fundamental nature of impairment and disability should be promoted as a form of social artifacts. Another important measure to be taken by the modern teachers is to interpret pedagogical doctrines within social and globalized contexts. To begin with, teachers should realize the fact that their students, which are gen erally positioned as skilled and productive individuals, may be not â€Å"able†. Moreover, concerning students with disabilities, it should be noted that they require more help, patience and tolerance from their teachers. In accordance with the study conducted by Christensen, Young, & Marchant (2007): â€Å"An inclusive society, therefore, is not a society of equals in a principled way, but a society in which everyone has the qualities to meet her needs in an entrepreneurial way† (p. 82). Modern approaches of teachers to education A people-centered approach is the most relevant step to be taken by teachers in the beginning of educational practices change. A teacher should be positioned as a mentor, helping to bridge an inner emotional gap within a student with special needs. There are two important questions for each teacher: â€Å"what do my students see?†, â€Å"what are their real ideas in the educational process?† Consequently, education in the modern globalized context is moving from telling students what is true to asking students what it true. Children have their own opinion. They have their own voice and it should not be suppressed in the educational process. A socially just teacher is a mentor, who has an ability to listen to his students and take into account their ideas (Keeffee and Carrington, 1996). I can further claim that a teacher’s socially just practices are being developed under the influence of childhood impressions. In my

ORGANISATIONAL PSYCHOLOGY Essay Example | Topics and Well Written Essays - 250 words

ORGANISATIONAL PSYCHOLOGY - Essay Example H). Harry Potter was influenced by Dumbledore, while people like Richard Brandson or Steve Jobs are inventors of their own new way. Harry Potter teaches that leader must be supported and directed on a way, so such a leader can continue some eternal path, fighting for a Greater Good. But leaders like Richard Brandson do what they want to do, something they have passion about. You can’t say Harry enjoys hunting Voldemort, but Mark Zukenberg does enjoy his work. People stand beside Harry to fight for a Greater Good, and follow Steve Jobs to develop themselves in a way their leader does. Another thing that differs in these types of leaders is kind of power. Manda H. Rosser mentions several kinds of power, which leader can have (Rosser, M. H). I think Victor Cram from HP is a type of leader similar to Richard Brandson or Steve Jobs. They both have an Expert kind of power, and they’re successful in a particular

Systems and Structure of compulsory Education in the Uk Assignment

Systems and Structure of compulsory Education in the Uk - Assignment Example Through the years, there has been a relevant collaboration of different organizations and statutory bodies so that a strong educational standard is maintained. According to Fosket (1992), the role of external relations would â€Å"address the issues of the school’s relationship to its outside audiences† (p. 3). Being an institution of education and training for society’s use, it is important to constantly connect with the current situation and elaborate its need for solutions, appreciate and conserve whatever good things the community has to offer. The external statutory bodies, even though not directly related to it, carry education by means of emotional support (parents and guardians) and financial support (scholarship programs from the business sector). External relations also play an important role in the realization of some changes in the curriculum; an example would be the unsuccessful transition of Key Stage 1 to Key Stage 2. Messer (1992), as cited in Fos ket (1992), discussed that the supposed to be â€Å"smooth transition† of a key stage to another was not carried out well because schools disregarded the individual planning of the teacher and preferred a corporate planning. In carrying out the plan effectively, Hanford, Reader, and Fullick (1992) as cited in Fosket (1992), proposed that there should be a linkage of the schools to the community, having the parents, media, and the employers as regulators so that the education being offered to the students is holistic. According to Hanford as cited in Fosket (1992), â€Å"liaison between the school and the parents of the pupils is based on a well-founded tradition† (p. 105). Saying that parents are just for the home holds an obsolete idea since the Education Act of 1994 strongly indicated the â€Å"legal duty of the parents to ensure their children’s education.† The use of media in schools has greatly affected the teaching techniques of the teachers. Thus, having the media in line with other regulatory bodies is just coherent. Media can be used to â€Å"raise awareness,† and â€Å"create a positive image of the school† (Reader as cited in Fosket, 1992, p. 118). Fullick as cited in Fosket (1992) concerns more on future employment, where the economic trends affect the choice of students of their career paths. Funding is also a major issue in the education sector. Knowing that no organisation could survive without proper financial help, privately owned businesses also finance certain schools and even directly helping the students by giving them scholarship grants. This situation implies that even institutions not related to giving education also matter in terms of support. An existing challenge faced by both government and external statutory bodies of is the tiering of the school system. The tiering of the UK school system has lowered the education’s principle of equality since it can be a form of stratification amon g students. The report says that the two-tier system creates a â€Å"poverty trap for disadvantaged.† Chitty (1989) contends that the tiering of the school system is a reflection of the society as a whole; where the top tier represents the advantages and well-funded private schools, the second tier resembles that of the middle or working class, and the third tier

