Analysis of Girl Interrupted

Movie Analysis: Girl, Interrupted. Brittany Clontz Nursing 114 Girl interrupted is a gripping tale of a girl’s maladaptation to the challenges of life. The movie focuses on a young girl named Suzanna Kaysen growing up in the 1960s and struggling with the world around her. Suzanna is admitted to Clarmoore institution after she consumes a whole bottle of aspirin and alcohol to deal with her pain. When admitted to Clarmoore she claims she was not trying to commit suicide, but that she just had a headache. She is overwhelmed and apprehensive as she enters the institution and observes the people around her .Suzanna is quickly introduced to many patients, including her roommate, a pathological liar named Georgina. Polly, a woman who burned herself as a child in attempts to remove the rash she was receiving from her dog so she would not have to part with him. Down the hall from Suzanna is Daisy, a girl suffering from various mental illnesses stemming from her over intimate relationsh ip with her father. The most whirlwind introduction is the arrival of Lisa, a sociopath returning from her most recent escape from the hospital.Suzanna is immediately intimidated by Lisa and her sociopathic ways. It is Suzanna first mediated apt with her very self-indulgent parents that her diagnosis is revealed. Suzanna is taking aback by the doctors words, borderline personality disorder. Suzanna exhibits her defiance and affirms the doctor’s diagnosis by becoming a side kick to Lisa’s maniac ways. Suzanna becomes an accomplice to Drugging a nurse to steal music supplies to cheer up Polly, breaking into the doctor’s office to view her medical records, and being noncompliant with her medications.Following Lisa’s return from her most recent treatment for a maniac episode Suzanna reveals her true dependence on Lisa by following Lisa in her escape from the institution. Lisa has planned for them to stop by the new house Daisy’s dad bought her when she got released, then head to Florida to work at the new Disney world. When they arrive at Daisy’s, Lisa further reveals her manipulative disorder by pushing daisy about her dad, how she is not recovered and pulling up Daisy’s sleeve revealing the cut marks along her forearms.The next morning Suzanna goes upstairs to find Lisa’s twisted words had pushed daisy over the edge and she hung herself. Suzanna is devastated at the sight and the fact that list doesn’t seem supposed. She finally realizes she has been under Lisa’s spell and she will never recover this way. So while Lisa runs, Suzanna lets the doctor take her back to the intuition and focuses on her recovery. Suzanna’s return marks a change in the movie and she makes great strides towards recovering.. The day before her release, the one women who could tear it all down returns.At the sound of commotion Suzanna looks out the window to see Lisa being brought in by an officer. That night Lis a steals Suzanna journal and reads aloud all her private thoughts, including remarks about the other patients Suzanna had befriended. When Suzanna hears her reading her private thoughts it seems Lisa may get her wish and tear all Suzanna progress apart. But in a twist so revealing of her recovery, Suzanna stands up to Lisa and tells her she is the one who needs help and she is dead inside.It is this action of wanting to be out in the real world and standing up to this women who she has let control her that shows the strides she has made. Suzanna’s final departure is not a bitter one, it seems she has made a difference in every patient there and is ready to begin her new life, with her new diagnosis, borderline personality disorder, recovered. In my opinion this movie uses the main character, Suzanna, to illustrate the various ways a mental illness may present.Suzanna’s chart states â€Å" Psychoneurotic Depressive reaction, highly intelligent, but in denial of her con dition and person pattern disturbance ,resistant, sixed type, r/o undifferential schizophrenia. Diagnosis: Borderline Personality Disorder. † This diagnosis seems quite confusing if you don’t know the characteristics of a person with borderline personality disorder. Because in all honesty at first it just seems Suzanna is a young girl, growing up in a rough era and just struggling to cope. But this struggle to cope and maladaptation to the stressors in her life are the triggers to her illness and her attempt at suicide .According to Townsend Borderline Personality disorder is described as â€Å" A pattern of intense and chaotic relationships, with affective instability and fluctuating attitudes toward other people. These individuals are impulsive, are directly and indirectly self-destructive, and lack a clear sense of identity. † (Townsend, 2011, Pg. 569) This is a broad definition but even at first glance I can pick out some of the behaviors Suzanna exhibited in this movie. Suzanna exhibited intense relationships with men, and she developed a very intense and beyond chaotic with the other patient on the ward, Lisa.She exhibited constant acts of impulse and instead of coming up with these acts on her own, they were often thought out by Lisa and Suzanna just followed. This consistent following of Lisa and lack of personal decision making clearly revealed Suzanna’s devoid sense of a clear identity. According to the DSM IV a person suffering from Borderline Personality Disorder exhibits five or more of the following nine criterions. 1) Frantic efforts to avoid real or imagined abandonment. 2) A pattern of unstable and intense interpersonal relationships characterized by alternating between extremes of idealization and devaluation. ) Identity disturbance: markedly and persistently unstable self-image or sense of self. 4) Impulsivity in at least two areas that are potentially self-damaging (e. g. , spending, sex, substance abuse, reckless driving, binge eating). 5) Recurrent suicidal behavior, gestures, or threats, or self-mutilating behavior***. 6) Affective [mood] instability. 7) Chronic feelings of emptiness. 8) Inappropriate, intense anger or difficulty controlling anger (e. g. , frequent displays of temper, constant anger, recurrent physical fights). 9) Transient, stress-related paranoid ideation or severe dissociative symptoms. (NAMI)Suzanna exhibits many of these symptoms throughout the film. A few very evident symptoms are her uncertainty about her identity that leads to her dependence on others and her impulsivity and self-damaging behaviors. On admission she seems to have a clear understanding of what’s right and wrong but is in denial of why she is there, yet by the middle of the movie she is throwing her beliefs and values to the wind and participating in Lisa’s schemes. She becomes very codependent on Lisa and when Lisa is transferred to another ward after the drug a nurse and steal music equipment, Suzanna spirals into a different person.Suzanna becomes defiant, refuses to get out of bed and becomes easily angered. Her main thought is where is Lisa and when is she coming back. This demonstrates her lack of her own identity, without Lisa she is back to being confused about her life. Suzanna not only shows impulsivity with her actions with lisa, she shows impulsive sexual tendencies as well. Before her admission she was having sex with a married man who was a friend of her family. She also has a relationship with a man named toby who she met at a party after high school.When toby surprises her at the institution her first actions toward him are sexual advances. He takes her outside and says he is going to Canada to avoid the draft and that she is going with him. She tells him she is not living and admits to trying to kill herself. That evening she starts kissing a male orderly she knows is very fond of her. Her sexual tendencies are clearly self-destructive and they s how how every relationship is completely lacking emotion. Suzanna’s diagnosis of Borderline Personality disorder has no certain cause but several risk factors have been identified.Genetic, family and social factors all play a role in the development of Borderline Personality Disorder. Suzanna’s mother clearly has some mental issues of her own although a diagnosis is not ultimately stated in the movie. Borderline personality disorder is also more common in women than men. Suzanna’s parent also show little regard for her condition and seemed to be more concerned about keeping up appearances. All these factors and the little to no communication with her family can account for factors that may have contributed to the development of her mental illnesses.Borderline Personality disorder is diagnosed through a psychological evaluation and assessment of risk factors. In the movie Suzanna’s doctor is fairly quick to give her the diagnosis of Borderline Personality disorder after very few visits with her. Although throughout the movie Suzanna’s actions give evidence to her diagnosis. Common treatment for Borderline Personality Disorder consists of medication therapy to stabilize mood, decrease impulsivity and help the patient develop a more logical way of thinking.Psychotherapy is used in combination with these medications and patients usually participate in therapy sessions several times a week. Suzanna’s treatment plan was not quite evident until the end of the movie when she finally opened herself up to the possibility of recovery. Although the medication names were not stated she received medication therapy along with therapy sessions with the Dr. Wick two to three times a week. Suzanna also used expressive therapy during her treatment. She wrote down her thoughts in a journal in order to clear her head and participated in expressive art.One aspect that contributed to her recovery that is not presented is how the other patien ts affected her. Lisa’s actions were the most influential on her in the beginning but in the end she develops the ability to stand up to Lisa. Daisy’s suicide also played a big factor in her recovery, she realized you can’t want to die, but once Death is staring you in the face your perception of the world changes a little bit. Girl Interrupted is an eye opener to several regarding several different mental illnesses. By the end of this movie the stigma of mental illness and an institution is gone and replaced by an accepting attitude.The main character Suzanna paints a picture of the various ways mental illness may present itself, but also that management and recovery of mental illness is attainable. References Encyclopedia, A. (2010, November 15th). PubMed Health. Retrieved September 1st, 2012, from Borderline Personaility Disorder: http://www. ncbi. nlm. nih. gov/pubmedhealth/PMH0001931/ NAMI. (n. d. ). Mental Illnesses: Borderline Personality Disorder. Retrie ved September 2nd, 2012, from National Alliance On Mental Health: http://www. nami. org/Template. cfm? Section=By_Illness&Template=/TaggedPage/TaggedPageDisplay. fm&TPLID=54&ContentID=44780 Townsend, M. C. (2011). Essentiasl of Psychiatric Mental Health Nursing fifth edition. Philadelphia: F. A Davis Company. Borderline Personality Disorder Treatment through Psychotherapy What is Psychotherapy? Psychotherapy is the first line of preferred treatment for patients with borderline personality disorder. Psychotherapy is a one on one or group interaction with a therapist to address symptoms that occur with Borderline Personality Disorder. The most important factor in psychotherapy is developing a trusting bond with you therapist.When a trusting relationship is established between patient and therapist, research shows Psychotherapy can relieve some symptoms of Borderline Personality Disorder. Types of Psychotherapy Cognitive Behavioral Therapy: This type of therapy can help identify and re lieve beliefs and behaviors that cause inaccurate perception of themselves. This type of therapy can help reduce mood swings, control anxiety and can be helpful in reducing suicidal behaviors. Dialectical Behavior Therapy: This type of therapy focuses on being attentive and aware of the current situation.The therapist teaches skills to help control overwhelming emotions and reduce self-destructive behaviors. This therapy is also helpful in helping clients improve relationships. Schema-focused Therapy: This therapy stems from the idea that borderline Personality Disorder stems from a person’s dysfunctional self-image. Therapy combines several different types of psychotherapy to help change a person’s self-image. This therapy is helpful in helping people interact with others; react appropriately to their environment and proper coping methods to problems and stress. Plan of Care for: Susanna KaysenNursing Diagnosis: Ineffective Coping Risk Factors: Lack of impulse control , Anxiety, Denial of mental illness NOC Outcomes (Nursing Outcomes Classification) Client will verbally express feelings and actively participate in learning coping strategies. Therapeutic Interventions * Encourage Client to participate in constructive outlets to address feelings. ( writing ,painting ,etc) * Provide the client with positive feedback. * Teach effective coping strategies. * Discuss clients diagnosis and address questions regarding diagnosis. Nursing Diagnosis: Personal Identity DisturbanceRelated Factors: Symptoms related to diagnosis of Borderline Personality Disorder. NOC Outcomes (Nursing Outcomes Classification) Patient will discuss various aspects of individuality that make up their personality. Patient will be able to distinguish behaviors, thoughts and feelings that differentiate their personality from others. Therapeutic Interventions * Work with client to recognize their own individual thoughts, values, and beliefs. * Encourage client to discuss feelings and claim ownership over these feelings. * Use photographs to increase clients awareness of their individuality.

