Abraham Lincoln :: essays research papers

Abraham LincolnAbraham Lincoln was the 16th president of the United States. Born in a logcabin in the backwoods, Lincoln was almost entirely self-educated. In 1831 hesettled in New Salem, Ill., and worked as a storekeeper, surveyor, andpostmaster while studying law. The twaddle of his brief love affair there withAnne Rutledge is now discredited. In 1834 he was elected to the statelegislature, and in 1836 he became a lawyer. He served one verge (184749) inCongress as a Whig in 1855 he sought to become a senator but failed. In 1856 hejoined the new republican Party. He ran again in 1858 for the Senate againstStephen A. Douglas, and in a spirited campaign he and Douglas engaged in sevendebates. Lincoln was not an abolitionist, but he regarded slavery as an evil andopposed its extension. Although he lost the election, he had by now made a namefor himself, and in 1860 he was nominate by the Republicans for president. Heran against a divided Democratic party and was elected with a min ority of thepopular vote. To the South, Lincolns election was a signal for secession. By origin Day seven states had seceded, and four more seceded aft(prenominal) he issueda summons to the militia. It is generally agreed that Lincoln handled the vastproblems of the Civil War with acquirement and vigor. Besides conducting the war, hefaced opposition in the North from radical abolitionists, who considered him toomild, and from conservatives, who were gloomy over the prospects of success inthe war. His cabinet was rent by internal hatred, and the progress of the warwent against the North at first. In 1863 he moved to free the slaves by issuingthe Emancipation Proclamation, but preserving the Union re principal(prenominal)ed his main waraim. His thoughts on the war were beautifully expressed in the GettysburgAddress (1863). In 1864 Lincoln ran for reelection against George B. McClellanand won, partly because of the favorable turn of military affairs after his

Danger Underground: Nuclear Waste Disposal in Yucca Mountain Essay

Danger Underground Nuclear Waste Disposal in Yucca chawIntroductionThe U.S. Department of aught has proposed plans to deposit 70,000 tons of highly radioactive uncivilized underground Yucca Mountain in Nevada. While many environmental questions and concerns withstand been raised about the safety of the waste disposal plan for the next 10,000 years, there appears to be no alternative. Waste from nuclear weapons and nuclear power plants be a serious environmental problem that will be present for generations to come. It should be societys responsibility to come up with more efficient sources of energy, despite the costs, to disallow the production of more hazardous waste in the future.The nuclear age produced 52,000 tons of spent fuel from commercial, military, and research reactors, along with 91 million gallons of radioactive waste from plutonium processing (Long 12). More than 90% of the waste that needs to be stored is from commercial nuclear power plants, and 10% is from defe nse programs (Environmental Protection sanction/ Yucca Mtn. Standards). The waste from defense programs primarily accumulated during the arms race of the Cold War. Waste produced from commercial nuclear power plants is currently stored in 131 separate facilities in 43 different states, most of which are east of the Mississippi (Wheelwright 2002).Several government departments are responsible for taking care of all this waste. The Department of Energy (DOE) runs the nuclear facilities and supervises cleanup performed by commercial contractors. The Environmental Protection Agency (EPA) is responsible for setting health and environmental waste standards for the long-term storage of waste produced by these facilities. The Department of Transportati... ... 2002.www.sacredland.org/yucca_mountain.htmlThe Yucca Mountain Project. 2002. Referenced on 7 October 2002. www.ymp.gov/U.S. Department of Energy Office of Energy Efficiency and Renewable Energy. 2002. Referenced on 11 Nov. 2002. www. eren.doe.gov/RE/solar.htmlU.S. Environmental Protection Agency/ Yucca Mtn. Standards. 2002. Referenced on 7October 2002. www.epa.gov/radiation/yucca/about.htmWatson, Roland. Nevada Outraged by Eternal Dump for Nuclear Waste. The Times 24Sept. 2002 Newspaper Source. Palni localize Search. Goshen College Good Library. 7 Oct. 2002.Wheelright, Jeff. Once There Was A Mountain in the Desert of Nevada. Discover 23(Sept. 2002) 66-76. Academic Search Elite. Palni Site Search. Goshen College Good Library. 3 Nov.2002.Why Not Yucca Mountain? 2002. Referenced on 7 October 2002. www.nvantinuclear.org/

Compare And Contrast The Ways Essay -- essays research papers

Compare and Contrast the ways in which the poet describes the breakdown if the relationship. Comment on the effectiveness of their poetize-craftI chose to compare the songs An Anniversary, by Vernon ScannelDismissal, by John TrippA Winters Tale, by D.H. LawrenceIn the poem &8220An Anniversary the poet describes the relationship and it&8217s breakdown as twain leaves on a river, this is and example of &8216Personification&8217. In contrast to this poem in the poem &8220Dismissal Tripp describes the breakdown very much as it was, describing two pot in a dreary pub, this is an example of &8216Pathetic fallacy&8217 as the setting is very boring and dark like the breakdown of the relationship. In &8220A Winters Tale Lawrence uses a similar verse-craft to Scannel in &8220An Anniversary with the relationship being described as a stadium notwithstanding he still uses mint in the poem to describe the people in the relationship. Lawrence also uses &8216Pathetic Fallacy&8217 as he descr ibes a cold winter&8217s day when the relationship stony-broke down.In &8220An Anniversary the poet says&8220The sky&8217s smeared monotone.This means the sky was smeared with one colour, which may signify a boring colourless relationship.&8220Two willow leaves glide swimmingly onThe water&8217s shimmering skinThis is an example of &8216Enjambment&8217. It describes the leaves floating smoothly but apart from each separate. The use of enjambment here helps the cycle of the poem carry on smoothly like the leaves gliding. It could signify the two people still going on in life smoothly but not together. When he says &8220the water&8217s shimmering skin it gives the impression of being murky below and shiny on top. This could show there is more to the relationship than what people see initially or that when the relationship was still happening it may have looked alright to everyone else watching but there were things going on below the surface that weren&8217t alright.&8220Once, on a branch in the sun, they dancedAnd often touched each otherThey will not touch each other again,In the relationship this signifies that they were once happy together but now they will never be together again. It could also mean that from the beginning the re... ... and down in the mouth that the relationship is ending. He also knows that the relationship is over and can&8217t go on but he still has some feelings for the woman. He may feel upset that she has come so promptly when she knows what he will say but she probably just wants to get the hurt and pain over with.The structure of the poem is &8220ABAB when the 1st and 3rd and 2nd and 4th lines rhyme with each other e.g.&8220Snow and Go&8220Emerge and VergeThey are the last words in verse one that rhyme.I think the three poems, although they are about the same thing, describe it very differently. Dismissal describes it very much like delivery whereas An Anniversary uses nature to describe the breakdown. A winter&8217s Tale is a mixture as in stanza one it uses mainly imagery with the field to describe the relationship, but in stanza two it uses run-on-lines to describe his feelings. Then in stanza three it uses a mixture by using the simple ABAB structure from verse one, but still using his thoughts of the woman, rather than imagery of the field, to describe the relationship. All three poems describe the breakdown very differently but very effectively.

The three stories I have chosen to study are: Flight by Doris Lessing,

The three stories I have chosen to study are Flight by Doris Lessing, Superman and Paula Browns New Snowsuit by Sylvia Plath and Chemistry by whole meal flour Swift. In these three stories the writers explores complex family relationships.Choose three stories, where the writers present difficultrelationships between family members, analyse and contrast theserelationships.The three stories I have chosen to study are Flight by DorisLessing, Superman and Paula Browns New Snowsuit by Sylvia Plath andChemistry by Graham Swift. In these three stories the writersexplores complex family relationships, through a variety oftechniques imagery, mood and atmosphere, symbolism and structuringthe stories to built up to a climax, when there is a point of actualization for both character and reader. All three stories begin bypresenting idyllic family relationships but as the stories progressthings change.The story Flight by Doris Lessing is about an obscure old man whokeeps pigeons, he worries abo ut his granddaughter, Alice. He has seenhis other granddaughters leave home, and he is possessive of Alice andjealous of Steven, her boyfriend. The old man argues with Alice abouther behaviour, and complains to his daughter, Alices mother Lucy. Atthe start of the story the old man shuts up his favourite pigeon,rather than let it fly. When Steven, the boyfriend, makes him apresent of a new pigeon, he is more qualified to accept what is going tohappen, and he lets his favourite go. The ending of the story is hasmore than integrity possible meaning Alice has tears on her face, as shestares at her grandfather. but I do not know if they are for him, forSteven, for herself, or for some other cause. And we do not kn... ...d that she is to blame for the damage to the snowsuit.In this story, Plath explores the themes of corruption and betrayal,hooey possessions and human values, man and superman, fantasy andreality.One way the writer uses to explore these themes is the use ofsymbolism in the story flying is a symbol of incident andimagination. At the start, the narrator dreams of flying, and seemsable to believe in her dreams. At the end, flight is no longer apossibility and the airplanes vanish with Supermans cape.The story contrasts two costumes one is Supermans famous blue suit,with the red cape trailing behind the other is Paulas powder-bluesnowsuit. They seem to represent opposing ideas. Supermans costume isa symbol of justice and wondrous deliverance from evil. Paulassnowsuit comes to represent self-indulgence and petty materialism.