Looking At Imperial Identity In Rudyard Kipling English Literature Essay

Looking At Imperial Identity In Rudyard Kipling English Literature Essay The work of Edward Said has long been fuel for much critical debate; In Orientalism, Said argues that the whole notion of the Orient is a body of culture, academic and political work that tries to identify the East as them in terms that have evolved through Western Imperialism. In Orientalism, Said quotes Rudyard Kiplings work as exemplifying colonial attitudes to Oriental peoples. (REF) The aim of this essay is to explore the critical material written about the work of Kipling, in particular Kim and The Jungle Books. By using the work of Said as a foundation and starting point to critique Kiplings work, I plan to explore how Kipling presents his young heroes, Kim and Mowgli. According to Saids analysis, there are two factors that must be kept in mind when interpreting Kim. One being that, its author was writing not just from the dominating viewpoint of a white man in a colonial possession but from the perspective of a colossal colonial system whose economy, functioning, and history had acquired the status of a virtual fact of nature. (162) Kipling assumes an essentially uncontested empire of colonies made up of inferior humans. The division between white and non-white was absolute in India and other colonial areas, and is alluded to throughout Kim as well as the rest of Kiplings work: a Sahib is a Sahib and no amount of friendship or camaraderie can change the rudiments of racial difference. (162) According to Said, Kipling would no more have questioned that difference and the right of the white European to rule than he would have argued with the Himalayas. (163) Similar to Said, S. P. Mohanty in his essay, Kiplings Children and the Colour Line, explores this division between the white and non-white. Mohanty argues that Kim has to be read in terms of racial positions and the imperial project. In particular he focuses on issues of spying, scouting, observing and managing: a distinctly political project shaping racial meanings, identities and possibilities. He suggests that Kim is a white hero who can discard his colour as he wishes: He lives and sleeps and east in the open social world of colonial India against a backdrop of an inter-Imperial war between Britain and Russia, but his identity is never something that ties him down. (241) Kim is of white heritage, yet grew up as a street urchin in Lahore, in the care of a half caste Indian woman. Mohanty argues that it is when we begin to take Kims cultural identity seriously as the character can become real and the reader begins to pay attention to the narratives elusive and mystifying cultural vision and wonder about the sources of its motivation. (242) The critic explains that once we being to question Kims education, direct parallels can be drawn to Kims ancestor, Mowgli. Both Kim and Mowgli learn to adapt to strange surroundings and attain a knowledge that enables them to survive their harsh worlds. (242) Mowgli is adopted by the wolves and befriended by the rest of the jungle animals, yet still holds a level of superiority. However in an example that Mohanty gives, taken from the opening of The Kings Ankus, Mowgli and Kaa the python are playing: the fantasy is here not so much of pure freedom as of involvement without any real implication. Kaa could crush Mowgli with the slightest slip; and what Mowgli plays with, in fact, is precisely this. Their inequality reduces to a game. From the beginning of the story, Kaa acknowledges the young human as the Master of the Jungle, and brings the boy all the news that he hears. (243) It is suggested by Mohanty that Mowgli like Kim reveals the capacity to not only inhabit the jungle through a wishful allegorical fantasy, but also to chart and track it as well both of them have the ability to read the world around them and often better than the natives. The native boys Kim is compared with somehow lack the facility that make reading possible, remarks the critic. Another example he gives of this inequality is when Lurgan Sahib teaches Kim and the Indian boy how to observes peoples faces and reactions, to interpret their behaviour and identify motive, Kim seems to learn it quickly, whilst the native boy is left mysteriously handicapped (244) The second factor is that Said recognises is that Kipling was a historical being as well an author; Kim was written at a specific moment in his career, and at a time when the relationship between the British and Indian people was changing. When we read it today, Kiplings Kim can touch many of these issues. Does Kipling portray the Indians as inferior, or as somehow equal but different? Obviously, an Indian reader will give an answer that focuses on some factors more than others (for example, Kiplings stereotypical views some would call them racialist on the Oriental character) whereas English and American readers will stress his affection for Indian life on the Grand Trunk Road. Sandra Kemp in her 1988 study entitled Kiplings Hidden Narratives, tries to understand and link the relationship between the authors psychology and the authors work. She notes that Kipling was strongly opposed to Indian Nationalism (2) and used his public figure as a writer to draw attention to politics and the political climate in India. Like Said recognises, India was entering a post-Muntiny state and both critics propound the influence of this on Kipling. (2) Baa Baa, Black Sheep, Kiplings semi-autobiographical account of childhood, he reveals recurrent preoccupations as the story dramatizes the difference between the East and West. Throughout his writings Kipling seems to