Buying a Laptop

There are many things to consider when making any large purchase. It is very important to have an understanding of the product you wish to purchase, as well as a realistic estimate of how much you are willing to spend. I have recently been doing research about notebook computers, and have visited many websites to weigh the pros and cons of different brands. Ultimately, I am looking for a computer that is the best value for what I need. Since I like to play games and watch movies, I need a computer with specific features. However, given that I am a student, I have limited funds available.I approached this endeavor with an expectation of spending about $1,300 before tax. The most important features that I need are a fast processor, a lot of memory, and a good graphics card. All three components are essential to both gaming and watching DVDs. Portability is not really an issue for me, since I do not intend to carry it around too often. Given this fact, I am able to get a larger screen, which is a great for the purposes I need the computer for. My first inclination was to try discount websites, mostly because I anticipated lower prices.I first visited www. tigerdirect. com and viewed some of their portable computers. Before I started to get approximate costs, I decided to view the customer service section of their website. I was immediately concerned with their 15% restocking fee for returns. I don't like the idea of losing money if the product doesn't work out. I also briefly entertained the idea of purchasing a computer from e-Bay. However, I decided against that since there is not much recourse if a product turns out to be misrepresented or has issues.I then turned to www. walmart. com, and looked at what they had to offer. I like the idea of being able to go into my local store to physically see what the computers look like. Also, they carry a range of brands. Upon further examination, I discovered that the only 17†³ portables available were made by HP. I looked at the HP Pavilion DV9005US; it has an AMD processor, which I am not particularly fond of. However, I am very impressed with the 1 GB of memory, as well as the 100 GB hard drive. It also has a great graphics card. It has a 17†³ LCD monitor.The price with a 3 year warranty was about $1,200 before tax, which is certainly within my budget. However, since accidental damage is not covered I was a little leery. Next, I tried www. dell. com. I enjoyed being able to customize my own computer. The model that really caught my attention was the Inspiron E1705. The computer I configured has a Intel Duo processor, which I would prefer over the AMD, 1 GB of memory and an 80 GB hard drive. I am not concerned by the slightly smaller hard drive because I can always use the CD-RW to store data.It also has a 17†³ monitor. What really pleased me was the 3 year warranty-which includes accidental damage! It is slightly over my original budget though. Before tax, the total is $1,386. The overage is of course, less than $100. So, after careful consideration, I have decided that the Dell computer offers me a better value for my money. Even though it is more expensive, the accidental damage insurance means that I can properly protect my investment. I hope to never need it, but it is nice to know that if something does happen to it I can have it repaired.Another big factor in my decision is the fact that Dell is a reputable company. I know people who have Dell computers, and they seem very satisfied. I also like the fact that I can return the computer if I decide I don't like it, which makes up for not actually being able to see the computer before I buy it. Works CitedElectronics: Laptop Computers. Walmart. 18 November 2006. < http:// www. walmart. com/catalog/catalog. gsp? cat=4070&fromPageCatId=3951&catNavI d=3951>Home Page. Dell. 18 November 2006. Home Page. Tiger Direct. 18 November 2006.

What Is the Immigrants American Dream?

?NANA YAA DWUMAAH ENG 102 B PROPOSAL What Is The Immigrants American Dream? If one is asked the future of this country, it is going to be a long debate and an unending talk about the failures and achievements of America. This is because different people see the same subject in different light. The phrase â€Å"American Dream† has made thousands of people leave their native country boldly in search of all that they deem impossible in their country to be possible here. This is why when asked, what the future of this country holds for its people, it will leave the people divided. Dr. Martin Luther King best defines the American dream when he exquisitely explains the Declaration of Independence. He highlights the fact that the American dream is not for a specific race or religion and that all its benefits, that is a right to life and right to liberty includes all mankind. These majestic words within which lies the American dream is what people everywhere search for in their country. They thirst for this dream, making the American dream a dream for all mankind and not only its natives. This is why America is country of people from so many racial and national backgrounds in search of a dream. Whereas Americans do not see how far this country has come, it takes only the immigrants to have them truly value their country. Being an American, yet growing up in Africa makes this issue very interesting since I can relate to both sides. The idea of the American Dream is rooted in the second sentence of the Declaration of Independence which states that â€Å"all men are created equal†. This statement is also backed by James Truslow Adams interpretation of the American Dream which states that, citizens of every rank should be able to achieve a â€Å"better, richer, and happier life. † Hence there are no exceptions to who can and cannot pursue the American dream. In the American dream, Dr. Martin Luther King states, â€Å"Never before in history of the world have so many national backgrounds assembled together in one nation. And somehow if we can’t solve the problem in America the world can’t solve the problem, because America is the world in miniature and the world is America writ large. And God set us out with all of the opportunities. † He then further states, â€Å"Are we taking this seriously? ‘All men are created equal. ’† (Juchartz 105). This is what I also question. This dream, I feel has been misinterpreted by immigrants, or better still immigrants have been lured at the forefront to hold on to this dream because it states â€Å"All men are created equal,† and perceive themselves as equal citizens of America. In reality, there are so many barriers rooted in the American system including racism, strict immigration laws that have prevented immigrants from sharing in this dream. It should be taken into account that if an individual is not a citizen he or she cannot benefit from what the country has to offer. Though the dream includes all men, race and religion, immigrants or the person outside the white American mainstream are perceived as threats to empire building and remain outsiders. This is what I mean when I retort that, the dream has been misinterpreted across various levels of people in America. I believe that the upper class and the lower class do not have the same benefits from this dream, but have similar notions of what it should be, equality for everyone. Even though some immigrants might have managed to make a better life out of this dream some immigrants living in this country can barely make ends meet just because the American dream no longer provide a hope for a better, richer and happier life. In today terms it is just about living in a western country and experiencing perhaps modernity. It beats my imagination when I think about the forces that drive immigrants to leave their native country in search of this dream sometimes risking their lives, leaving loved ones behind irrespective of the difficulties ahead. Maybe it is just to pursue a better education like myself or to earn money.

Business Investments Essay Example | Topics and Well Written Essays - 1000 words

Business Investments - Essay Example What does it mean to invest? During our grandparents’ time, it was called â€Å"saving for a rainy day,† which is exactly what investment means to the personal investor, with all its implications about intending it for a future time of need. However, instead of putting that savings under the mattress or burying it in a metal can in the yard, where it remains stagnant, savings nowadays are â€Å"placed† – either in a savings or time deposit with the bank, lending it to the government through government securities, or making it available for business through stocks or bonds – things we call financial assets. It could also be used to purchase land, jewels or works of art, things we call real assets, which grow only more valuable with time. Sometimes, investors prefer to place their savings in one asset, such as a savings deposit. Such a plan may be simple and straightforward, but it has all the disadvantages of the proverbial eggs-in-one-basket: drop the basket and you lose all your eggs – figuratively speaking, that is. The prevailing wisdom is to put some eggs each in several baskets – that is, to put part of one’s savings in each of several alternative investment vehicles. Each â€Å"vehicle† runs in its own way. Some, like Mini cars, are safe but don’t go very fast; some, like Ferraris, race like the wind but tend to crash at the hands of an inexperienced driver. Some, like BMXs, are quick to sell off for cash, while others, like BMWs, take time and effort – and sometimes a middleman – to liquidate at a good price. Let’s take a look at these â€Å"vehicles,† which are also called â€Å"instruments† because they are used to realize future goals. At present, your money is in some sort of deposit account, maybe a savings or time deposit. This is the safest place you could keep your money in. Unfortunately, it isn’t a good investment at all. The best savings account interest rate offered at present is 1.78%

Dispositions Paper Essay Example | Topics and Well Written Essays - 1000 words

Dispositions Paper - Essay Example Dispositions essential for an early childhood educator An early childhood educator should delight in the development of children and have a curiosity about the same. This will allow them to have a strong liking for children and be able to approach and interact with them in and out of class every time and not only when direction or correction is needed (Kidd et al 316). According to Danielson et al (235), playing forms an essential part in the life of a child and their proper development. Therefore, an early childhood educator should value children’s play. This disposition will motivate them to arrange the environment, provide opportunity and materials for play, and be part of it either by watch closely or active participation. They will not find themselves interrupting play and replacing it with teacher-directed activities. The world is dynamic and some of these changes bring challenges in the way we handle and deal with situations we are used to. The early childhood education al centers are not exempted from these challenges and changes for example changes in children’s behavior due changing social-economic and technological situations in the society. An early childhood educator should therefore expect and welcome continuous challenges and change. ... gence of new circumstances and challenges in the society including children, an early childhood educator should have the will and be ready to take risks and make mistakes. This will allow them to move and perform in new upcoming areas within the early childhood education. It will also enable them to handle situations or issues in the early childhood education set up they have never handled before. Whenever mistakes arise, they take them as important learning opportunities instead of sources of self-condemnation and discouragement. Lack of this disposition leads to rigidity and less interest in professional development (Danielson et al 235). Collaboration is necessary for the attainment of results that individual people cannot achieve to the best or those that can be achieved better if approached or done as a group. This requires that an early childhood educator should seek collaboration and peer support. Peer support is very important especially in tackling challenges that relate dir ectly to the education of young children. An educator with such a disposition will use all opportunities to brainstorm and problem-solve with colleagues while requesting or offering help where needed (Thornton 25). Early childhood educators have a significant role in the life of young children to shape, care and protect them due to the much time children spend in school during the day. This requires that early childhood educators should actively advocate for children and teaching practices that are appropriate for them. This disposition will drive them to learn all rights and needs of children in order to ensure that they are provided for. These will include the educational needs required by children for them attain to their best education wise for example the best instructional methods and