The Taco Bell Dog :: essays research papers

1 Oversize corn chip + 1 undersized dog = Millions of dollarsMany people say that the US is the land of opportunity, but the latest money making opportunity has come from south of the border. Chihuahuas, Talking Chihuahuas. greaser Bell has struck a gold mine in its latest advertisement campaign involving a talking Chihuahua, fueling an instant craze for the detailed dogs, and all of their merchandise.The actual filming for all of the commercials was shot in western LA using a simple white background. Four look kindred dogs were filmed in many situations at many angles. Using simple verbal commands such as sit, stay, and lie the trainers instructed the dogs out of view of the cameras. The entire accomplish of shooting all of the footage for all of the commercials took only four days. On the final day of the shoot, a party was thrown in honor of the soon to be stars. Each was served a specially made cake consisting of carob, Carrots, and decorated dog biscuits. Three of the pups refused to touch the cakes. The forth one ate a portion of his and proceeded to crumb on the set floor. The dogs were also presented with Custom leather jackets by one costume designers. Another crew member gave the dogs a large inflatable Godzilla figure. The dogs reportedly attempthed to sexually gratify themselves on the tail several times and then chewed the toes off.After filming the footage was sent to an animation company in Texas. Using computers, the animators morphed frames to stool the effect of the dogs talking. Backgrounds, many of which are not actually Taco Bell, but a little deli called Sals,were added along with music and voices. And thus a sweet sensation was born.The overwhelming success of the campaign is not limited to combo meals and gorditas, The Chihuahuas image can be seen on every thing from hats to t-shirts to dashboard ornaments to Vases.

The Taco Bell Dog :: essays research papers

1 Oversize corn chip + 1 Undersized dog = Millions of dollarsMany people say that the US is the world of opportunity, but the latest money making opportunity has come from south of the border. Chihuahuas, Talking Chihuahuas. greaser Bell has struck a gold mine in its latest advertisement campaign involving a talking Chihuahua, fueling an instant craze for the little dogs, and all of their merchandise.The actual filming for all of the commercials was shot in western LA using a simple white background. Four look alike dogs were filmed in many situations at many angles. utilise simple verbal commands such as sit, stay, and lie the trainers instructed the dogs out of view of the cameras. The entire process of shooting all of the footage for all of the commercials took only four days. On the final day of the shoot, a party was thrown in honor of the soon to be stars. Each was served a specially made cake consisting of carob, Carrots, and ornament dog biscuits. Three of the pups refuse d to touch the cakes. The forth one ate a portion of his and proceeded to vomit on the set floor. The dogs were also presented with Custom leather jackets by one costume designers. Another crew member gave the dogs a large inflatable Godzilla figure. The dogs reportedly attempthed to sexually gratify themselves on the tail several times and then chewed the toes off.After filming the footage was sent to an animation company in Texas. Using computers, the animators morphed frames to create the effect of the dogs talking. Backgrounds, many of which are not actually Taco Bell, but a little deli called Sals,were added along with music and voices. And thus a new sensation was born.The overwhelming success of the campaign is not special to combo meals and gorditas, The Chihuahuas image can be seen on every thing from hats to t-shirts to dashboard ornaments to Vases.

Problem Based Learning Essay

Students do not understand much just posing in classes listening to teachers, memorizing pre-packaged assignments, and spitting out decides. They must talk about what they are acquirement, write about it, relate it to bygone experiences, and apply it to their daily lives. They must soak up what they learn part of themselves. Explain how you will conceptualise this principle in your classroom? There is a saying that goes Give a piece of music a fish youll feed him for a day. Teach a man how to fish youll feed him for a lifetime. As an educator, I hold on firm to saying above.When I first started teaching, I told myself that I bay window either be a teacher who is only concerned about what need to be taught or I can be a teacher who is concerned about what and how something is supposed to be taught. I chose the latter. Why? Students had spent more than 12 years of learning in schools where most of the time, they sit and listen to what the teacher is teaching. Little or less participation on their behalf is incorporated during those 12 years. The of import objective is to pass 3 big and important examinations in 12 years.Sad to say, they soon forget a big chunk of what they had been learning for the past 12 years immediately after they finish their last paper for SPM. This is because students are only made to remember what they are taught not to accommodate them. You can remember information for a specific length of time before you forget about it but if you can retain that information, youll remember it forever. Lets take mathematic as an example. We were taught how to do simple calculations such as addition since we were 6 years old. We not only learn how to add numbers in class, we also use it in our daily lives too.In a much simple terms, we practice what we learn in school and incorporate it into our daily lives. We retain the skills to do additions by doing and practicing. What about additional mathematics? Frankly speaking, if I was given a se t of additional mathematics questions today, I would not be able to solve even the simplest question. Why? Because I did not use any of the formulas I was taught in school in my daily lives. I did not retain the information. Students are unique. They might not encounter the same way of learning.Lecturers and educators must be aware of their students ability in golf-club to make the teaching and learning process a success. Students have different levels of motivation, different attitudes about teaching and learning, and different responses to specific classroom purlieus and instructional practices. (Brent and Felder, 2005) That is why, students learn best when they are incorporated and is actively involved during the learning process. The traditional method of teaching is more concerned on what the student should learn kinda than how the student should be learning.In my class, I use worry Based Learning (PBL) method. PBL is a new method of learning where there is a difference between what the students should learn and how they should be learning. This new approach to learning is bringing about new ways in which students are involved in the learning process. Teachers know that students do not learn at their highest potential when they are in a classroom where the teacher stands at the front of the room and gives them familiarity. (Utecht, 2003) During class, I encourage my students to speak and part information that they have on the topic.Before I start my lecture, I would first brainstorm the idea of the topic with my students. Initially, students would be reluctant to participate because they are afraid of saying the wrong answer. I encourage them saying that if it is an opinion, there is no right or wrong answer. Students in universities are andragogy learners they are adult learners. As an adult, they would like to have more control of their own learning. Andragogy reorients adult educators from educating people to helping them learn.The methods us ed whitethorn range from isolated instruction within a curriculum or integrated instruction. It may also encompass intentional and unintentional learning situations. (Crawford, 2004) This vitrine of students would be more interested to learn if they are given more power and control in the learning process. There are six assumptions on andragogy learners 1. Adults need to know the reason for learning something (Need to Know) 2. Experience(includingerror) provides the basis for learning activities (Foundation). 3.Adults need to be responsible for their decisions on education involvement in the thinkandevaluationof their instruction (Self-concept). 4. Adults are most interested in learning subjects having immediaterelevanceto their work and/or personal lives (Readiness). 5. Adult learning isproblem-centred sort of than content-oriented (Orientation). 6. Adults respond better to internal versus external motivators (Motivation). (Malcom Knowles, 1977) I planned and carry out my teachi ng and learning process using the 6 assumptions as my primary(prenominal) guidance.Most of the time during class, I allow my students to voice out their opinion and dish out what they have to say on certain topics. I also let them know the objective of the learning and what they will acquire at the end of the class. If they feel that they did not achieve what they should at the end of the lesson, I encourage them to share their problems with their classmates so that they can come up with the solutions together. During my lecturer, I use simple examples which they can easily connect with in their daily lives. I usually share my experience and ask them to share theirs with the class.It takes the seriousness out of the learning process and students felt more comfortable sharing their problems and experience. For me, a relaxed and simple learning environment will encourage the students to be more active and not be reluctant to join in the discussions. A rigid classroom will make the s tudents as cold as ice. Before I started teaching, I told myself to be the teacher that u have never had the teacher I want to have but did not. I want my students to them around me and to not be ashamed to tell what they have in mind, because I believe the most valuable knowledge is the knowledge that we shared.References Brent. R, & Felder M. R. (2005). Understanding students differences. Journal of Engineering Education, 94(1), 57-72 Crawford S. R (2004). Andragogy Malcolm Knowles. Retrieved March 21 from http//academic. regis. edu/ed205/Knowles. pdf Knowles, M. S. (1973). The Adult Learner A Neglected Species. HoustonGulf Publishing Company. Utecht R. J. (2003). Problem Based Learning in Student Centred Classroom. Retrieved March 21 from http//www. jeffutecht. com/docs/PBL. pdf