be searching for a structure of belief that would recognise the reality of both love and hate, and the reality of their co-existence. Kemp encapsulates the search for identity within Kim, stating that this structures the action: Who is Kim-Kim-Kim? Quoting this extract from Kim again is Zorah T. Sullivan, who notes that this inner quest and search for an identity suggest possible self-discovery. Sullivan examines Kim and Mowglis mutual [division] between their desire to be loved and their need to control and be feared. (i) Quoting from The Second Jungle Book all the Jungle was his friend, and just a little afraid of him (130). This coincides with Mohantys point regarding Kaa and Mowlgis play fighting. Sullivan identifies that the India Kipling created helped to construct a mythology of imperialism by reflecting both the real and the imaginary relationship between the British and their Indian subjects. (8) By acknowledging the work of Kemp, Sullivan expands upon how Kemp illuminates Foucaults and Saids earlier work on the problems of representing Others: knowledge of others reflects the power of the knowing coloniser who represents natives because they cannot represent themselves. (9) Sullivans work counters Kiplings reputation as bard of empire whose voice represents unproblematically and transparently the discourse of imperialism. Peter Havholm suggests that Saids demonstration of the Orientalism assumed by the implied authors of important English and French novels has set the parameters for much other recent discussion about Kiplings fiction. (2008, 5) According to him, fellow critics such as Sullivan and Moore-Gilbert line up against Saids conclusions; They read ambivalence, anxiety, and a range of complexities in the discourse that may be abstracted form Kiplings stories. (5) Although Saids work added colonial discourse analysis to the art and life of Kipling, this analysis focuses more on the rhetoric of Kiplings fiction than its form. However Havholm observes that the discussion Said started is both productive and fascinating. (4) Bart Moore-Gilbert is another critic who is synonymous with Kipling. In his 1986 study Kipling and Orientalism, Moore-Gilbert seeks to explore Kiplings relationship to the characteristic discourses of Anglo-Indian culture, principally the literary and the political in the 19th Century, as well as providing a critique on Saids Orientalism. Edward Said believes that every form of orientalism is based on simplistic stereotypes that help justify the Wests imperialistic goal of restructuring and dominating oriental cultures. Moore-Gilbert suggests that Saids writing is inadequate and generalises the British relationship to India and Kiplings outlook in his Anglo-Indian writings. Moore-Gilbert acknowledges Saids position. Despite his sympathy for Indian ways, as aforementioned, Kipling feared native rule and was in full support of the British Raj. Moore-Gilbert treats this as a regrettable short-coming, proving that Kipling was a prisoner of his cultural values and proposes that Anglo-Indians and Kipling were not always bigoted imperialists as Said may suggest. Through Moore-Gilberts work, a reassessment of Saids hypothesis of Kiping is formed. John McBratneys article Imperial Subjects, Imperial Space argues that the ordering element of Kiplings vision of empire is the native-born Westerner who inhabits his fictions so insistently. Surrounding the native born is felicitous space or a narrative area in which arising social constraints are suspended and where one can engage in a free experiment of personal identity and social role: Given the tension between juvenile freedom and imperial duty, what finally is the nature of Mowglis identity? (279) Similar to some of the other critics discussed in this essay, McBratney too draws upon Kiplings own identity, and his ability to float between the Anglo-Indian and Indian societies, without religious or social sanctum (282) just like Kim and Mowgli. The special abilities that allow the native-born to play these roles derive from his identity as neither exclusively British nor simply native. This study also provides the most thorough analysis of that figures hybrid, casteless selfhood in relation to shifting attitudes toward racial identity during Britains New Imperialism. illuminates both the complexities of subject construction in the late Victorian and Edwardian periods and the struggles today over identity formation in the postcolonial world. Moore-Gilbert has critiqued the work of McBratney, regearding it as a fine critical text (2000, 100). The focus of the native born which features heavily within McBratneys article leads to Moore-Gilbert praising him for highlighting that Mowgli is in fact Indian born and there a native himself. However studies from Mohanty and Sullivan highlight that regardless of whether Mowgli is Indian, the jungle become an allegorical platform and he is still an outsider in a strange world. From the critical material explored here, the issue of identity in Kim and The Jungle Books can be seen to be a highly debated topic, of which I have only scraped the surface, with the reoccurring issues of race and cultural factors being behind and self-confusion. Kemp, as many of the other critics concur, uses Kiplings self-reflexivity of his stories, and his stories interrogate the other-self of his childhood (1) Kiplings own confusion of racial and cultural identity is reflected within his writing, not only in Kim and The Jungle Books, but across all of his Indian fiction. This is something that maybe needs to be taken into consideration, as Moore-Gilbert does, when assessing the work of Kipling, using Said as critical foundation.