Marketing Services Versus Products Part II Assignment

Marketing Services Versus Products Part II - Assignment Example Other similarities and differences between products and services include the fact that products are tangible whereas services are intangible by nature and that both products and services can be promoted through advertising and public relations. The fact that products are tangible significantly affect the customization of products in the sense that customization of products allows the end-users to customize the product physically based on what they have specified. Customization of services is much more different in the sense that it focuses on the provision of easy ordering and faster delivery service to the customers. It is important to note that standardization and customization are two different things when it comes to developing the quality of service. For example, as compared to standardization, customized service allows the customers to enjoy more flexibility when it comes to service they receive from the provider (Lamb, Hair, & McDaniel, 2013). It means that standardized services are less flexible. In relation to the marketing mix, Reggie mentioned that both products and services should satisfy the need requirements of each customer. For instance, products which refer to both products (i.e. smart phone) and services (i.e. legal services) should create positive experience to each customer whereas promotion should advertise or create public awareness about the quality and uniqueness of the company’s products and services. Additional similarities between the marketing of products and services include the fact that both products and services can be differentiated through branding (Perreault, Cannon, & McCarthy, 2014). Differences between the marketing of products and services include the fact that products can be marketed through its packaging but not in the case of marketing services. Therefore, the marketing of tangible items like washing machine can be customized through its packaging but not

Rheumatoid arthirits and assessment for exercise prescription Essay

Rheumatoid arthirits and assessment for exercise prescription - Essay Example The main affect is on the joints where there is inflammation of synovium which then proceeds toward the breakdown of cartilage and ankylosing of the joints (Robbins  et al 2005). The joints which are involved include the joints of the hand, feet, ankles, knees, elbows and the spine (EHRMAN 2008) Rheumatoid arthritis is a pathology which is believed to be caused by autoimmunity. Te disease is also considered to have a genetic predisposition (Gregerson 2003). The autoimmunity results due to the action of CD4+ T helper cells. These cells lead to the release of factors which cause inflammation which eventually leads to destruction of the joint (Firestein GS 2003 and Lee DM 2001). The autoimmune reaction also involves the formation of rheumatoid factors which are actually auto antibodies against IgG. The triggered autoimmune response leads to accumulation of T cells, plasma cells as well as macrophages in the joints. There is also evidence that the HLA-DR4 gene is found in people who develop rheumatoid arthritis (Levinson 2008). Rheumatoid arthritis begins with an acute presentation in most patients with pain in the joints. The patient complains of pain in the body, a feeling of being unwell and fatigue. The symptoms begin with the small joints which are the metacarpophalangeal and proximal interphalangeal joints of the hand and the metatarsophalangeal and interphalangeal joints of the feet. Te next sequence is involvement of the wrist, ankle, elbows, knees and finally the cervical spine (Robbins  et al 2005). The diagnosis is based upon certain signs and symptoms which include stiffness in the morning, the involvement of more than 2 joints, inflammation of joints in a symmetrical manner, nodules on the skin which are known as rheumatic nodules and the presence of rheumatic factor in the serum. An X-ray also assists in the diagnosis (Robbins  et

Financial Upheavals. Financial crisis Essay Example | Topics and Well Written Essays - 2500 words

Financial Upheavals. Financial crisis - Essay Example The aftermaths of any such business cycle may vary from being modest to remorseless hinging upon its magnitude and continuance. History show that the American economy has moved through periods of boom, recession and recovery. The years 1837, 1893 and 1929 help retrace the occurrence of three major depressions in United States (Calomiris 2010). The downturns of 1857, 1873, and 1907 are also referred in the history books (Rothbard 2002). The America of 1819 and the financial crisis its people went through was only the first of speculative cacoethes which is America's true national interest (Maloney 2009). But then again, the Great Recession of 2008 is the latest financial turmoil in the United States, the twinges of which are still being sensed. Both these financial upheavals resemble one another with respect to their causes and consequences. For instance, they headed to extended bank failures, loan foreclosures, high unemployment rates and a depression in manufacturing sector. The cau ses of the panic of 1819 can be assigned to the economic system of the United States (Rothbard 2002). The panic of 1819 ended the tremendous economic expansion that occurred after the War of 1812. Rampant inflation, debtors’ relief which was constantly associated with monetary strategies and a protective tariff on imports worked as a pivotal point in creating the situation of panic in the US at that time. Whereas, the oncoming of the Recession of 2008 can be assigned to complicated and interconnected constituents. Sub-prime loans, lax financial regulation, loose monetary policy and global instabilities collectively induced the latest financial upheaval that caused entire world staggering. This suggests that there were more than one element that sparked off the two financial upheavals discussed above. Among those major causal elements, monetary policy played a key role to trigger the financial turmoils. The purpose of this paper is to compare and contrast these two historic fi nancial upheavals; the earliest and the latest to have rocked the United States of America with special emphasis on the role of the monetary policy in each case. The Panic of 1819 The major causes of the panic of 1819 were delved within the US economy. Similar to so much of what is disastrous to civilized society, the Panic of 1819 had been produced in the violent agitation particularly of the War of 1812. The young American economy confronted many rapid breakdowns that were brought by the War of 1812 and its consequences. United States previously had been a big country with a thin population of around seven million which were mostly committed solely to agriculture. Many agricultural products such as wheat, cotton, and tobacco were exported across borders, although the residual of the agricultural products was mostly consumed by self-sustaining rural families. Public debt held by Americans during the war of 1812 induced the prices rise throughout the United States. At that time, the monetary system of the country was not advance or highly-developed. The American banks were restricted almost entirely to the cities and their tools and methods to run the economy inclined to be lax with insignificant Government control. The reality, that most banks and other institutions of that era had to acquire their position by exceptional legislative charter, tempted inquisitive and high-risk misuses through exerting force on the legislature. All this resulted in an inadequacy of uniformity in administering banks within and among states. The emergence of the First Bank of the United States had regulated the banks towards uniformity until the year 1811. Irresponsible and mismanaged banking system had played a crucial role in creating that panic. From 1811 to

What Does it Mean to Be Human in a Technological Age Essay

What Does it Mean to Be Human in a Technological Age - Essay Example They have become vital to understand the mysteries of nature also but they have also introduced new factors and issues which are detrimental to the survival of future generations. It would not be wrong to suggest that the impact of technology on human society has to a great extent, tried to subvert the values and contextual reality of being an empowered human being. As McKibben says, with science and new technology, we have traded in old contexts that informed human lives, bargaining them in return for freedom, for liberation (15). One of the greatest philosopher and economist of the ninetieth century, Karl Marx stated that, â€Å"The production of too many useful things results in too many useless people.† This famous quote was based on one of his economic discussions where he argued that the pursuit of convenience through technology would only result in a high volume of useless people. In other words, the advancement of technology would result in higher rates of unemployment . According to Bill McKibben, an American environmentalist, technology and science have negatively affected other areas of human civilization such as the loss of traditional jobs such as farmers to more technologically oriented jobs which have led to the growth of capitalism, and the proper treatment of every part of the environment to devastation of the environment for the sake of natural resources, and advancement of modern human societies (15). McKibben’s concern is primarily intended as warning for scientists and rationalists as not to become God. The far reaching repercussions of genetic engineering when applied to human beings can be dangerous in its content and detrimental for the safe existence of our future generation. The importance of science and technology in our lives cannot be denied. But the time has come to reflect seriously as to what has been gained at what cost? It is easy to contribute the develop of society on the advancements made in the area of science and technology. But one forgets that it has also impacted adversely on the environment and has also been responsible for increasing unemployment across the globe. People have lost jobs to the machines which are invented to work longer hours and with more precision, thus making workers redundant. In short, technology has also brewed more discontent in the society where previously order reigned and legacy of work was carried forward by the next generations! Genetic engineering has been seen as panacea for creating perfect human being by the scientist fraternity. By altering human genes, babies can be created as per the requirements of the parents. Beautiful babies with perfect features and high IQ that can be eternal source of pride for the parents has now become a gross reality. The experiments on animals have made scientists confident of replicating desired genes in the embryo to create designer babies. McKibben fears that this could threaten the very rules of existence of human race t hat thrives on learning through experience and by using its intelligence to make empowered decisions. The new creed of human beings could well be programmed creatures who could also start questioning their intelligence because of the programmed intelligence! The unlimited possibilities of

Power hand drill Essay Example | Topics and Well Written Essays - 3750 words

Power hand drill - Essay Example The grouping or classification of hand drills depends mainly by the maximum size of drill bit shaft that the drill chuck can hold. A power drill comprises mainly of two sub-systems, which are mechanical and electrical. The two sub-systems play specific, different, and important roles in the working of the electrical hand drill. The first subsystem, which is the mechanical, has components, which transfer, translate, and apply forces in the hand drill. The electrical subsystem mainly deals with power. It has components that supply and control power flow in the hand drill. In this paper, we look on how to design an efficient and functioning hand drill. We will have a list of each mechanical component, the materials of the parts and the mechanical properties of this material. After designing the hand drill, we try to look on how to improve it to work more efficiently. Specifications of the hand drill 1. The input power is 800w 2. Its speed is 0-800rpm 3. Has a chuck capacity of 10mm 4. D rill capacity (a) Steel: 13mm (b) Wood: 25mm Mechanical components of the hand drill. Frame Shigley, (2008 Pg. 23) This is the outer part of the hand drill and it covers the inner mechanical and electrical components. One can also refer it to the housing. This component comprises of hard plastic. The mechanical property behind the idea of using the plastic is that it is a poor conductor of heat and electricity. Since the hand drill produces heat as it is in use, the frame does not get to harm or burn the user since its conductivity to heat is very low. Plastic also makes it safe for the user to use, as the risk of electric shock is minimal. This part is to be high smooth hence polishing is very important as it should be comfortable for the user to hand while using it. Plastic also makes the machine to be less heavy and the user can comfortably carry it without straining and in case of any accidents, the user is less likely to be less hurt by the frame as it is of plastic in nature. Two gears assembly Shigley, (2008 Pg. 23) There is transmission between the chuck and the motor. This transmission consists of pears of gears. We use gears from alloy steel elements for example stainless steel. Gears require materials of have a high resistance to corrosion. Steel gears offer high strength and has a wide range of heat treatment properties. Steel gears are also very durable and they provide the highest strength. Austenitic stainless steel is non-magnetic and has good corrosion resistance. These are the mechanical properties of this material. They can also be martensitic stainless steel that is easy to harden with heat, has magnetic properties, and have reasonable resistance to corrosion. This stainless steel (martensitic) is more appropriate to use as there is a high power ratings and it will therefore make the machine more effective Chuck Shigley, (2008 Pg. 23) It comprises the outer and front section of the hand drill. It has jaws, which holds the drill bits in posi tion. We use a chuck that has three-jaw attachment that applies radial gripping to certain number of drill bits and accessory shafts. Chucks from stainless steel are the most appropriate. They provide high resistance to corrosion, as they are mainly hard. This mechanical property makes it more suitable as it is always in contact with the drill bits, which are always in constant motion and act on materials of different hardness. Stainless steel also lasts longer and it is