Human Resource Information System Essay

The function of gracious resources (HR) departments is gener totallyy administrative and common to all organizations. Organizations whitethorn have formalized selection, evaluation, and payroll processes. Efficient and rough-and-ready circumspection of Human Capital progressed to an increasingly imperative and complex process. The HR function consists of tracking real employee data which traditionally includes personal histories, skills, capabilities, accomplishments and salary. To reduce the manual workload of these administrative activities, organizations began to electronically automate many of these processes by introducing specialized human resource management agreements. HR executives rely on internal or external IT professionals to develop and of importtain an integrated HRMS.Before the clientserver architecture evolved in the of late 1980s, many HR automation processes were relegated to mainframe computers that could handle large amounts of data transactions. In conseq uence of the high capital investment necessary to buy or program proprietary software, these internally developed HRMS were limited to organizations that possessed a large amount of capital. Raija and Hlonen (2009) described the role of information systems in the process of compounding district organizations which use information system in financial administration, HRM and social welfare.They explored the role of IS in decision-making in public sector. The lack of inter-opera ability between legacy systems and new information systems was perceived as a huge problem. In the present situation of our economy, most of the companies used manual system in their company, in like manner some are using computerized system which lessen the expenses and saves duration. An effective and well-designed Human Resource Information System shall set out it easier to manage record, update files and retrieve records in Employee records. Confidentially, accuracy and integrity are maintained. The us e of computer enables user to minimize efforts to do a certain job or action nowadays.When the Information technology emerged, it gave a great impact when it comes to business problems especially when it comes to data entry accuracy, managing datas and retrievals. Dr. Karishna & Meena (2010) identified the various functional areas to which ICT is deployed for information administration in Higher Education institutions. Current level of usage indicates a clear integration of ICT for managerial or information based administration in higher(prenominal) education institutes. Matthew &Douglas (2009) analyzed that nature of developing IS in any organization is characterized by multi dimensional and often messy problems, involving technical organizations and personal dimensions.David et al(2010) analyzed the main traits of efficient firms and the main sources of firms efficiency through samples of catalan firms. Firms efficiency shows a significant improvement when advanced ICT uses are c ombined with human resource practices, Dileep (2010) indicate that HRIS is an integration of HRM and information systems. HRIs helps HR managers perform HR functions in a more effective and systematic way using technology. HRIs system usually a part of the organizations larger management information system which would include accounting, production and marketing functions. Ikhlas & Zaid (2010) indicate that the quick receipt and access to information were the main benefits of HRIS implementation. They similarly identified the cultural and financial barriers to the implementation of HRIS.Kristine & David (2010) identified the implementations or upgradation of HRIS has been undertaken with the aim of utilizing HRM functions.. Barriers also associated with the acceptance of new or upgraded HRIS.HRIS play an important role in shaping user perception and behavior.The addition of information technology to the human resource industry has revolutionized the contemporary workplace. HR prof essionals now have an increased capacity not only to gather information, but also to store and retrieve it in a timely and effective manner. This has not only increased the efficiency of the organization but also the effectiveness of management functions. New technology has also created opportunities for higher levels of stress for younger and older workers alike (Mujtaba, Afza, and Habib, N. (2011), unethical temptations and behaviors (Mujtaba, 2011), and opportunities for better leadership practices (Mujtaba and Afza, 2011).After delivering our suggestions for the Customer Appreciation Program, Kudler has asked us to evaluate the Human Resource Department, to see what changes need to made, to make the process better and smoother. Before making suggestions, we have to analyze their current setup. The Human Resources Department is a valuable department, so we want to assure that Kudlers is running smoothly and efficiently.Kudlers current HR Department is setup in the following mann er they use Quick Books and outsourced their payroll to Intuit. Intuit tracks all the following information for each employee. They track the employees personal information, pay rate, tax exemptions, hire date, seniority date, and organizational information. Changes to any of this information, can only be change by submitting a special form in writing by the employees supervisor and entered by the accounting clerk. The accounting clerk also keeps a file with the appropriate tax forms for each employee and all changes to employee data.The employees turn in manual time sheets weekly, which are approved by the store manager. The time sheets are then faxed to accounting, where they are entered for payroll. All changes have to be approved by the direct supervisor and store manager. Each store manager is amenable for keeping the files of their employees. They are kept in a locked file and include the following information job application or resume, performance reviews, I-9 forms, and any disciplinary memos or performance management issues. The managers are also responsible for tracking any time off, which includes vacations.

Flannery O’Connor’s “A Good Man is Hard To Find” Essay

Throughout Flannery OConnors A Good Man is Hard To Find, hints are given to the readers that foretell what is in store, foreshadow the grotesque ending that is to come. These insinuations of the forthcoming become coincidences later in the story when they actually do develop into reality, creating mocking irony. The names within the story fucking be considered foreshadowing themselves. For example, the name of the town where the family is murdered is called Toombsboro. The word Toombsboro can be separated into two words Tombs and Bury. These are words that signify death. The particular that the author chose this as a name for the town, implies the foul event that will insure later in the story. The first spot that foreshadowed the future was the article more or less the Misfit that the gran showed Bailey. She told him, A Misfit is aloose from the Federal Pen and headed toward FloridaI wouldnt take my children in any direction with a criminal like that aloose in it.(368)This mom ent sets up a major coincidence when the family later runs into the Misfit. Plus, it was an irony because the Grandmother had attempted to persuade the family not to go in the direction the Misfit was heading. Yet, unfortunately but June brain paid any attention to the comment, and the family did run into the criminal. Additionally, a less obvious evidence of foreshadowing occurred when June Star announced, She The Grandmother wouldnt stay at sign for a million bucks. She has to go everywhere we go(368) This can be read as a direct foreshadowing of the order and occurrence of the grandmothers death. When the family comes across the Misfit, and each family member is taken into the forest, the reader wonders why every time Bobby Lee and Hiram return without the family member.Eventually, one realizes they have all been killed. So, June Stars comment that the grandmother goes everywhere the family goes can be read as a signal that she will meet the same end that they did. Plus, the accompaniment that she follows the family indicated that she would die last.Furthermore, although the grandmother did not want to go to Florida, she still unpredictably dresses up. The grandmother wore, A navy blue straw sailor hat with a bunch of white violets on the brim and a savvy blue dress with a small white dot in the print.Her collars and cuffs were white organdy trimmed with lace and at her neckline she had pinned a purple spray of cloth violets containing a sachet. (369) OConnor says that the reason for the grandmothers proper dress was, in case of an accident, anyone seeing herdead on the highway would know at once that she was a lady.(369) She therefore foresaw her own death, or at least foreshadowed it. It in any case shows how she represents the properness and rich religious beliefs of the south.Yet another foreshadowing is portrayed when the family passed by a cotton field with five or six carve fenced in the middle of it, like a small island (370). It is not an acc ident that there are five or six graves, which evidently matches the exact lean of people in the car. Five people and the sixth is the baby. The baby is not precisely a full complete person, hence the ambiguity of the number of graves.Flannery OConnor uses foreshadowing to give the readers slight hints of what is to come, foretelling the grotesque fate of the family. Insinuations are made through titles, comments, clothes, and sites, setting the scene for surprising irony later in the familys journey.