A more customer oriented business :: essays research papers

Silk & Soft Srl is a family-owned company whose field of activity is the catalog retail sales of silk textures including a home delivery service. Since it was found, in 2002, the company succeeded to form a network of devoted customers by constantly sending its product catalogues directly through mail and also offering highly qualitative materials imported mainly from Asian countries (China, India, Malaysia etc.). During the first year, the business has proved to be quite profitable because of the limited number of employees and the low level of competition on the silk textures market in Romania. Starting with the year 2003, it was noticed that the sales began to decline due mainly to the entrance on the market of powerful retail chains, better said, hypermarkets that were selling silk textures as well at a lower price. In the situation of the stores, the customer had the chance to see the product and buy it at once. Taking into account the above presented evolution of the market, our company decided to switch from its traditional marketing strategy to a more customer driven process. Due to this, the Marketing Coordinator thought at that moment a more customer-oriented activity was needed. Such an activity could be achieved through increasing the number of employees and their involvement in providing a superior service to the customers. Employee knowledge and involvement were considered an important component of our marketing strategy and included the following actions to be taken: †¢ Take more care of customers. Sending catalogues by mail proved not being enough to develop our business. Thus, now the employees have to constantly talk to our customers and visit them. All salaried employees at our firm, including top management, are required to take a minimum of 50 phone orders each year. They have the duty to make customers feel important and appreciated by using their name and finding ways to compliment them, and taking into consideration that it is important to be sincere. All employees have also to think about ways to generate good feelings knowing that the customers are very sensitive and know whether or not you really care about them. They also have to thank the customers every time they get a chance. †¢ Keep the loyal customers. The employees have to develop "loyalty" programs where customers are rewarded for their fidelity. Such a program can include price discounts or gifts consisting in free silk textures on special occasions, such as birthdays, season holidays, weddings etc.