Explore the role of nature Essay Example for Free

Explore the role of nature Essay In the first three opening sections of Tess of the DUrbervilles, nature plays many a significant role. It acts as a storytelling device, helping the plot of the story to move and develop; it acts as a mirror for Tess feelings and the feelings of others; it adds atmosphere to the plot itself. Most importantly, it plays a major role in Tess wellbeing, but this role is often thwarted by the actions of man and the actions of mans Church the two are often in conflict, and these sections often explore this. We first see Tess taking part in an activity, clubwalking, with many of her friends and surrounding neighbours. All the people taking part are women, and it is a very simple activity; it is only them and the surrounding nature. This suggests that they share a harmony with their surroundings, and also that it is very feminine and pure, much like Tess at the beginning of the novel. As Tess emerges from this, we associate nature with her almost immediately. Angel also appears from this setting, with his two brothers, and he seems more connected with nature than he does with their religion. His brothers seem uptight and stuffy dancing with a troop of country hoydens! being an indication of this whilst he seems more carefree and willing to interact. In this way, Tess and Angel are instantly connected for the reader, and nature appears to shelter and protect them. However, Angel chooses another girl to dance with, marring the experience and implying that there is more to the situation; perhaps they are not so perfect. It implys that where nature creates a situation, man can often disrupt it, through their actions and religion. It therefore acts as a device for dramatic irony and foreshadows further events in the book. The death of the family horse, one of the more important contributors to Tess decision to work for the dUrbervilles, is caused by both nature and man. Tess falls asleep during her coach ride, and nature fails to keep her awake. It could be argued that it was enticing her to go to sleep, and therefore was a main conspirator against her. However, a man kills her horse (the morning mailcart had driven into her slow and unlighted equipage). The death of her horse is a combination of the two, and it seems as though nature is working with man to contribute to her ruin, although it may also be looked on as nature trying to protect her and, again, man disrupting it the two forces work against each other. Tess family had already raised the idea of her going to work for an old family (although Tess was against this when her younger brother questioned her on it she burst out never mind that now! ) but this new factor makes Tess think that she is responsible and must therefore help her family in their time of need. She has no choice in the matter; nature and fate, it seems has decided it for her she had hoped to become a teacher at the school, but the fates seemed to decide otherwise. It suggests that nature has carved out its own path for Tess. Due to the death of the horse, and at the persuasion of her family, Tess leaves for Trantridge. She plans to gain work from the DUrbervilles that live there. As readers, we are informed that they are not real DUrbervilles like Tess and her family; the father in the family, Simon Stoke, bought the name once he had made his money from being a merchant, in order to appear more grand to the rest of society they are not natural DUrbervilles, and Tess has been tricked. This is an example of man meddling with nature nature did not give them that name and they are therefore imposters. Trantridge itself, the house where the Stoke-DUrbevilles like, seems out of place with the surrounding nature; it is described as of recent erection of the rich red colour that formed such a contrast with the evergreens . It is far more modern and different from its surrounding and therefore appears almost sinister Nature did not intend for it to be there. Tess is assigned to work on the fancy farm belonging to the DUrbervilles. This small poultry farm seems unnecessary and frivolous, and is not needed in natures scheme it is merely the whim of man, much as Tess is for Alec in the novel. In this way, nature and its parts act as a mimic for the story. When Alec DUrberville first meets Tess, he immediately begins to seduce her. He feeds her strawberries one of natures most seductive fruits, due to its rich red colour and is riveted by the form that nature has given her. In this way, nature unwittingly works against Tess; by making her appear more of a woman than she already was, it has caused Alec to be immensely attracted to her. However, during the cart ride from her family home to his, when he has attempted to kiss her and she has dismounted under the pretences of saving her hat, he tries to use nature against her by hemming her in with his cart against the fence. She, however, uses nature to save her and talks to him from the top of the hedge into which she had scrambled nature assists her here. Just before Tess rape, the descriptions of wood are dark and unforgiving, with webs of vapour forming veils against the trees. Nature shows its darker side, and indicates what is about to happen. What happens to Tess, however, is a vital part of Nature perhaps nature assumes it is helping her in this way. It could be argued that nature here is working against Tess to set the next events in motion, or that nature is giving her a form of gift sex and pregnancy is widely regarded as natures highest privelege. Human religion and attitudes, however, view it as a sin. The Church is in conflict with natures ideas here that these acts are a vital part of life and therefore later outcasts Tess the slogans painted on the fences around Marlott such as the beginning of thou shalt not commit adultery emphasise this in our minds. Alecs attitude towards Tess after, when she leaves, suggest that he feels that it was Tess fault, for being so beautiful and irresistible to him; in reality, that is the fault of nature. Once she has left Alecs house, Tess feels she has discovered the true meaning of nature to her; the serpent hisses where the sweet bird sings. This phallic imagery shares a link to Troys sword in Far From the Madding Crowd, another popular book by Thomas Hardy for them both, nature leads them to men, men lead to their heartaches. To Tess, nature has exposed its dark underbelly and she feels robbed of natural beauty; what has happened to her, however, is a natural act, but in the eyes of man and the church, it is an unforgivable sin. This is empahasised in She had been made to break an accepted social law, but no law known to the environmet in which she fancied herself such an anomaly. When we meet Tess again, after a period of time has passed, we see her working in the local fields. The women working are described as assimilated with the fields nature wishes to protect them. However, when Tess works, she bleeds from the stubble on the corn; nature appears to be punishing her, or she punishes herself by working herself too hard. It is then revealed that Tess has a newborn baby, which is widely regarded as the greatest gift Nature offers. For Tess, and for man, however, this separates her from them she has sinned in their eyes; she still cannot resist pull of motherhood though, and her feelings for her baby are mixed and confused. Once she has decided she loves her child, nature takes it back when it dies from illness. The Church adds suffering for Tess when they refuse to bury it on concecrated ground; nature and the Church work together to upset Tess. Nature, at least, takes it from its suffering that it would have faced from mankind; the baby would never have been properly accepted. When Tess goes to work in Richard Cricks dairy, we see the idyllic side of nature once more. Here, nature mirrors Tess feelings and attitude there is a change in the quality of air from heavy to light, and we feel that the nature in the Valley of Great Dairies is far lighter and carefree for Tess; it will become her salvation for a time being, as nobody knows of her past here. She feels a connection with nature, and we have a sense that Tess is natures child she belongs to it far more than she does to mans Church. Nature saves her from herself, and the hard work with nature grants her peace. It also serves as an escape from Church, and has granted her this opportunity either as an apology or to set her up for more heartache. At the dairy, she is reunited with Angel Clare, a figure we havent seen since the opening chapters of the book. His description as a figure rising out of the past and a mobility of mouth with an unexpectedly firm close of the lower lip gives us an idea of his character nature has given him a look with compliments his personality. His mouth gives an indication that, although he is open to ideas, he can be unexpectedly firm in his ideals, a slightly chilling prediction of the events to come. Tess mouth, by contrast, is described firstly as a mobile peony mouth; like her, it is full and beautiful, and also everchanging. Nature presents Tess to Angel as a fresh and virginal daughter of Nature -although her past contradicts this ideal, Angel regards her image as perfect in every way. Nature could be seen as tricking him or trying to make amends and improve Tess life. However, with the latter, the Church seems to oppose these ideas, and this is the cause of her heartache mans inability to work with nature. In the romance of Angel Clare and Tess, nature tries to help them come together, with romantic settings such as a violet and pink dawn. There is the incident with the butter tasting like garlic, forcing Angel and Tess to work together on the mead, and the butter not churning properly (which, according to the dairyman, happens only when love is affecting it, although the story he tells is far more similar to that of Tess and Alec than that of Tess and Angel.) There is, too, the rising rain before church that seems to force them to come together, and although Angel has to carry Three Leahs to get one Rachel, he feels as though the trial was worth it for a moment with Tess. However, when they finally embrace while Tess is milking, the cow reacts unfavourably perhaps nature has realised what the consequences of its actions may be and is therefore trying to stop the romance. In this way, nature still tries to look out for Tess it is very much a mother figure to her.

My Philosophy of Nursing Essay Example for Free

My Philosophy of Nursing Essay The main purpose of the paper is to express my personal philosophy of nursing. The paper provides an observation of a framework of my personal practice of nursing and the reasons why I choose nursing as a profession. The issue is extremely important to be studied, researched, and analyzed as it represents the theoretical basis of each nurse and highly supports one’s life philosophy and the system of interaction the nurse has with the rest of the society. Special attention is paid to the attitude that nurses have to their patients, family members, other nurses, and health care professionals as this has the major impact on the nursing practice in general. In order to define a personal philosophy of nursing, it is very important to understand the meaning of the term â€Å"philosophy†. As for me, this issue can be perfectly addressed with the definition that presents philosophy as a specific attitude towards life and reality that evolves according to the beliefs of each nurse (Edwards, 1997). This definition is really useful as it gives the freedom to use my own beliefs and experience to talk about this issue. The real nature of nursing is quite diverse, and it has been always a subject for a discussion among professionals trying to define whether nursing is a science or an art. I see that there is a place for both these terms when we talk about real nursing practice (June, 2004). The attitude towards nursing in my personal life has been forming through the years, beginning with my first dreams of becoming a nurse that were motivated with the desire to wear white uniform like people that I saw on television. However, as the time passed, my vision of nursing has gone through serious changes. I understood that nurse is not just a person in a uniform, but a professional who can make differences in a patient’s life. During the period when I was trying to make my final decision about the future professional career, I was lucky to be able to talk to and followed by real professional nurse that was trying to teach me and my family members how to look after my grandmother. This outstanding experience showed me the real meaning of this profession; therefore, I was able to see what I was going to be in future. As it is known, some researchers see nursing as an art. This tendency began with the first comparisons trying to see nursing as an art in metaphorical sense, not in the way we see fine art. These definitions were present in the works of Florence Nightingale in the end of the 19th century, when the  scientists were trying to adhere to nursing quality. The main issue then was the question whether there is a highest and most desirable level of nursing practice (Austgard, 2006). These thoughts and ideas are now developed in the works of Benner as this researcher also evolves the importance of quality level of nursing and caring (Benner, 1984). It is extremely important to pay attention to caring and the level of interactions between professionals and patents, their family members and the other medical workers. My personal way of interacting is based on the personal experience of taking care of my grandmother; therefore, I try to build my attitude to patients on the basis of trust and partnership. I find these aspects extremely important for the successful nursing practice. The same refers to the attitude I have towards my coworkers. As it can be seen, the nursing practice is an extremely complex issue that requires close attention and proper analysis. It is crucial for every professional to develop one’s own philosophy of nursing. This process is long and can take the whole life. It also requires attention to such factor as the character of interacting with the patients, their family members, and coworkers. This issue is so important, because the successful nursing professional can play a decisive role in patients’ life. References Austgard, K. (2006). The aesthetic experience of nursing. Nursing Philosophy, 7(1), 11-19. Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice (2 ed.). Menlo Park, CA: Addison Wesley. Edwards, S. D. (1997). What is philosophy of nursing? Journal of Advanced Nursing, 25(2), 1089-1093. June, K. F. (2004). Towards a philosophic theory of nursing. Nursing Philosophy, 5(1), 79-83.