A taste of honey †From dependence to independence Essay

Jo, a trapped schoolgirl work outking sanctuary away from her unreliable mother Helen, yet finding herself dependent upon her. The frequent movement from place to place and no steady source of income meant that Jo had no real social tone at school or at home and few luxuries. Jo relies on a carefree black straw hat for comfort, even so, a facsimile of her own life, he is torn away and she is strained to move on. Helen leaves Jo and marries the untrustworthy Peter. A Gay colleague known as Geoff now comes into her life, and Jo soon realises he is a reliable person, and begins to depend upon him when she is pregnant. Towards the end, Geoff leaves upon the return of Helen, and Jo becomes the strong-minded woman that she so longed for, perhaps a result of her quick taste of honey.In Act 1, Scene 1, we find out nigh Jos tuition abilities. When she arrives, she wants to find somewhere to plant her bulbs. As she says, Its nice to see a few flowers. Helen finds some drawings that Jo had done and compliments her by saying, I didnt realise I had such a talented daughter. Jo reveals her childish side by replying with Im not just talented, Im geniused. Jos intentions of leaving school and Helen at Christmas, becomes apparent, as she appears to think that she is mature and independent enough to do so. Another sign her naivety. Her view of the new flat as well comes into light when Helen says, This is the place, and Jo replies with, And I dont like it. Her attitude to life is arguably summarised with those few words. She is forever criticising Helen and rarely calls her mother or mum. The pair off are constantly bickering and Jo even says, Im sick of you. Youve made my life a misery. Her dislike and disrespect for life, instantly recognisable, is possibly delinquent to her loneliness.Her mother gives her very little support so she must seek affection from other sources. Although she seems to hate Helen, Jo is very dependent on her and to a reliable extent He len is dependent on Jo. She is always making Jo do things for her (getting drinks, cooking, etc). There is little doubt that her misery is also due to her unsatisfactory mother. Their relationship is exactly your stereotypical mother-daughter one, which contributes greatly to Jo leaving school and her mother as soon as she has the chance. Helen is not oblivious to her incompetence as a mother who says, I know, Im a cruel, wicked woman, and not using the word mother.Peter is a dodgy car salesman with an eye patch, and one of the reasons that Helen moved. He wants her to marry him but Helen declines. However with persuasion and persistence his charm soon takes affect and she finally agrees. Jo immediately holds Peter with just as much contempt as her mother. Her spiteful attitude towards him is likely because Peter has her mothers love and she does not, though of course Jo would never admit this. Jo soon changes however and asks Peter coyly, Do you visualize me? and he responds, Not yet. Jo clearly seeks attention from Peter. He also has photographs of all his ex-girlfriends. Jo makes fun of his eye patch, again expressing her childish ways. We also find out astir(predicate) Jos phobias, Im not frightened of the darkness outside. Its the darkness inside I dont like. This tells the reader that she feels dark and lone(a) inside, which sheds light onto why she has a depressing attitude to life. Helen neglects her needs, for example, leaving her alone for a weekend while she runs off with Peter. Helen also makes no attempt to suspensor Jo when shes pregnant, if anything Helen is angry, perhaps because Jo has made the same mistakes she once made. Being the age of 16 some may say she is quite independent, leaving school and home, however she is still a nave child inside with a thirst for attention and affectionJo is not perturbed by her mothers actions, and is still opinionated to become independent. Her plans to move out are executed, and she decides she would like to marry a black sailor. Jo knows Helen will disapprove, which seems to make it the whole affair better. Jos relationship with the sailor seems short and casual. They both say that they love each other but are very relaxed. For example, when he leaves and does not come back she is not worried, likely because she is used to moving on and leaving many things behind. Later on though when talking to Geoff, she says Last Christmas I had him, she obviously misses him, and talks fondly about him especially when the baby is due.Helens departure has little effect on Jo, which is slightly unexpected, as she now has the independence away from her mother that she always wanted. This is likely because she truly needs someone to depend on especially with a baby on the way. Geoff, a gay student is her saviour. He becomes Jos shoulder to address on, and is keen on becoming a father figure for the baby. Jo seems to take advantage of Geoffs kindness and often makes him do stuff for her. Geoff does not seem to mind, even when she makes fun of his sexuality, which many people did at the time. Geoff was her pillar of strength when she had her childish tantrums, such as wanting to cut off the babies head or disown it.Geoff, probably much than she was on her mother. Jo even says, supposedly to the baby, Lets see what big sisters making us.Geoff is a friendly carer and is totally diverse from the sailor. Whereas the sailor wants a sexual relationship, Geoff is content with caring for Jo and making cakes. Geoff even asks Jo if they should get married and also asks her what shed do if he started something. Jo replies, In my condition, Id probably faint. He adores babies but Jo is less keen on them. Geoff seems to want, more than anything, to be the father of Jos child.To begin with, Jo treats Geoff with little respect, joking nigh and saying things that could hurt him. As their relationship progresses and they get to know each other better, Jo respects Geoff more and more. J o eventually realises that the baby will need a father figure and decides to let Geoff stay, but they wouldnt get married.Jo has mixed feelings about becoming a mother. She is intent on keeping the baby at first because she thinks it is cruel to consider them aborted. She does, though, have some doubts. For example, she doesnt want to breast feed her baby. Geoff brings her a doll to practice holds on. She says the colours defective the father being black and explodes. She screams, Ill bash its brains out Ill kill it I dont want to be a mother, which makes us think that she may have an abortion after all.Previously though, the baby kicked her and she was overwhelmed. All of these details then leave us wondering if she is ready for motherhood. It is more likely that she is ready to become a mother because she has matured a lot since the beginning of the play when she was dependent on Helen.As the play progresses, we see Jo turn from a nave young girl to a mature woman. She is no l onger dependant on anyone and, although she is probably destined to a life living in small flats and houses, the prospects are bright and, as she sings at the very end, a glimmer of hope shines through and we think she may have a happy life.

Adn vs Bsn

ADN vs BSN Grand Canyon University NRS 430V October 18, 2012 Over the course of time, many different types and aims of full points adjudge true in the field of nursing. To solar day, many individuals argon in an internal passage of arms of having either their ADN or BSN, the two most common degrees in the field. According to a sample survey, 50. 0% of the nursing blend inforce currently hold a BSN and 36. 1% have obtained an ADN (American connecter of Colleges of Nursing, 2012). An ADN is an Associates degree in Nursing, whereas a BSN is a bachelors degree in Nursing.The issue of the conflict arises from the confusion of what the actual benefit and contrariety the BSN would make in the work field due to the current good confection of nurses with two degrees who work in the same areas doing the same work. Other than a slight pay difference, there are many benefits that individuals dont witness there are in having a BSN. The first baccalaureate degree was developed in the United States at the University of Minnesota in 1909. Today, most BSN programs amaze about 4 years to complete.These programs prepare students to apply in the counterbalance levels of leadership. They prepare students by including the components of quality and patient safety, evidence-based practice, liberal genteelness, information focus, communication/collaboration, clinical prevention, public wellness and other professional values in the course. In todays world, the demands placed on nursing in the emerging health care placement are likely to require a greater proportion of RNs who are inclined(p) beyond the associate degree or diploma level (Creasia & Friberg, 2011).Research has shown a few major, very important differences in the work force of those with BSNs opposed to those of ADNs. Those differences, although all ADN/BSN nursing programs have the same toss rate for the NCLEX-RN licensing examination, show that those nurses whom have a higher development are linked to a decrease in medication errors, lower mortality pass judgment, and cave in quality patient care. The NCLEX tests for those minimum basic skills and knowledge needed to have a safe entry into the nursing practice.The test does not test those abilities larn in the baccalaureate program (American Association of Colleges of Nursing, 2012). These extra skills include, but are not limited to critical thinking, health promotion, management, and flexibility to work in both in and outpatient areas (American Association of Colleges of Nursing, 2012). Those extra skills are being shown to be inbred for the future demands that will come in the changing health care system and the new, increasing needs of the patient population.Many hospitals today are becoming what are called Magnet hospitals. These hospitals are those that are requiring all nurses who are in leadership/management positions to have a baccalaureate or diploma degree by 2013, and have an 80% baccalaureate prepared RN perso nnel by 2020 (American Association of Colleges of Nursing, 2012). As an example of a patient care situation involving a nurse handling an issue involving a patient, comparing a nurse prepared at the BSN level as opposed to the ADN level, the BSN RN would better wrap up the situation.Of the many nurse/patient scenarios that this concept could apply to, one that would be to a greater extent(prenominal) than commonly seen would be being a team up leader in a code. The nurse that holds the ADN level of education does not have the same tot of education as the nurse holding the BSN level does, that extra education being specifically linked to leadership, critical thinking, professionalism and evidence-based practice research. The nurse with the BSN would be equal to more efficiently recognize early signs and symptoms, direct a team during a code, know which action to take at which time, and handle speaking with family.The decision-making work out of the nurse with the BSN would be made quicker and be made with more experience behind the issue or question. In conclusion, the act of nursing revolves just about the focus of health. That level of act with the higher education is becoming more and more needed as healthcare progresses. The baccalaureate of nursing provides that higher level of act, including the roles of critical thinking, professionalism, ethics, teaching, and accountability.With the continued research, more and more studies are proving every day how a nurse with a BSN compared to one with an ADN can decrease mortality rates and failure-to-rescue cases. With the development of the Magnet hospitals, the movement is being made to help those poetry continue to progress in a positive direction. The education of nursing is surmisal driven, those theories being obtained from science, religion, ethics, humanities and evidence-based practice. (Grand Canyon University, 2011) References American Association of Colleges of Nursing. (2012).Fact sheet creat ing a more highly qualified nursing workforce. Retrieved from http//www. aacn. nche. edu/media-relations/ NursingWorkforce. pdf American Association of Colleges of Nursing. (2012). The impact of education on nursing practice. Retrieved from http//www. aacn. nche. edu/media-relations/fact-sheets/impact-of-education Creasia, Joan L. , & Friberg, Elizabeth E. (2011). Conceptual foundations the bridge to professional nursing practice (5th ed. ). St. Louis, MS Mosby, Inc. Grand Canyon University. (2011). Grand Canyon University College of Nursing Philosophy. 1-2. 2 2Adn vs BsnADN vs BSN Grand Canyon University NRS 430V October 18, 2012 Over the course of time, many different types and levels of degrees have developed in the field of nursing. Today, many individuals are in an internal conflict of having either their ADN or BSN, the two most common degrees in the field. According to a sample survey, 50. 0% of the nursing workforce currently hold a BSN and 36. 1% have obtained an ADN (Amer ican Association of Colleges of Nursing, 2012). An ADN is an Associates degree in Nursing, whereas a BSN is a Baccalaureate in Nursing.The issue of the conflict arises from the confusion of what the actual benefit and difference the BSN would make in the work field due to the current good mixture of nurses with both degrees who work in the same areas doing the same work. Other than a slight pay difference, there are many benefits that individuals dont realize there are in having a BSN. The first baccalaureate degree was developed in the United States at the University of Minnesota in 1909. Today, most BSN programs take about 4 years to complete.These programs prepare students to practice in the beginning levels of leadership. They prepare students by including the components of quality and patient safety, evidence-based practice, liberal education, information management, communication/collaboration, clinical prevention, public health and other professional values in the course. In todays world, the demands placed on nursing in the emerging health care system are likely to require a greater proportion of RNs who are prepared beyond the associate degree or diploma level (Creasia & Friberg, 2011).Research has shown a few major, very important differences in the work force of those with BSNs opposed to those of ADNs. Those differences, although all ADN/BSN nursing programs have the same passing rate for the NCLEX-RN licensing examination, show that those nurses whom have a higher education are linked to a decrease in medication errors, lower mortality rates, and better quality patient care. The NCLEX tests for those minimum basic skills and knowledge needed to have a safe entry into the nursing practice.The test does not test those abilities learned in the baccalaureate program (American Association of Colleges of Nursing, 2012). These extra skills include, but are not limited to critical thinking, health promotion, management, and flexibility to work in both in and outpatient areas (American Association of Colleges of Nursing, 2012). Those extra skills are being shown to be essential for the future demands that will come in the changing health care system and the new, increasing needs of the patient population.Many hospitals today are becoming what are called Magnet hospitals. These hospitals are those that are requiring all nurses who are in leadership/management positions to have a baccalaureate or diploma degree by 2013, and have an 80% baccalaureate prepared RN personnel by 2020 (American Association of Colleges of Nursing, 2012). As an example of a patient care situation involving a nurse handling an issue involving a patient, comparing a nurse prepared at the BSN level as opposed to the ADN level, the BSN RN would better handle the situation.Of the many nurse/patient scenarios that this concept could apply to, one that would be more commonly seen would be being a team leader in a code. The nurse that holds the ADN level of education does not have the same amount of education as the nurse holding the BSN level does, that extra education being specifically linked to leadership, critical thinking, professionalism and evidence-based practice research. The nurse with the BSN would be able to more efficiently recognize early signs and symptoms, direct a team during a code, know which action to take at which time, and handle speaking with family.The decision-making process of the nurse with the BSN would be made quicker and be made with more experience behind the issue or question. In conclusion, the act of nursing revolves around the focus of health. That level of act with the higher education is becoming more and more needed as healthcare progresses. The baccalaureate of nursing provides that higher level of act, including the roles of critical thinking, professionalism, ethics, teaching, and accountability.With the continued research, more and more studies are proving every day how a nurse with a BSN compared to on e with an ADN can decrease mortality rates and failure-to-rescue cases. With the development of the Magnet hospitals, the movement is being made to help those numbers continue to progress in a positive direction. The education of nursing is theory driven, those theories being obtained from science, religion, ethics, humanities and evidence-based practice. (Grand Canyon University, 2011) References American Association of Colleges of Nursing. (2012).Fact sheet creating a more highly qualified nursing workforce. Retrieved from http//www. aacn. nche. edu/media-relations/ NursingWorkforce. pdf American Association of Colleges of Nursing. (2012). The impact of education on nursing practice. Retrieved from http//www. aacn. nche. edu/media-relations/fact-sheets/impact-of-education Creasia, Joan L. , & Friberg, Elizabeth E. (2011). Conceptual foundations the bridge to professional nursing practice (5th ed. ). St. Louis, MS Mosby, Inc. Grand Canyon University. (2011). Grand Canyon University College of Nursing Philosophy. 1-2. 2 2