Deductive and Inductive Approach Essay

1) Disadvantage and advantage of a deductive approach to grammar teaching. A deductive approach starts with the presentation of a rule and is followed by examples in which the rule is applied. It is also called rule-driven learning. There are several disadvantages and advantages of this approach. As for the disadvantages, starting the lesson with a grammar presentation may be off-putting for some students, especially younger ones because they may not have sufficient metalanguage such as grammar terminology, or not be able to understand the concepts involved. Next, grammar explanation encourages a teacher-fronted, transmission-style classroom. Third, explanation is seldom as memorable as other forms of presentation, such as demonstration. Forth, such an approach encourages the belief that learning a language is simply a case of knowing the rules. As for the advantages, it gets straight to the point, and can be time-saving. Many rules can be more simply and quickly explained than elicited from examples. This will allow more time for practice and application. Also, it respects the intelligence and maturity of many students, and acknowledges the role of cognitive processes in language acquisition. Next, it confirms many students’ expectations about classroom learning, particularly for those learners who have an analytical learning style. Finally, it allows the teacher to deal with language points as they come up, rather than having to anticipate them and prepare for them in advance. 2) Pros and cons of an inductive approach to grammar teaching An inductive approach starts with some examples from which a rule is inferred. It is also called discovery learning. There are several advantages of this approach. First, rules learners discover for themselves are more likely to fit their existing mental structures than rules they have been presented with. Second, the mental effort involved ensures a greater degree of cognitive depth which again, ensures greater memorability. Third, students are more actively involved in the learning process rather than being simply passive recipients. Forth, it is an approach which favors pattern-recognition and problem-solving abilities. Fifth, if the problem-solving is done collaboratively and in the target language, learners get the opportunity for extra language practice. Finally, working things out for themselves prepares students for greater self-reliance and is conducive to learner autonomy. However, there are several disadvantages as well. First, the time and energy spent in working out rules may mislead students into believing that rules are the objective of language learning rather than a means. Second, the time taken to work out a rule may be at the expense of time spent in putting the rule to some sort of productive practice. Third, students may hypothesize the wrong rule, or their version of the rule may be either too broad or too narrow in its application. Forth, it can place heavy demands on teacher in planning a lesson. Fifth, however carefully organized the data is, many language areas such as aspect and modality resist easy rule formation. Finally, inductive approach frustrates students who would prefer simply to be told the rule.