Little Red Riding Hood | Psychology analysis

Little Red Riding Hood | Psychology analysis Even though there are abundant approaches engaging in understanding literature, the psychoanalytic interpretation attempts to make use of the symbolic secrecy of a work. In contrast to the orderly approach, which focuses exclusively on the wording and the captivating aspect of the psychoanalytic interpretation is that it searches for a purpose further than what is seen in the text. By distrusting the existence of intrinsic and hidden motives, it allows for a wide range of abstract and creative possibilities. Freuds theories were enormously influential, but subject to considerable criticism both now and during his own life (Cherry). His psychoanalytical theories are used today for a better understanding in analyzing literature. When the psychoanalytical theory of personality is being applied in Charles Perraults, Little Red Riding Hood, it suggests evidence toward sexual motivations and it integrates with Sigmund Freuds psychic apparatus which contain the three key zones of the mental processes which are the id, ego and superego. Sigmund Freud pioneered the establishment of the psychoanalytical idea behind his principle theory that all human behavior is primarily motivated by sexuality. Throughout Charles Perraults, Little Red Riding Hood, there were various amounts of sexual associations throughout the story. Even the moral of the story suggests being cautious against smooth-tongued and dangerous beasts which like to dispossess young ladies of their innocence. Likewise, the wolf does not just consume the grandmother, but instead, he immediately fell upon the good women and ate her up in a moment (Perrault). Furthermore, before eating Little Red Riding Hood, he invites her to come in the bed with him. At which point, she took off her clothes and got into bed. She was greatly amazed to see how her grandmother looked in her nightclothes (Perrault). After she thoroughly examines and comments on the body parts of the wolf, he then threw himself upon Little Red Riding Hood (Perrault) to consume her as well. In res ponse to such direct and obvious seduction, Little Red Riding Hood showed no motive to escape or fighting back. Either she is an ignoramus or she wanted to be misled. Furthermore, Perrault also makes use of another example: Put the cakes and the little pot of butter on the bin and climb into bed with me (Perrault). Little Red Riding Hood does not disagree and felt obligated to follow the wolfs wishes, which shows her sexuality and desire for the wolf. With these details Little Red Riding Hood is changed from an unsuspecting, attractive young girl, who was persuaded to disobey her mothers warnings and enjoys herself in what she believes to be innocent. These clear references in the text are proof of evidence that support Freuds theories on the psychoanalytical approach. In the beginning of Little Red Riding Hood, Little Red Riding Hood sets off on an adventure into the woods to go deliver goodies to her grandmother where then, she met with a wolf, who had a very great mind to eat her up (Perrault) and continues to have a sociable conversation with the wolf. This was Little Red Riding Hoods first mistake. Young and unaware about the ways of the world, she thought it was normal to talk to a dangerous wolf. Since the little girl is young and vulnerable, since Little Red Riding Hood is friendly and ignorant she doesnt think that there is anything wrong with talking to a stranger that comes across in the woods. The wolf asks Little Red where her grandmother lives, she responded, A good quarter of a league farther on in the wood; her house stands under the three large oak-trees, the nut-trees are just below; you surely must know it (Grimm). She wasnt thinking thoroughly of what could come of her informing the wolf of where her grandmother lives. Due to Li ttle Red Riding Hoods ignorance of what might happen due to her irresponsible choice of speaking with a dangerous and senseless wolf. When accurately applying the psychoanalytical approach, it is appropriate to prove the interactions of the human mind. The concept of the unconscious mind inspire human behavior is essential to the examination of Perraults, Little Red Riding Hood. Cherry expresses the thought that, Sigmund Freud believed that there were three psychic zones of the mental processes: id, ego and superego (The Id, Ego and Superego). In Little Red Riding Hood, Little Red Riding Hoods elders, grandmother and mother represent the superego in the story. They both raise Little Red Riding Hood by helping to protect and control her motives and desires. On the other hand, the wolf symbolizes the id. Lacking both the logic and rule of action, he only functions only to reach full satisfaction. The wolf is guilty of giving into his own uncontrolled desires. When the wolf first catches sight of the young girl he, wanted to eat her up, but he dared not, because of some woodcutters working nearby in the forest (Perrau lt). The wolf refrained himself from giving into his own urges because he was afraid of being mauled by the woodcutters nearby. Unfortunately, the wolf did not stay hungry for long. Giving into his voluptuous desires, he beat the girl to her grandmothers house and ate her. Once he ate the grandmother he couldnt ignore his desires anymore. The wolf doesnt think with his mind, but instead with his stomach. Cherry explains that, The id is driven by the pleasure principle, which strives for immediate gratification of all desires, wants, and needs. If these needs are not satisfied immediately, the result is a state anxiety or tension (The Id, Ego and Superego). The wolf relied on his aggression and desires to obtain what he wanted as his end result. Little Red Riding Hood on the other hand served as the middle man between self-control and utter confusion. Little Red Riding Hood symbolizes the ego and attempts to balance both the id and superego. At the beginning of the story Little Red Riding Hood who was described as being the, prettiest creature who was ever seen (Perrault). With her mother so adoring of her, she later enters into the woods where she confronts the id. At this point, she disobeys her mothers instructions, and evolves to being a poor child. The moral of the story, is that these young women maybe well broug ht up but they still turn unwise and ignorant when they do speak to strangers. Being considered as the prettiest creature, it was Little Red Riding Hoods own fault for leaning too far into the senseless id. Furthermore, Sigmund Freud suggests that this struggle of the psychic apparatus of the three mental processes of the psychoanalytical theory of personality can only conclude to the death of Little Red Riding Hood, which inevitably also turned out to be the fate of her grandmother. At the end of the story, the foolishness of the main characters comes to an all time high. Little Red Riding Hood is extremely happy when she gets to see her sick grandmother and try and cheer her up. Little Red Riding Hood being ignorant and unaware she does not realize that her grandmother is actually the wolf who she met earlier. If she was more observant and not so wrapped up in her own little world, she could have realized that there was something truly wrong with the way her grandmother looked. She currently had no common sense in this situation. The wolf, who has one thing on his mind, tricks her in telling him where her grandmother lives. The wolf is certainly no better than the little girl in this situation. The wolf could care less about anything else, except his only motivation which is to get Little Red Riding Hood into bed with him. Put the cake and the butter down on the bread-bin and come and lie down with me (Perrault). The wolfs only goal is to satisfy his uncontroll able desires. The wolf does not know right from wrong, he just reacts to his animalistic desires. The wolf is id driven creature whose only goal in life is to please himself by any means necessary. Both Little Red Riding Hood and the wolf are both guilty of giving into their id. The moral of the story cautions the reader that the wolf in the story is going to try and take advantage of any ignorant or vulnerable creatures. These young girls are able to act on their desires and act as bad girls. Everyone is capable of giving into their own temptations and what is not necessarily the right thing to do. Despite the fact that the psychoanalytic approach is used for interpretation of literature, it proves to be entirely intriguing. In stories such as this, the sexual motives are clearly seen, and thus confirming the complexity behind the approach. Maybe it is a bit untraditional. However, this examination remains both thought disturbing and brilliantly intriguing.

Chocolate is Good for You! Essay -- Exploratory Essays Research Papers

Chocolate is Good for You! Did you know that getting a daily dose of dark chocolate may be beneficial to your health? Not only is chocolate the perfect gift for your sweetie on Valentine’s Day, it also may benefit your heart. The ingredients in chocolate are not only delicious, but dark chocolate and cocoa powders also contain disease-fighting antioxidants. The key to gaining the most benefits from dark chocolate is to enjoy it in moderation. According to cnn.com (2000), in addition to antioxidants, one of the fats found in chocolate, called stearic acid, may increase healthy cholesterol (HDL), and make bad cholesterol levels (LDL) less susceptible for oxidation, which leads to clogged arteries. This is the opposite effect one might expect, considering the amount of fat in chocolate. Dark chocolate may also improve blood flow, according to webmd.com (2004). In a study of 27 healthy adults given a cocoa drink with high levels of flavonoids, it was shown that adults over the age of 50 benefited the most. Flavonoids provide protection for plants, and when we consume them, we benefit from their antioxidant power. Antioxidants help the body’s cells resist damage from free radicals (Cleveland Clinic, 2004). The reason for the benefits of cocoa is that it controls the activation of nitric oxide synthase, an enzyme, that keeps blood vessels open allowing the blood to flow. Flavonoids may also lessen stiffening of the blood vessels, which is a common side-effect of aging (WebMD, 2004). It is to be noted that white and milk chocolate do not have the same effect on the body as dark chocolate. These are unfortunately more likely to expand your waistline than improve health. â€Å"Chocoholics† are still at risk for obesity, whic... ...ust 27). Dark Chocolate is Healthy Chocolate. WebMD. Retrieved January 30, 2005 from http://my.webmd.com/content/Article/ 73/81921.htm?printing=true. Peck, Peggy. (2004, May 20). The Right Kind of Chocolate is Heart Healthy. WebMD. Retrieved January 31, 2005 from http://my.webmd.com/content/article/ 87/99509.htm. Rauch, Catherine Ann. (2000, February 2). Chocolate: A Heart-Healthy Confection? CNN. Retrieved on January 29, 2005 from http://archives.cnn.com/2000/ HEALTH/diet.fitness/02/02/chocolate.wmd/. Somer, Elizabeth. (2001, July 16). Crazy for Chocolate. WebMD. Retrieved January 29, 2005 from http://my.webmd.com/content/article/41/1671_52404. The Heart Health Benefits of Chocolate Unveiled. Cleveland Clinic. Retrieved January 30, 2005 from http://www.clevelandclinic.org/heartcenter/pub/guide/prevention/ nutrition/chocolate.htm.