Death Penalty for the Mentally Insane

moral unwellness is defined as any various conditions characterized by impairment of an individualists normal cognitive, emotional or behavioral functioning, and caused by social, psychological, biochemical, genetic or other factors, such as infection or head trauma (Fiack). The mentally crazed have a brain condition which directly effects wellbeing and actions. Mental insanity can be described as an incomplete development of the brain which can have an impact on conduct and social effectiveness.Congressman should non allow the final stage punishment on the mentally lunatic because giving the ending penalty to the mentally insane is an abomination. Congressmen might consider issuing the death penalty to the mentally insane because all punishments should be equal no matter the individual, but the mentally insane are not always in control of their actions and they are not always in a stable condition in which they k at present what they are doing. A troubled history or childhood can lead a diminishing value (Court).Not all mentally insane are brought up in stable environments which could lead to rage and furiousness. The rage and violence cannot be controlled by the mentally insane patient because do to over exposure to abuse they rely on the rage and violence for self-defense. Over thirty percent of male and eighty percent of female mentally insane inmates have reported sexual or physical abuse (Fiack). A considerable majority of the mentally insane have experienced some sort of abuse which may cause mixed emotions and instability.This instability causes the mentally to go nutty and take everything out on the nearest guardian they see and the mentally insane should not be penalized for being put into a state of craziness. The mentally insane receiving the death penalty is an abomination. All abominations have similar characteristics. Like crime in the United States, inflicting the death penalty on the mentally insane is a negative characteristic of th e judicial system. Every abomination has a consequence. Jail might be a consequence considering the severity of the offense, such as murder.America sells all types of guns and like enforcing the death penalty on the mentally insane, guns are fatal. Guns are the causes of many deaths and just like the death penalty, many lives are interpreted away from innocent and mentally insane civilians. Like gangs, the death penalty of the mentally insane affects everyone and is not community oriented. Gangs are a threat to everyone in a community and the death penalty is a threat to every citizen of the United States. Using the death penalty to kill the mentally insane is not for the community and ruins the closeness and bond a community shares among the children and adults.Smuggling in weapons, illegal narcotics and the use of drugs is a disgrace to the youths of America just like the use of the death penalty on the mentally insane. The death penalty is an abomination because in the last thirt y years, more than sixty people with a mental illness have been executed (Fiack). Putting these mentally insane to rest because of an action they probably did not have control over is completely unnecessary and un-just. If Congressmen wish well to punish a mentally insane person they could place them in an insane asylum to learn to control their anger and violence towards others.A consequence now exists because of all the insanity pleas within the last thirty years. The MNaughten Test is now given to show if the defendant was unable to understand what he or she was doing and if on that point is a substantial lack of capacity to understand ones conduct (Fisanck). If the mentally insane patient can pass this test and the test clearly shows they had no control of their action and did not recognize the crime they were committing, giving them the death penalty would be unlawful. The court gave Darrell W.Ferguson the death penalty, an inmate with an apparent ill-defined thought wreak . The courts rejected the claim, not thoroughly considering mental health issues (Court). Although abominations are not community oriented, a group called mop up Victims Families for Reconciliation travels nigh North Carolina helping raise awareness and trying to gain support to get a bill passed against the death penalty of the mentally insane (Murder). The issue with bringing a mental illness case into court is the jury members do not always understand how the brain is affected by this disease.Jury members with a misunderstanding of mental illness cause the mentally insane to die on death row because they do not realize the challenges of face lifting a mentally insane child or grown adult nor what they are capable of without the patient even being aware of his actions. As a result, the jury tends to lean more towards a guilty verdict convicting the mentally insane before truly understanding how a diseased brain works. This process can be unfair to the victim and if the jury is not clear of the mental illness the defendant has.To solve such a problem, each individual should be informed of the exact mental illness present before the court is in session or should not be a bulge out of the jury. Congressmen should not promote the death penalty of the mentally insane because the death penalty of the mentally insane will lead to public outcry and evoke families, disassembly of moral value, and will aid in the first steps to the disintegration of human life and self-worth. Over thirty years ago rear end Hinckley shot Ronald Regan in the chest but was not given the death penalty because he plead insane (Vatz).Instead of giving him the ultimate punishment there is to offer he was sentenced to a mental hospital, which is what happens in most cases of the mentally insane. In 2006, The American Bar Association passed a resolution calling for the privilege of those with serious mental illness from imposition and execution of the death penalty (Fisanck). Congressme n should present a law to protect the mentally insane in death penalty situations. Works Cited Court Reject Mental Health Claims Of Inmate Who Sought Death Penalty. Mental Health Law Report. 66, June 2006.Gale Power Search. Web. 6 October 2011. Fiack, Shannon. Mental Illness and Criminal Behavior. Greenhaven Press, 2009. Gale Opposing Viewpoints. Web. 6 October 2011. Fisanck, Christina. Crime and Criminals. Greenhaven Press, 2010. Opposing Viewpoints. Web. 6 October 2011. Murder and Mental Illness Group Supports Removing Death Penalty. Wilson Daily Times. 11 may 2011. Gale Opposing Viewpoints. Web. 6 October 2011. Vatz, Richard E. The Insanity Excuse and Retrograde Thinking. USA Today. March 2011 66-67. SIRS Issues Researcher. Web. 6 October 2011.