Africa During Colonialism

Africa of course, would be colonized by the many Europeans. However, a lot of African groups/colonization would start too. They would start and older ones would be expanded. The slave trade had decreased due to British pressures and so Africa started trading more of other items with the rest of the world. This same thing was happening in Asia and the Middle East too. In South Africa, the Zulu kingdom would be formed, and in Western Africa, an Islamic caliphate, Sotto Caliphate would be formed. Many of these civilizations were being formed by a bunch of African peoples around the continent.At first, In Southern Africa, there were the Unsung people, Just farmers and cattle herders that existed for a very long time. Soon, however, a drought would strike, hurting their agriculture. This caused the end of the Unsung people. A military genius and leader, Shake Zulu would take control and create a new civilization, the Zulu people, who, compared to all other tribes In Southern Africa, was t he most powerful and formidable, because of its strict military drills and practice and they even used ox-hide shields. The Zulu warriors expanded their kingdom, by attacking many other tribes andInvading them, taking their cattle, children and women. Parts of the Zulu, they split off making their own military bands and they too did the same thing as the Zulu. Soon, this made so many new kingdoms going up all the way to Lake Victoria. As this increased, so did the number of refugees and terrified, depressed people from these To stop the Zulu tribe's growth and power, two kingdoms formed, Swaziland to the north and Lesotho to the east, which was made up of many refugees who came to those mountains there. Both Lesotho and Swaziland exist today.Shake successfully made a national identity and a nation in just 10 years of rule. He took all the young people in the nation and split them into deferent groups, called regiments, based on age. These people of the regiment lived with each other and they all celebrated Shake. Etc. They celebrated his rule and they were all heavily disciplined. Cow herds were a measure of wealth in this kingdom. Meanwhile, in the Western Savannah of Africa, there was a big religious struggle. Islam was prevalent over there. However, that was only In the cities and trade areas, ND not in the rural areas.The rural areas still followed regular customs. At first, Islam allowed people to mix their older beliefs with Islam. Now however, Psalmists started denying this idea of allowing them to have their customs and wanted them to follow pure Islam. They made a â€Å"holy war†, called Jihad, which made Assaults take over many rural and other new lands where they enforced Islamic laws and spread the religion. These Islamic retorts first took place in the Hausa states to northern Nigeria. A leader in the Hausa states, Susann Dan Food, called a lot of the kings there, unbelievers of religion or Islam and led people away from god.He led a Jihad on the King of Gobi, overthrowing him. A lot o f Muslims Joined to gather to spread Islam and spread it all around Hausa. All this Islam would come together to make a caliph under the capital city of Sotto, called the Sotto Caliphate. The Sotto Caliphate became a center for teaching Islam and reform. It added many new centers, quickly, to teach Curtain and Islamic subjects to boys. Many people were attracted to it because of the Sotto library, which was pretty huge. Muslims ere allowed people to follow their own religion but had to pay a special tax.They were not allowed to do their tribal dances and rituals and any who opposed the spread of the Jihad were killed, slaved or converted. The Sotto caliphate sent off tons of slaves for the Trans-Atlantic slave trade, mainly women and children. Slaves mainly farmed, and so this allowed women to actually leave the home this time. Sotto not only sent a lot of slaves, but it also had a lot of slaves in itself too. In fact, it had more slave s than any other American commonly. Napoleon would come and fight in Egypt. This would last in Egypt as a great triumph for the Europeans and a great loss for the Egyptians.After Napoleon left Egypt from his losses, Muhammad All took rule. Muhammad All took rule of Egypt. He modernized and industrialized Egypt, making it follow a lot of the Western styles. He increased trade of Egypt. He brought a lot of education to Egyptians, and allowing them to replace the old aristocracy. He replaced all the European experts and sellers of products with Egyptians. However, one bad thing was, that he made a burden on the peasants to give military and labor service. The army and Egypt was making its own textiles, paper, weapons, military uniforms.Seeing this western movement, many groups in Egypt, of Islam mixed with this Western Culture. For example, European technical manuals were translated to Arabic. Small was the grandson of Muhammad All. He was more keen on westernizes than All. But his eff orts, in the end, would Just create a bunch of Egyptian debt to French and British banks. At first, in his first 10 years of rule, it was all good with a lot of wealth thanks to increased trade, more exports, new irrigation annals, railroads 800 miles, postal service and Cairo.However, after the American Civil War, exports went down again and debt would be one of the reasons for French and British partial occupation of Egypt. Ethiopia was Christian for 1 500 years. They too were trying to modernize themselves. Ethiopians Emperor, Terrors II of Ethiopia was the one who first started Westernizes and ordered a lot of weapon purchases from Europe and also encouraged some local maturating. One time, they even made cannon that could shoot a half ton shell with the help of Protestant missionaries.However, they tried to get some more weapons by holding British officials hostage and demanding for weapons, but the British would end up actually invading Ethiopia. Terrors would commit suicide t o prevent capture. Then the British would withdraw, and then King Haynes would take the throne. King Haynes took over a lot of the lost land of Ethiopia, except for one major land part, Shoo Kingdom, ruled by King Moonlike. The beginning events of Rupee's scramble for Africa were when France took over Algeria. Algeria originally was a major supplier of olive oil and grain to France.They even gave them grain to Napoleon to take over Egypt. Now, France still owed them for this and several disputes took place. The new French government wanted to show nationalism with an easy overseas victory. However, the struggle for Algeria would go on for 18 years, even after French government would be overthrown again. Bad al- Qatar was an Algerian holy man who led them against France but he would die, weakening and nearly ending their 18 year struggle. However, conflict in the mountains would take place for 30 years. Settlers would then come in and kill off 140,000 people.