Essay --

For years, media companies have being manufacturing baby learning products and they make claims that they produce specific developmental benefits. Parents have believed that their babies can learn just from watching a video repeatedly for a long time or when they are reading baby books to their babies. This lead parents to always obsessively look for ways to prove that their babies are the best among their peers. So for these parents to accomplish this, they subject their babies as early as 3 months to different baby learning products that claims to boost up a baby’s learning abilities. Learning is a â€Å"change in an organism’s behaviour or thought as a result of experience† (Lilienfeld, Lynn, Namy, Woolf, Cramer, & Schmaltz, 2013 p.210). An example was a research carried out by (Neuman, Kaefer, Pinkham, & Strouse, 2014) on randomly assigned 61 of 117 babies between the ages of 9 to 18 months with a program called Your Baby Can Read, which included flashcards, DVDs and word books. This research was carried out for seven months and the researchers found out there is no difference between...

The Imperfect Creator in Mary Shelleys Frankenstein :: Frankenstein essays

The Imperfect Creator in Frankenstein Often the actions of children are reflective of the attitudes of those who raised them. In the novel Frankenstein by Mary Shelly, Dr. Victor Frankenstein is the sole being that can take responsibility for the creature that he has created, as he is the only one that had any part in bringing it into being. While the actions of the creation are the ones that are the illegal and deadly their roots are traced back to the flaws of Frankenstein as a creator. Many of Frankenstein's faults are evident in the appearance of his creation. It is described as having yellow skin, dark black hair, eyes sunk into their sockets, and black lips (Shelly 56). Frankenstein, having chosen the parts for his creature, is the only one possible to blame for its appearance. Martin Tropp states that the monster is "designed to be beautiful and loving, it is loathsome and unloved" (64). Clearly it is Frankenstein's lack of foresight in the creation process to allow for a creature that Frankenstein "had selected his features as beautiful," (56) to become something which the very sight of causes its creator to say "breathless horror and disgust filled my heart"(56). He overlooks the seemingly obvious fact that ugliness is the natural result when something is made from parts of different corpses and put together. Were he thinking more clearly he would have noticed monster's hideousness. Another physical aspect of the monster which shows a fault in Frankenstein is its immense size. The reason that Frankenstein gives for creating so large a creature is his own haste. He states that ,"As the minuteness of the parts formed a great hinderance to my speed, I resolved, contrary to my first intention, to make a being gigantic in stature ..." (52). Had Frankenstein not had been so rushed to complete his project he would not have had to deal with such a physically intimidating creature. Tropp however states that ambition may have had a role in the size of the creation. He says that the creation is "born of Frankenstein's megalomania" (81). This may indeed be true as the inventor states "A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me" (52).

Indian Culture Essay

INDIA A country in South Asia. India is bounded by the Indian ocean on the south, Arabian sea in the south-west and bay of Bengal in the south-east. It shares borders with Pakistan in the west, china, Nepal and Bhutan in the north-east and with Burma and Bangladesh in the east. India’s Andaman Nicobar islands share a maritime borders with Thailand and Indonesia. Home to the ancient Indus Valley Civilisation and a region of historic trade routes and vast empires, the Indian subcontinent was identified with its commercial and cultural wealth for much of its long history. Four world religions—Hinduism, Buddhism, Jainism, and Sikhism— originated here, whereas Zoroastrianism, Christianity, and Islam arrived in the 1st millennium CE and also helped shape the region’s diverse culture. Gradually annexed by and brought under the administration of the British East India Company from the early 18th century and administered directly by the United Kingdom from the mid-19th century, India became an independent nation in 1947 after a struggle for independence that was marked by non-violent resistance led by Mahatma Gandhi. The Indian economy is the world’s tenth-largest by  nominal GDP and third-largest by purchasing power parity (PPP). Following market-based economic  Reforms in 1991, India became one of the fastest- rowing major economies; it is considered a newly industrialised country. However, it continues to face the challenges of  Poverty, corruption, malnutrition, inadequate public Healthcare and terrorism. A nuclear weapons state and a regional power, it has the third-largest standing army in the world and ranks eighth in military expenditure among nations. Current Details of India: President : Pranab Mukherjee Vice President : Mohammed Hamid Ansari Prime Minister : Manmohan Singh About India: Since ancient times India is known for diversity and prosperity in its Culture. It has one of the oldest civilization and culture in the world. Despite of such diversity Indian culture has the immense power to unite peoples together. There are fifteen national languages recognized by the Indian constitution and these are spoken in over 1600 dialects. With language changing across different parts of country, culture is also diverse. The Culture of India has played a vital role in its civilization. But, now a days, there is a lot of change in our Indian culture. Some changes are good and some effects badly on society. Let us see some of the changes in our society and what is our responsibility to preserve our pride, because â€Å"Pride of India is its Culture†. Changes In Indian Culture that are Positive for Indian Society A few Centuries ago â€Å"Sati pratha† was abolished and â€Å"widow remarriage† was approved. These Changes were the major achievements of Indian Society. These changes have removed the traditions and methodologies which was a curse to all the women and humanity. These Changes were the major revolution in the Indian Society. From that time, changes have influenced a lot to the Indian Society. Now a days, there are many visible changes in our society. Some of them are: †¢With technology becoming fast and easily portable people of different parts of the world are interacting together. Today they can easily know each other’s culture and tradition. So technology has made this world a smaller place and make the peoples come closer to know each other’s lifestyle and culture. Now a days people of a country are well known about the culture and tradition of other countries and so their knowledge has broaden. Peoples are becoming more independent. They are no more restricted in their own methodologies. New thinking are evolving between society. †¢Today peoples of our country are moving to other parts of the world for higher education and learning better technology. Now a girl of our country is no more restricted to home, and a woman to a housewife. Things are changing. Girls are also getting opportunities for their better education and lifestyle, same as the boys. Old traditions and wooden customs are  changing. These changes are the seeds for the better society where girls and women have the same right as the boys and men have. These changes are empowering our girls and women. †¢In case of marriage the changes are visible. Now a days younger generation chooses their life partner themselves. Traditionally their parents used to find a marriage par tner for them. Today If their parents choose a life partner for them then they allow their young ones to spend time with their life partner to understand each other and then perform the marriage ceremony. By doing this they gave their children a better chance to have a better future. So now a days young generation have freedom of choice in contrast with the old culture of Indian society where parents were solely responsible for choosing life partner for their children. †¢A major change that can be sensed in Indian Culture is the change in Indian Cinema. We all know that cinema is the mirror of our society. It clearly reflects the culture and methodologies of our society. Few decades ago Indian cinema was only meant for entertainment. At that times films were of conservative type. But today film makers are moving to the various social issues and giving the Indian cinema a touch of perfection. Films displaying the critical and major issues like terrorism and bogus CBI has already produced. These films teach a lesson to society regarding these issues and its consequences. Also the films promoting art and music have produced over a few years. Such types of films also encourage new ta lents and provide new opportunities. Negative Aspects Of Changes In Indian Culture As stated earlier that â€Å"every coin has two faces†. So If there are some positives, negatives also lies within. The changes in Indian Culture is also giving some negative consequences. Some of them are discussed below: †¢With growing technology competition in the market is also rising. People are spending their lots of time in office and at workplace. Consequently they have not much time to spend with their family specially with their children. So now a days parents have a less time to care for their children in contrast with the old age, where an immense care was given to a child by his family members. So the present generation of children are very much unaware of our Indian Culture. No one is there to make them understand about this. At present this is not a major issue but in future it will be of great concern. No one of us will ever want that our future generation will remain unaware from our Indian Culture. Problem: Our next Generation will remain unaware about our Indian Culture and slowly they forget it. Solution: Parents should spend a valuable time with their children discussing about our culture and tradition. Classes should be organized by schools for making them aware of our culture and its value. †¢With the growing demands of the world level of education has also changed. Pedagogy has changed. In old ages learning of a few subjects was enough but now a days a child has to learn about the different subjects and different areas of concern including present technology and science. So the level of mental stress has increased. In such conditions behaviour of parents act as catalyst. Now a days parents used to impose their desire and dreams on their children. Consequently mental stress rises exponentially leading to the act of suicide and state of depression. Problem: Mental stress on a child has increased. Solution: Nature of Pedagogy should be in a way, favourable with children. Parents should not impose their desires and dreams on their children. Every child is special, every child has a special talent. Provide them care and love and help in enhancing their mental strength so that their confidence in themselves will increase. They need these things because they are the future of our country. How would be our next society and culture largely depends on them. †¢In this world of growing technology, nearness and full of connections it is almost impossible for anyone to remain unaware about the culture following in different parts of the world, specially to our young generation. They are crazy about being modern and in their journey of modernization they are more attracted towards western culture. Regarding this they have accepted some freaky ideas of western culture. Now a days, physical pleasure are preferred by them over mental pleasure in almost every aspect, whether their life is concerned or whether their love. In search of physical pleasure they often commits crime. They are the building blocks of our society and culture. What  would happen to our future generations if they themselves solely tends towards western culture? Modernization is necessary but it should be in a way so as to preserve our culture and values. Problem: Physical pleasure is preferred by our young generation over mental pleasure. Solution: Parents should take care of their teens. They should restrict their teens up to some extent. Freedom is necessary but it should be in a limit. Parents should also be frank with their teens as like friends. Parents should give lessons to their teens about the consequences of bad habits prevailing in society, and how they can contribute in removing them. They should also make their teens frank with them and their family. Parents should discuss each and every issue of their teen among themselves and should tackle it patiently and smartly. If a proper care is given to them, they can be a responsible Indian in the Future.