Developing Regionalism

Developing Regionalism 1790 * second produces 3,135 bales of cotton * Scarcely 100,000 white settlers lives in Trans-Appalachia * Great cities such as Chicago and Pittsburgh are still small villages * agriculture companies start hawking vast areas of New York, Ohio, and Kentucky to prospective settlers * Huge increase in populational population start 1793 * Eli Whitney develops cotton gin, designed to strip fibers from the seeds. shankball along up laborers work and raised value of southern land, opened economic opportunities 1800 Average farm at this time is no more than 100 to one hundred fifty acres, due to division of farms* Nearly 20 percent of male taxpayers in southeastern Pennsylvania are single (evidence that young men delayed jointure until they could establish themselves financially. ) * Southern agriculture is in disarray low prices, land exhausted for its fertility, and the loss of laves during the revolutionary war remaining Chesapeake economy in mass murder * Absentee landlords have engrossed much of present-day West Virginia, Tennessee, and western Carolinas. 1803 * Georgia and South Carolina alone import 20,000 new slaves 1805 Cotton accounts for 30 percent of the nations agricultural exports * Human tide appears to grow in trans-Appalachia. 1808 * Slave trade ends 1810* Number of people living in trans-Appalachians grows to 1 million 1820 * Souths cotton output mushrooms to 334,378 bales 1830 * As Northeasts population and demands grow, the regions once heavily forested landscape depletes. * Dramatic changes in port cities of Northeast region contains four cities of more than 50,000 * Cities in trans-Appalachia like Chicago and Pittsburgh hold 30 percent of nations population. New York in the end establishes safe and adequate water supply with the construction of the Croton Aqueduct. * Indian-White Relations 1790 * Vast areas of trans-Appalachians still controlled by Native American tribes * Federal govt. starts to establish policies that would sway Indian-White relations* Non-intercourse act of 1790 declares that public treaties that were ratified by Congress would be the only legal means of obtaining Indian land. 1793 * Congress appropriates $20,000 to promote literacy, agriculture, and vocational focusing among Indians. 794 * President Washington sends General Anthony Wayne to smash Indian resistance in Northwest. White settlers won against Indians at the Battle of Fallen Timbers. Treaty of Grenville is passed, opening the pith of the Old Northwest to white control. 1799 * Iroquois prophet, Handsome Lake lights preaching combination of Indian and white ways temperance, peace, land retention, and a new religion combining elements of Christianity and tralatitious Iroquois belief. 1808 * Cherokee res publicaal Council adopts a written legal code combining elements of U.S. and Indian Law 1809 * Shawnee leaders Tecumseh and Tenskwatawa start to warn regional tribes about the dangers that would come. They fo rm alliances and accomplished headquarters and Kithtippecanoe. Tecumseh carries his message south to the Creek and Cherokee, seeming very bitter. 1811 * Even though southern tribes refuse to join, more than 1,000 fighting men gather at Kithitippecanoe. 1813 * Red Sticks (fighting Creeks) carries out series of devastating raids and assaulted Fort Mims on the Alabama river, killing 500 men, women, and children. 1814 Climax of Creek War While American cannon fire rakes the Red Sticks town of Tohopeka, Cherokee warriors cut off all hope of retreat. More than 800 Native Americans dies afterwards as Andrew capital of Mississippi finishes his triumph with destroying the rest of the Red Stick towns. 1820 * More than 1,300 black slaves in the Cherokee nation. 1822 * Congress abolishes factory system where Indians would go for fairer treatment 1824 * Tribal law forbids intermarriage with blacks in Cherokee nation. 1827 * Cherokee National Council devises written constitution similar to those of nearby states.Council also issues bold declaration that Cherokee were an independent nation with full sovereignty over their lands. 1829 * Cherokee government makes it an abomination punishable by death for any member of the tribe to transfer land to white ownership without the consent of tribal authorities. Perfecting a democratic high society 1790 * Second Great Awakening starts to sweep across nation. Americans by the tens of thousands sought personal salvation and social belonging in the shared experience of apparitional revivalism. * Charitable institutions in the nation are only at around 50. Establishment of female academies starts.* 20% of Methodist church members are black 1794 * Bethel African American Methodist Church in Philadelphia is organized by Richard Allen and small group of black Methodists. 1800 * 20 year old slave Gabriel devised a figure to arm 1,000 slaves for an assault on Richmond, VA. 1805 * New Yorks Mayor DeWitt Clinton asks state legislature for help 10,000 impoverished New Yorkers/ 1814 * Relief agencies assist nearly 1/5 of the citys population. 1816 * Women and children suffers disproportionately from poverty, outnumbering men. American Colonization Society found supported colonizing free blacks in western Africa enjoyed widespread support among blue white men and women. 1819* Depression of economy triggered by financial panic caused by the unsound practices of hundreds of newly chartered state banks 1820 * Depression was lifting, but left behind broken fortunes and shattered dreams * Most blacks in northern cities lived in autonomous households * In New Orleans, free blacks accounted for 46 percent of the black population. 1823 Proslavery compact in Illinois torches state capital and threatens Governor Edward Coles for his efforts to end de facto slavery in the sate 1829 * One of every 10 residents in Cincinnati was black, city leaders announces that they would begin enforcing Ohios black laws by requiring black resid ents to carry certificates certifying their free status. 1830* Rich cultural ad institutional life takes root in the black neighborhoods of American cities. War of 1812 1810 * Election of 1810 brings Congress new members, firmly Jeffersonian in party loyalty but impatient with administrations foreign policy and demanding tougher measures 1812 Madison declares war against Britain due to general British arrogance and Americas continuing humiliation * Emotions ran high among Federalist critics and Jeffersonian Republican supporters of the war. Bloody riots come on in Baltimore. Several people were badly beaten in the streets. 1813 * Oliver Hazard Perry- defeats British fleet on Lake Erie. Marked an impressive American victory in war of 1812 and ends any threat of British invasion from Canada and weakens British-Indian alliance that menaces American interests in the region. 1814 August- British troops torch Capitol in Washington DC* December- capital of Connecticut Convention 5 New En gland states meet to debate proposals for secession. * Christmas Eve- Treaty of Ghent ends war, British agreed to evacuate western posts, but ignores other outstanding issues. 1815 * Andrew Jacksons smashing victory against British and New Orleans- Most dramatic American triumph but had little to do with the wars outcome. * Nation starts to focus energies around internal development- occupying more land, building economy, and reforming American Society Politics in Transition 816 * Madison signs bill creating second Bank of the unite States to help stimulate economic expansion and regulate the loose currency-issuing practices of countless state-chartered banks 1820* Henry Clay with National Republicans proposed more tariffs and internal improvements in the American form 1824 * Election of 1824 Adams wins, marks the fall of the Federalist-Jeffersonian party system * Louisa Catherine Adams launched strong campaign for Adams in the election of 1824, showing womens increase role in pol itics.

The Axial and Appedicular Skeleton

The axile and Appendicular Skeleton Laszlo Vass, Ed. D. Version 42-0021-00-01 Lab RepoRt assistant This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a stocky of the experiments questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The determination is to facilitate students writing of lab reports by providing this information in an editable file which can be displace to an instructor. Purpose ? What is the purpose of this exercise? ?Are there any safety concerns associated with this exercise?If so, list what they argon and what precautions should be taken. usance 1 The Skull Questions A. Name the eight bones of the cranium. The eight bones of the cranium atomic number 18 the frontage, occipital, left parietal, right parietal, left temporal, right temporal, ethmoid, and sphenoid. B. What chromosome mapping do the cranial bones serve? The cranial bones serve to protect va riety meat, such as the eyes, and the brain. C. List the bones that form the eye orbit. Zygomas, maxilla, lacrimal, frontal bone, sphenoid, ethmoid and palatine are all the bones that form the eye orbit.D. Examine the skull on the sketch model and describe some ways in which the mandibula is different from the opposite bones of the skull. The mandible is a joint that has no real attachment to any part of the body. It has a different regularize of motion than other joints in the body. E. Other than the skull, what are the other two components of the axial skeleton? xVertebral tug and Thoracic cage are two components of the axial skeleton. Exercise 2 Skull Markings Questions A. Which bone is palpated when touching the forehead?The temporal bone is palpated when the forehead is touched. B. What bone is palpated when touching the temple? The temporal bone is touched. Exercise 3 The Vertebral Column Questions A. What are the five categories of vertebrae in your vertebral column? Cervical, Thoracic, Lumbar, Sacral and Coccyx are the five categories of the vertebrae. B. Why are lumbar vertebrae particularly prone to injury? A push-down storage of individuals use their back instead of their legs to lift something heavy, which puts stress on the note back. C. What is an intervertebral disc?What is its function? They are discs that are made of fibro cartilage and they are used to cushion the spine from scandalise. D. How are the sacrum and coccyx different from the other vertebrae? The vertebrae in these column sections are fused together as opposed to separately stacked. E. What is the overall function of vertebrae? It is one of the bodys major structure supports. It encloses the spinal cord and keeps the nerves from becoming damaged. Exercise 4 The Bony Thorax Questions A. What bones forge up the bony thorax?The sternum, the ribs, and thoracic vertebrae make up the bony thorax. B. What is the function of the bony thorax? The function of the bony thorax is to protect the organs that are there. C. What category of bones are the sternum and ribs? The sternum and ribs are considered flat bones. D. Why are ribs 11 and 12 referred to as floating ribs? These two ribs are considered floating ribs because they arent affiliated at present to the sternum, but they are held on by cartilage. E. Propose a reason why the ribs are attached anteriorly by cartilage.A logical reason to why the ribs are attached anteriorly by cartilage is because of how the body flexes while still being able to protect some of the other vital organs in the thoracic cavity. Exercise 5 The Appendicular Skeleton Questions A. What is the pelvic girdle? What is its function? The pelvic girdle is where two coxal bones are placed. The take the weight of the body and is what the two lower extremities are attached to. B. What is the pectoral girdle? What is its function? This is where the scapula and the clavicle form the speeding part of the body.This attaches the amphetami ne extremities to the core and is a main source of strength for the neck and upper body. C. Name the bones of the upper appendages (arm, forearm and hand). The upper appendage consist of the Humerus, Radius, Ulna, Olecranon Process, Carpals, Metacarpals and the Phalanges. D. Name the bones of the lower appendages (thigh, leg and foot). The lower appendage consists of the Femur, Patella, Tibia, Fibula, Tarsals, Talus, Calcaneus, Metatarsals and the Phalanges. E. Which of the four categories of bones do MOST of the bones of the appendicular skeleton fit into? more or less of the bones in the human body are categorized as long bones. Conclusions Why is it fundamental to relate the structures of the axial and appendicular skeleton to one another? It is important to relate the structure of the axial and appendicular skeleton because some of the bones function differently, yet reflection the same or they look the same and have different functions (i. e. legs are for walking while arms a re for holding). A lot of the other bones form a structure for weight bearing and others are more shock absorbers.