Single-Sex School’s Benefits

Single-sex school's benefits In some countries single-sex schools is not provided and against the law. In 2002, only a dozen schools were separating sexes and this research is according to the National Association for Single Sex Public Education. Many parents believe that placing their child in single-sex schools give them sexual freedom. Students in single-sex school benefit more than those in co-education. It improves the behaviour, performance of the students, although boys and girls have different styles of learning. Most of the people agree on that the behavior of students differs.In co-education schools grades are equally for both genders. Indicting that neither gender is disadvantaged by the other, in fact the reverse is true. Sex segregation increases gender divisions among children. â€Å"Separating boys and girls in public school classrooms makes gender very salient, and this salience reinforces stereotypes and sexism,† Fabes said. In the other hand, according to Vai l, â€Å"By far, the advantages most often associated with schooling boys and girls separately is that eliminates distraction. Freed from the worries of impressing the opposite sex, boys and girls can focus on their books† (vail, 2002, p. 5). Moreover, in coeducational settings, the culture is one of socialization where for some academics might not be a priority. For these individuals, single-sex classes or single-sex schools might be a better choice. â€Å"Single-sex school officials say test scores and attendance rise and attitude improve† (Vail, 2002, p. 33). An experiment take place at Matthew Henson Elmentray School, Dunkel reports that if the disciplinary problems decrease, the attendance will increase and the academic performance will improve and positive attitudes will appear.By providing single-sex schools which decrease the disciplinary problems, the students will have the maximum achievement. Students have different styles of learning. Co-education interacts between boys and girls that sum up all the styles which are better. According to professor Alan Smithers, There are no overriding advantages for single-sex schools on educational grounds. Studies all over the world have failed to detect any major differences. ‘Studies show that here is difference in children's brains beyond the larger volume of boy's brains and the earlier completion of girl's brain growth, which have nothing related to learning. However, Boys and girls have different styles, according to Leonard Sax which says â€Å"The kind of learning environment that is best for boys is not necessarily best for girls† (Vail, 2002, P. 36). Scientist thinks that in co-education school require different teaching techniques at different time† (Howley , 1994) . These different teaching techniques will decrease the performance of students.Boys have a weird ways in concentration, such that boys tend to use a lot of space. So if boy and girl share a table the boy mig ht take a big room by spreading his papers over the entire table which leave little room for the girl, as Gurian and Ballew stated, â€Å"This tendency can affect psychosocial dynamics† (2003, p. 18). There is another environmental learning-style difference is collaborative learning. Girls seem to benefit from this collaborative learning style than boys as Gollnick and Chinn stated, â€Å", â€Å"Girls are more likely to learn in cooperative mathematics activities†¦Ã¢â‚¬  (2004 , p. 152).But in the other hand, boys do not benefit from this learning and style instead they might can not collaborative easy with girls. Many people believe that sex segregation decrease the performance of the students. Richard Fabes, PH. D, one of the authors of the Science article said â€Å"Though public sentiment may have strengthened in support of such setting for improving the learning environment and outcomes for both boys and girls, the science is just not there to support this†. However, Supporters of single-sex school are totally against what Richard Fabes said. They believe that single-sex schools increase performance.Teachers of single-sex schools do not have to teach a lot of different styles, they just can concentrate on only one teaching style which will help the students a lot to understand easily. Moreover, the concentration of students and participation will increase a lot. Distraction between students will decline. There is assumption here that boys and girls should learn about each other in school. But is the main goal of school is to develop students socially? The assumption is false; other, there are a lot of another ways to develop socially through family, neighbourhood and clubs.Finally, single-sex school students behaviour is much better than co-education schools students because the distraction vanish, attendance rise and positive attitudes will occur. Most of the people agree on that boys and girls have different styles which decrease there performance. There is kind of learning which is good for boys and not good for girls. Each sex cooperates with each other better than cooperating with the opposite sex. Moreover, single-sex schools help the students to participate more than in co-education schools.So every country should provide a choice to parents to have single-sex education along with co-education. Reference List |Internet | |In text Citation | |Internet article |Alan Smith ‘ Advantages of Co-Education' | | | | | |Gurian and Ballew (2003, p. 8). ‘The Advantages of Single-sex Education' | | | | | |Gollnick and Chinn 2004, p. 152). ‘The Advantages of Single-sex Education' | | | | | |(Howley , 1994) . ‘The Advantages of Single-sex Education'. | | | | |Richard Fabes ‘Single-Sex Schools Fail to Improve Learning'. | | | | | |(Vail, 2002, p. 35). (Vail, 2002, P. 36). (Vail, 2002, P. 33). | | |'The Advantages of Single-sex Education' | | | Sources: 1-‘The Advantages of Single-s ex Education' from: NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL VOLUME 23, NUMBER 2, 2006-2007 http://www. eric. ed. gov/PDFS/ED492000. pdf 2-‘The Advantages of Co-Education' from: http://www. cathedral-school. co. uk/co-education. html 3-‘Single-Sex Schooles Fail to Improve Learning' from: Arizona State University http://psychcentral. com/news/2011/09/23/single-sex-schools-fail-to-improve-learning/29723. html

Privileged prisoners in the labor camps Essay

In the novel, One Day in the Life of Ivan Denisovich by Alexander Solzhenitsyn, we are shown the horrendous conditions in Stalin’s labor camps through the protagonist’s eyes. We share only 24 hours of Shukhov’s life, as shown by the title of the novel, but the awful living conditions are well shown. The author creates a dramatic foil between the privileged and ordinary prisoner, also called zeks. In these camps we know that food is the money and that without it you cannot survive, it is a power! The contrast shows the corruption and injustice that this power brings; some zeks abuse the power that is given to them and misuse it by treating others badly, others make good use of it and help out the rest of their squad, finally, the rest of these privileged zeks take advantages of their power but would still share some of their â€Å"wealth† with the ordinary zeks. In this novel, there are many examples of abuse and corruption. The main one is the mess chief and the limper. The mess chief has the â€Å"money† of the camp; he is the most powerful prisoner in the camp. By the way Shukhov describes him, we realize how corrupted he is. â€Å"The mess chief was a fat swine, with a head like a pumpkin and a mighty pair of shoulders. †¦ Once they’d tried to beat him up but all the cooks – choice thugs they were – had leaped to his defense. † (100). This detailed description shows well the kind of person the mess chief is. He knows he has the control and he abuses it as much as he can, he’s even better off than civilians with his lambskin waistcoat! It also illustrates the way that he uses his immense power to get more advantages than any other prisoners in the camp. This is shown by the fact that he is a strong and healthy person, and that he is full of energy. He doesn’t have to wear a number due to his incredible influence on the camp authorities. Another strong abusive character is the Limper, he’s hated by all the zeks, the reader eventually sees his cruelty and abusive temper during the passage where Shukhov describes his activity while going to the mess hall. â€Å"Because of his lameness he had managed to get classed as disabled, †¦. He hit the down-and-outs.† (99). This quote illustrates very clearly the fact that the Limper is a coward and is full of cruelty. He already has privileges, he doesn’t go to work, but yet he has to abuse the ordinary prisoner who had a hard work day and show them how much more powerful he is. It also shows that whenever a prisoner has some power, they need to get more of it, no matter what it takes. But the Limper also has to lower other prisoners to make himself feel better and look more important. This especially happens when the zeks are waiting for their turn in the mess hall. â€Å"One hundred and fourth† shouted the Limper. â€Å"Where d’you think you’re crawling, shit?† He whammed a man from another team on the back of the neck with his cudgel† (102). The way he treats ordinary prisoners stresses the Limper’s disrespect towards them. He has to insult them to make him look like he’s better off than the rest of them. This shows that he’s in fact lower than the rest of the zeks, just like the squealers. Another example for this category of zeks is Der and Shkuropatenko. Der is the kind of prisoner that betrays any zeks, not quite like a squealer because he gets privileged treatment. Right after the incident with Tiurin: â€Å"Der went across the open ground, looking haggard. To warm up in the office. He must have had the wind up. †¦ He should keep pleasant with team leaders like that, then he’s have nothing to worry about: the camp authorities didn’t insist on his doing any real hard work, he received top category rations, he lived in a separate cabin – what else did he want? Giving himself airs, trying to be smart.† (74). This emphasizes the fact that Der wants more, even though he has everything an ordinary zek could ask for, but it doesn’t satisfy him. It shows that a little power corrupts you to the point of wanting everything, even what you can’t have. We also know that Der used to be an important figure in the political world. â€Å"Up the ramp came yet another snooper, another chief – building-foreman Der. A muscovite. Used to work in some ministry, it was said.† (71). Just like the mess chief, Der’s clothing differed somehow from the ordinary’s zeks. â€Å"Der was wearing a regulation camp coat, but it was new and clean. His hat was stylish, made of leather† (72). In these quotes we clearly see the fact that Der was a previous important political figure and he still has privileges. Due to his position and attitude, he’s not well seen from the other prisoners, yet the ordinary zeks cannot do much about it because of Der’s sympathetic relations with the authorities. Another prisoner who’s shown as taking advantages of his status is Shkuropatenko. He’s not shown as taking directly advantages of his role. â€Å"The lanky Shkuropatenko, a mere cipher, a trusty who’d been given the temporary job of guarding the prefabs from any pilfering by the prisoners. Yes, it was Shkuropatenko who was most likely to spot them on the open ground† (41). This pictures Shkuropatenko as telling on others to make himself look more important to the guards and authorities of the camp. In this way he doesn’t have to work hard but he is vicious but he abuses the power he has by telling off everyone he sees. He even continues watching the prefabs from inside an office. â€Å"Beyond him, like a bent pole, stooped Shkuropatenko – B219. That eyesore – staring out of the window, trying to see, even now, whether anyone was pinching some of his precious prefabs! You didn’t spot us that time, you gawk† (59). This quote illustrates the hatred that the ordinary prisoners show towards the privileged ones and how they mock their devotion to their â€Å"work†. We clearly see why Shukhov dislikes Shkuropatenko as well as other abusive characters of the novel. He feels that they shouldn’t be telling on other fellow zeks, even thought they have more power than him. This shows how power corrupts the simple minds to the bone. There are some zeks that don’t abuse their powers at all and make use of it to help out others. Tiurin, the squad leader is one of them. He does his best to keep them out of trouble and get them good rations. This is shown when Tiurin confronts Der about the prefabs Shukhov and Kilgas grasped previously during the day. â€Å"Shukhov feared nothing for himself. His team-leader would never give him away. † (72). This is a good description fro Tiurin’s strength, he would never betray his squad. He has privileges; he doesn’t abuse them, but uses them to get his men out of trouble. All the things he does are for his men, and when they talk about him, they always show a great deal of respect. â€Å"He had no jokes or smiles for his team, but he took pains to see they got better rations. (†¦.) In camp the team leader is everything: a good one will give you a second life (†¦) He’d only just averted the danger of the team being sent to work at the Socialist Way of Life Settlement, now he was probably deliberating over the â€Å"percentage† on which the team’s rations for the next five days depended.† (33). This adds to the generous picture of Tiurin. He would never use his power to get advantages for himself; he would get them for his whole squad. This emphasizes that fact that he has a big heart and shares everything with his fellow squad members. The privileges brought by power don’t interest him; he despises corrupted zeks, such as Der and Shkuropatenko and does all he can to make life easier for his zeks around the camp. This is also why he’s shown as a good squad leader. He is one of the only zeks that act like that towards the ordinary prisoners. Yet, there is another example of zek, Tzesar is one of them. He’s the kind of zek that had many privileges, slightly abuses them, but uses them to get things his way around the camp. He’s one of the few prisoners who gets parcels twice a month. He works in an office but he acquired this place through bribes. He doesn’t have to go and work in the cold unlike the other members of the 104th. He always has extra food to eat and something to smoke. These belongings bring him power and influence in the camp. The ordinary zeks ask him for some of his special goods and his good heart usually gives some away. â€Å"Tzesar Markovich,† slobbered Fetiukov, unable to restrain himself. â€Å"Give us a drag.† His face twitched with greedy desire. †¦. But the moment he lighted a cigarette he read in several pairs of eyes an unspoken plea for the fog-end. Tzesar turned to Shukhov and said: Take it, Ivan Denisovich.† (22). This shows that even though he do esn’t share often, he’s generous. He gives the fog-end to Shukhov without him asking for it directly. It means that he’s kind deep down, even though he’s using his privileges to get a better position.. Yet there is another side of him. He believes that he’s higher than other zeks in the camp. When Shukhov brings him his lunch, he ignores him. â€Å"Tzesar swung round and held out his hand for the bowl, not even looking at Shukhov, as though the kasha had materialized out of thin air† (60). This shows how selfish he is, he doesn’t care about other prisoners. He should be out in the cold like all the other zeks but due to his power, he sits all day long in warm office. Yet Shukhov feels pity for him as he knows that he’s the kind of prisoners that can only survive as long as parcels as being sent to him This kind of prisoners can only survive as long as parcels as being sent to them In One Day in the Life Denisovich, the different kind of privileged prisoners either makes ordinary prisoner’s lives worse or better. In the first case, the privileged prisoners are hated by all the zeks and could eventually get murdered. For the other kind, the rest of the squad respects them as they give men a second life. No matter what kind of privileges they have, they are all a big foil to all the ordinary prisoners and bring about a sense of injustice towards the ordinary prisoners.