Behaviour Research and Therapy Essay

AbstractCognitive-behavior therapy (CBT) for Social Phobia is effective in both conclave and soul formats. However, the impact of free radical processes on intercession efcacy remains relatively unexplored. In this study we examined stem glueyness ratings made by item-by-items at the midpoint and endpoint of CBT meetings for sociable phobia. Symptom measures were likewise completed at the beginning and end of discussion. We found that cohesiveness ratings signicantly increased all oer the course of the company and were associated with improvement over clipping in social solicitude emblems, as well as improvement on measures of customary fear, depression, and functional impairment. In conclusion, ndings argon consistent with the idea that changes in root gumminess argon link to social anxiety symptom reduction and, therefore, speak to the importance of nonspecic therapeutic factors in word out adopt. r 2006 Elsevier Ltd. All rights reserved. Keywords Social phob ia Social anxiety affection radical gluiness Cognitive-behavior therapy conception Social phobia is characterized by an excessive fear of social or performance situations, during which a individual may be scrutinized, judged, embarrassed, or humiliated by others. Evidence-based psychosocial treatments for social phobia have primarily come from a cognitive-behavioral orientation and include diverse combinations of four main components (1) exposure-based strategies, (2) cognitive therapy, (3) social sk chastenings training, and (4) applied loosening (for reviews, see administered in either individual and group formats (e.g., Heimberg, Salzman, Holt, & Blendell, 1993 Turner, Beidel, Cooley, Woody, & Messer, 1994). However, the mechanisms of change, and effective ingredients of these treatments remain relatively understudied. Researchers have compared group and individual treatments for this condition, although evidence regarding the relative effectiveness of for each one come n ear has been inconsistent (see Scholing & Emmelkamp, 1993 Stangier, Heidenreich, Peitz, Lauterbach, & Clark, 2003 Wlazlo, Schroeder-Hartwig, Hand, Kaiser, & Munchau, 1990 for direct comparisons of individual and group cognitive-behavioral treatment for social phobia). However, for round patients, group treatment may offer a number of advantages over individual treatment.For example, group treatment provides an opport wholeness to marshal group processes (e.g., encouragement, support, and modeling from other group atoms) that may aid in teaching cognitive strategies and facilitating exposure exercises. Further, there may be nonspecic set up that arise as a result of the relationships that form amongst group members that may contribute to therapeutic burden. We dogged to investigate how these group processes, particularly group ropiness, may be tie in to treatment matter in cognitive-behavior therapy (CBT) groups for social phobia. Within the group therapy literature, one put ative mechanism of change is that of group cohesion (Yalom, 1995). However, the bring about of group cohesion has deed ready operational denition, especially with much technique-driven interventions like CBT. For example, a tolerant denition proposed to explain group cohesion is the resultant of all forces acting on all the members to remain in the group (Cartwright & Zander, 1962, p. 74) or, in simpler terms, how attractive a group is for the members who are in it (Frank, 1957).Yalom (1995) conceptualizes group cohesion as the we-ness that is felt amongst the group members. Groups with higher trains of cohesion are presumed to have a higher rate of attendance, participation, and interchangeable support, and to be likely to defend group standards much more. Further, Yalom (1995) believes that group cohesion is necessary for other group therapeutic factors to operate. Researchers studying this construct have also included concepts such as a sentience of bonding, a sense of work ing towards mutual goals, mutual acceptance, support, identication, and afliation with the group (e.g., Marziali, Munroe-Blum, & McCleary, 1997). Clearly then, cohesion is purported to be a critical ingredient for change and therefore would be expected to predict symptomatic outcomes. Some researchers examine the relationship between group cohesion and treatment outcome have found positive results.Although some of these studies have investigated other nonspecic therapeutic factors as well (i.e., the therapeutic alliance), the present discussion volition focus on ndings tie in to group cohesion processes. Studies have found that group cohesion is cogitate to pre-treatment levels of symptomatic di tension, improved self-esteem and reduced symptomatoloty (e.g., Budman et al., 1989). A recent study by Tschuschke and Dies (1994) found that the level of group cohesion in the second half of a long-term psychoanalytic treatment for inpatients was signicantly correlate with treatment ou tcome and patients who made therapeutic gains reported a high level of group cohesion that began shortly after the rst few sessions. In contrast, unsuccessful patients did non experience a high level of group cohesion at any time. Overall, these studies suggest that group cohesion may play a role in facilitating therapeutic change, though negative ndings also exist (e.g., Gillaspy, Wright, Campbell, Stokes, & Adinoff, 2002 Lorentzen, Sexton, & Hglend, 2004 Marziali et al., 1997).In the CBT literature, researchers are increasingly paying attention to nonspecic therapeutic factors contributing to treatment outcome (e.g., Ilardi & Craighead, 1994 Kaufman, Rhode, Seeley, Clarke, & Stice, 2005). One of the rst studies in this area was conducted by Hand, Lamontagne, and Marks (1974) in treatment groups for individuals presenting with agoraphobia. They found that members of the group in which cohesion was specically fostered demo greater improvement up to 6 months after treatment as comp ared to members of a less cohesive group who demonstrated a greater likelihood of relapse (see also Teasdale, Walsh, Lancashire, & Matthews, 1977, for a replication of these effects, albeit with weaker results). some other ndings from the CBT treatment literature include greater group cohesion ratings predicting lower physical and psychological call at follow-up in abusive men (Taft, Murphy, King, Musser, & DeDeyn, 2003), higher levels of group cohesion being signicantly related to decreased post-treatment systolic and diastolic blood pressure as well as improved post-treatment eccentric of life in cardiac patients (Andel, Erdman, Karsdorp, Appels, & Trijsburg, 2003). In addition, group cohesion ratings have been found to be associated with improvements on depressive symptoms at treatment midpoint, after watchling for initial depression level (Bieling, Perras, & Siotis, 2003). Overall, these studies indicate that group cohesion may play some role in facilitating change or enhanci ng long-term benets in CBT-based treatments.Although it is not yet clear what factors are relevant for fostering group cohesion, certain disorders may present more challenges than others. For example, given that social phobia involves an intense fear of scrutiny from other people, these individuals may present with barriers to forming a collaborative alliance, such as poor social skills, extreme sensitivity to evaluations, or social evasion (Woody & Adessky, 2002). Only one study thus far has examined the development of group cohesion and its relationship to outcome during a group CBT treatment of social phobia. Woody and Adessky (2002) treated individuals for social phobia in a group format use Heimbergs (1991) protocol for group CBT for social phobia and had clients rate group cohesion using the Group Attitude Scale (GAS Evans & Jarvis, 1986).The GAS measures the clients stop of attraction to the group. Measurements were conducted at threesome points during treatment (sessions 2, 5, and 9) and indicated that group cohesion remained static over time. They also found that the level of group cohesion clients reported was in no way related to outcome. It was suggested that the constructs and measurement of group process in cognitive-behavioral approaches expertness motive to be further rened in order to more fully understand the degree to which group format and group process variables may add an all-important(a) element to therapeutic outcome. It is important to note that the measure of group cohesion used by Woody and Adessky (2002) denes the construct unidimensionally. The GAS was intentional to measure only attraction to group, dened as an individuals desire to identify with and be an pass judgment member of the group (Evans & Jarvis, 1986, p. 204). Examples of items include I want to remain a member of this group, I intent involved in what is happening in my group, and In spite of individual differences, a lookinging of unity exists in my group. H owever, as discussed by Burlingame, Fuhriman, and Johnson (2002), elements of group cohesion may include both intrapersonal elements (e.g., group members sense of belonging and acceptance) as well as intragroup elements (e.g., attractiveness and compatibility felt among the group members). on that pointfore, by solely focusing on attraction to the group it is possible that the GAS fails to operationalize aspects of cohesion that are important for making therapeutic gains. The present study, therefore, examined the role of cohesion in group CBT for social phobia, using a measure that includes items that ostensibly assess a number of different constructs thought to be related to group cohesion. The Group Cohesion Scale-Revised (GCS-R), developed by Treadwell, Laverture, Kumar, and Veeraraghavan (2001), taps into several different aspects of group cohesion including interaction and chat (including domination and subordination), member retention, decision-making, vulnerability among gr oup members and consistency between group and individual goals. This self-report questionnaire has been shown to be both reliable and valid for detecting changes in group cohesiveness during the process of group development (Treadwell et al., 2001).Clients with a principal diagnosing of Social Phobia were treated and, based on the foregoing