The Importance of French Education for Engineers

French education for engineers is significantly different from that of the United States. This fact will be the topic of this paper as well as the sequencing of French education. There are four schools in France that provide for the bulk of the engineering education after high school. These are called National Instituts For Applied Sciences or INSA. These institutions are very comprehensive and high level. The National Instituts For Applied Sciences or INSA take students who have completed their secondary school studies and select them on the basis of their examination results and their academic records. The recruitment is highly selective. In 1991, 11,000 candidates with a science baccalaureat applied for about 1,200 places.[1] It is therefore obvious, that the INSAs attract students with a high level of scientific education in mathematics, physics and chemistry. The studies begin with a two-year basic study program in the Premier Cycle, which is comprised of general science courses in mathematics, physics, chemistry, mechanics and computer science. These courses are also complimented with courses in the Liberal Arts. The students who pass the first and second year exams are admitted to the Engineering Departments where they continue their studies for three additional years. This enables the students to specialize in nearly all the different engineering sciences: computer studies, mechanics, physics, chemistry and biochemistry. One original aspect of the INSAs is that, the number of students in a department can vary depending on the state of employment prospects. All the INSAs train their students according to the same principles and curricula as the other four institutions. The First cycle is a two-year program of common core classes that welcomes secondary school graduates. Its goal is to prepare students for entry into one of the Institute's specialized departments. The initial qualifications of those who apply for admission to INSA guarantee the high quality of the students: 80% of them graduate in 5 years and 5% in 6 years. [1] Engineering studies start concurrently with the first year of their training. After a two-year preparatory phase, the first cycle begins putting an ambitious regiment into place. The goal of this regiment is, first of all, to give students the common scientific, technical, and liberal arts training necessary for all departments. In order to achieve this goal, course work is divided into modules that are independent of each other. The second goal of the regiment is to encourage students to make the transition from high school student to a responsible higher level student with clearly defined professional goals. As a result of the quality of these different goals, the first cycle plays an important role in both engineering sciences as well as the liberal arts through both years. EURINSA is another two-year European first cycle in engineering studies that has, since 1991, been training European students (including French students) to be part of an international team. The scientific training, conducted in French but adapted to engineering students from different backgrounds (language abilities), allows the students to enroll in any one of the four INSAs in France or even in one of their European counter parts. The program is open to approximately 100 students (at each institution) of whom 1/3 are French, 1/3 are from other European countries, and 1/3 from Central and Eastern Europe.[3] The INSAs produce highly qualified engineers. There are some main differences between studying at an INSA and in the universities of the other European countries. One difference is that French students specialize only at the end of the first two years (the â€Å"Premier Cycle†). This form of training provides them with a vast scientific background, which guarantees a good overall training in the engineering sciences. This method also allows them to change their area of concentration, if necessary during the course of their career. As the INSAs and the â€Å"Grandes Ecoles† are highly selective, very few students drop out during the Premier Cycle whereas, in the traditional university system, there is a high dropout rate or at least a decision to change their course of study. Unlike the University system, the students at an INSA have many general courses. Although all European countries announce a training scheme which lasts approximately 5 years, the fact that attendance is not 100% and that students are permitted to repeat years, means that becoming a qualified engineer could take two or three years longer.[3] Engineering training fields and engineer status differ widely among countries. In other European Countries as well as the United States for example, the seemingly simple problem of correspondence among degrees, not to mention equivalence, is far from being solved, and the notion of harmonizing the numerous systems does not seem realistic. Educational system's specification's are deeply rooted in the country's culture, industry and economy. Large discrepancies appear in Europe between: kinds of high-school studies and their length before college entrance, means of student recruitment, length of training (in terms of number of years of study), degree awarding, academic recognition, professional recognition, etc. In many countries, two engineer profiles coexist: a design engineer with a broad background training, and a production and application engineer. For each profile, there are nevertheless important national particulars. With such diversity, one may understand why a foreign candidate admission in a French engineering college does not assume automatic level equivalence rules. Instead results from various factors: number of study years, major and minor fields of studies, major projects, etc. Therefore, there is only one European general objective in this area, dealing with recognizing degrees obtained after at least three higher education years. These are valued for entrance in professions having regulated access. Because of this definite lack of equivalence standards, Europeans have decided to develop student and professional mobility by recognizing and validating studies engaged in at colleges in other countries . This process has strongly developed in some cases, through the development of programs leading to double degrees, or through the E.C.T.S. project (European Credit Transfer System), based on academic credits which are transferable within higher education institutions of the European Union.[3] Institutions wishing to participate in E.C.T.S., particularly those following non-university framework, must make great efforts to adapt. They have to reorganize their training programs or curriculum with credit hours and they have to use a universal grading scale. The University of Technology of Compiegne (UTC) was the first French engineering school to engage in ECTS in the field of mechanical engineering. Other schools, like INSA of Lyon have more recently done the same. Apart from this very structured system, recognition of study periods among institutions from several countries appears more and more to be an essential component of an international open policy. Partnership agreements exist also with American universities, for instance between the Institut National Polytechnique de Lorraine and Kansas State University and University of Wisconsin at Madison. Developing this practice and expanding the student exchanges depends on firm relationships between foreign schools. A new attitude has developed, where one takes notice of differences between systems, without making value judgements. Thus, these new relations are creating more awareness of the equivalence problem and providing better methods for rectification. The École Polytechnique constitutes the â€Å"graduate schools.† It takes 2 to 3 years of study and, in 1993, there were 46,000 students enrolled in the second cycle.[3] Each year, the École Polytechnique admits slightly more than 400 students into the Second Cycle, via traditional competitive examinations.[4] These students are of both sexes, may be either French or foreign, and are approximately 21 years old. The instructional program for the Second Cycle consists of two years of advanced courses in the fundamental sciences. The program is evenly divided between a core curriculum, and an elective curriculum that includes individual research projects. All students follow the core curriculum, which includes courses in pure and applied mathematics, computer science, mechanics, physics, chemistry, biology and economics. The core curriculum also includes courses in the humanities and social sciences, as well as in several modern languages. Upon successful completion of these two years, students are awarded the diploma of Ingenieur de l'École Polytechnique. Relatively few of them begin their careers upon graduation. The vast majority of graduates choose to follow their studies with specialized training in engineering or business administration, or with the preparation of a doctoral degree. The French nationals, in view of the obligations of their status as polytechniciens, may choose to pursue technical training in France, at one of its engineering schools (such as the École des Mines, the École des Ponts et Chaussees, or the École des Telecommunications) They complete their last two years of education, and receive the corresponding Diplome d'Ingenieur. Since 1996, French nationals have undertaken such training at foreign institutions, in Europe, America or Asia: they have a choice among 100 different instructional programs, at 29 foreign institutions, leading to an Engineering degree or a Masters of Applied Science or Engineering, depending on the institution selected.[3] These programs generally require between two and two and a half years. Special arrangements with the École facilitate admission to some of these institutions. After research training in France or at a foreign university, engineering school, or public or private research center, approximately four years, they obtain a doctoral degree, a Ph.D. or a similar degree in a basic or applied science. For business studies abroad, after several years of practical experience, they earn an MBA degree at one of seven institutions. Foreign students may undertake specialized training or prepare dissertations at institutions of their choice, including, of course, their home institutions. The past shows, however, that they tend to favor the programs offered to their French classmates. In any case, the École attempts to arrange that the two years of study at Palaiseau be properly validated in the programs of the students' home universities. Foreign students are entitled to the same agreements as those offered to French nationals. The École Polytechnique's Second Cycle in the fundamental sciences together with a specialization acquired at another first class institution, represents a training that is proving to be in particular demand in today's economic market place. Indeed, each year large corporations come forward with expressions of their needs and suggestions as to where they believe the necessary applied training may best be obtained.