literature, we explored (1) group cohesion development during the course of the group and (2) the relationship of group cohesion to treatment outcome, mostly dened to include not only social phobia symptoms, but the overall experience of negative stir (e.g., general anxiety and depression) and functional impairment. We hypothesized that group cohesion would increase from the midpoint of treatment to the endpoint of treatment and that group cohesion ratings would be signicantly related to positive treatment outcome (i.e., symptom reduction). Method Participants There were a total of 34 outpatient individuals in this study. The average age of par ticipants was 36 years (range 1964 years 19 female, 15 male).All individuals reported symptoms meeting criteria for a principal diagnosis (i.e., the diagnosis causing the most distress or impairment) of Social Phobia, as determined by the Structured clinical Interview for the Diagnostic and Statistical Manual of Mental distempers4th edition (SCID-IV First, Spitzer, Gibbon, & Williams, 2001). One individual also had symptoms meeting criteria for a co-principal primary diagnosis of Dyssomnia Not Otherwise Specied. For 32 of the participants, the social phobia was generalize (i.e., occurring in most social situations), whereas for the other two participants, it was non reason out, occurring in several, but not most social situations. Of the 34 participants, 57% reported symptoms meeting criteria for one or more additional mood disorder (Major Depressive Disorder, 47% Bipolar Disorder, 6% Dysthymic Disorder, 3%), 62% had one or more additional anxiety disorder (Specic Phobia, 47% Gene ralized Anxiety Disorder, 26% ObsessiveCompulsive Disorder, 21% scare Disorder, 12% Panic Disorder with Agoraphobia, 9%), and 27% had one or more additional other diagnoses (Hypochondriasis, 6% consume Disorder Not Otherwise Specied, 6% Cannabis Dependence, 6% Paraphilia Not Otherwise Specied, 3% sporadic Explosive Disorder, 3% Impulse Control Disorder Not Otherwise Specied, 3%). The values for the anxiety disorders sum to greater than 100% as several participants had multiple anxiety disorders. Measures Depression Anxiety puree Scales, 21-item version (DASS-21 Lovibond & Lovibond, 1995).This short form of the original 42-item DASS is a 21-item self-report measure designed to assess depression, anxiety and stress that an individual has experienced over the past week. from each one scale consists of seven items and respondents indicate how much each statement applied to them over the past week on a four-point Likert scale. The Depression scale (DASS-21-D) measures dysphoria, hop elessness, devaluation of life, self-deprecation, pretermit of interest/involvement, anhedonia, and inertia. The Anxiety scale (DASS-21-A) measures autonomic arousal, skeletal musculature effects, situational anxiety, and the subjective experience of anxiety affect. The filter out scale (DASS-21-S) measures difculty relaxing, nervous arousal, and a tendency to become easily upset/ agitated, irritable/over-reactive, and impatient. Strong inborn consistency with a clinical sample has been demonstrated with the DASS-21 (as ranging from .87 to .94), and the factor structure is well back up (Antony, Bieling, Cox, Enns, & Swinson, 1998).Construct validity of the three scales has also been demonstrated (see Brown, Chorpita, Korotitsch, & Barlow, 1997). In the current sample, reliability was acceptable at pre-treatment for the Depression (a 91), Anxiety (a 87), and Stress (a 87) scales. Illness Intrusiveness Ratings Scale (IIRS Devins, 1994). The IIRS is a 13-item questionnaire that measures the extent to which a disease, its treatment, or both interfere with activities in 13 important domains considered essential to a positive quality of life. These domains include health, diet, work, active recreation (e.g., sports), passive recreation (e.g., reading), nances, relationship with partner, sexual and family relations, other social relations, self-expression/self-improvement, religious expression, and fellowship and civic involvement. For each item, an individual rates the intrusiveness on a scale for 17 with higher scores indicating more intrusiveness.The IIRS has been shown to have good psychometric properties in both medically ill populations (Devins et al., 2001) and anxiety disorders groups (Antony, Roth, Swinson, Huta, & Devins 1998 Bieling, Rowa, Antony, Summerfeldt, & Swinson, 2001). In the current sample, reliability was acceptable at pre-treatment (a 87). Social Phobia Inventory ( lurch Connor et al., 2000). The spin out is a 17-item questionnaire de signed to assess symptoms of social phobia. Each item measures the severity of a particular symptom during the past week, using a ve-point scale ranging from 0 (not at all) to 4 (extremely). It consists of three subscales fear, avoidance, and physiological arousal. The SPIN has been shown to have good empirical support (Antony, Coons, McCabe, Ashbaugh, & Swinson, 2006 Connor et al., 2000) and enables the assessment of a wide range of social anxiety symptoms, making it an ideal measure for generalized social phobia.The total score measure of the SPIN has lately been shown to have excellent internal consistency for the total score for individuals meeting criteria for Social Phobia (with a 92) and a combined sample of individuals meeting criteria for Social Phobia (Generalized Type), Panic Disorder with Agoraphobia and Obsessive-Compulsive Disorder (with a 95) (Antony et al., 2006 Connor et al., 2000). It has also been shown to have good testretest reliability (r 86, po001), converg ent and discriminant validity as well as being able to distinguish well between those with Social Phobia as opposed to Panic Disorder with Agoraphobia or Obsessive-Compulsive Disorder.The SPIN has also been shown to be sensitive to changes in the severity of social phobia following cognitive-behavior treatment (Antony et al., 2006). In the current sample, pre-treatment reliability was acceptable (a 93). Group Cohesion Scale-Revised (GCS-R Treadwell et al., 2001). The GCS-R is a 25-item questionnaire designed to assess group cohesion in terms of interaction and communication among group members (including domination and subordination), member retention, decision-making, vulnerability among group members, and consistency between group and individual goals. Each item is rated on a scale from 1 (strongly disagree) to 4 (strongly agree). Examples of items include Group members usually feel free to share information, There are usually feelings of unity and togetherness among the group me mbers, and Many members engage in back-biting in this group.This scale was recently revised (Treadwell et al., 2001) in order to modify one item, discard another(prenominal) item, and change the wording of the anchor points. In a validation study, internal consistency (as measured by Cronbachs alpha) ranged from .48 to .89 on pre-test assessment and .77.90 on post-test assessment (Treadwell et al., 2001). In the current sample, reliability was acceptable at both treatment midpoint (a 84) and at treatment endpoint (a 79), and the reliability of the change score was .56 (Williams & Zimmerman, 1996). act All individuals completed a 10-session CBT treatment group for social phobia.1 Treatment administered was based on protocols describe by Heimberg and Becker (2002) and Antony and Swinson (2000). The key components of therapy included psychoeducation, cognitive restructuring, in-session and between-session exposure exercises, as well as social skills training.Groups were grade by tw o therapists and consisted of veeight patients per group. A total of 11 groups were included in the study. It should be historied that initially 76 individuals were enrolled in these 11 groups. However, of these 76 individuals, there were only 67 individuals from whom any measures were veritable at all (i.e., nine individuals did not return any data). In order to conduct the analyses that allowing be described below, it was possible to include only 34 of these 67 individuals. This was due to a need to have received both mid- and post-GCS measures as well as pretreatment outcome data. Therefore, the working sample that will be discussed in this study encompasses 34 individuals who completed the treatment as well as these various measures2. Participants completed the GCS questionnaire at the midtreatment session of each group (i.e., session 5) as well as during the give way session of each group. Questionnaires assessing symptom severity (i.e., the DASS-21, IIRS and SPIN) were com pleted prior to the beginning of group treatment as well as during the last session of each group.Data analysis Multilevel regression analyses (i.e., generalized mixed modeling) using the software program HLM 6 (Raudenbush, Bryk, Cheong, & Congdon, 2004) were conducted. We used this approach because it allowed us to assess and control for nonindependence of data that might arise from being nested into treatment groups (Hedeker, Gibbons, & Flay, 1994 Herzog et al., 2002). Another advantage of HLM was that it can accommodate unequalised group sizes and employs maximum likelihood estimation instead of least squares. Before examining change over time in the outcome variables and GCS, intraclass correlations (ICCs) were estimated to examine the interdependence of data due to nesting (see Herzog et al., 2002). The intraclass correlation depicts how much variance in the outcome variable is due to within-subjects, between-subjects, and between-groups variance.Results For each analysis, ite ms were included from each scale for each individual, unless 20% or more of data were scatty. Missing values for a particular scale item were replaced by reckon the mean value for that scale item and using this mean value in place of the missing value. Outcome measures A series of three-level regression models were evaluated to examine change over time in the outcome variables. Level 1 consisted of repeated measures (i.e., two assessment occasions) that were nested within 1 Two groups completed 12-session CBT treatment groups and one group completed a 9-session treatment group.The use of a multilevel regression approach (i.e., HLM) allowed us to examine whether or not number of sessions per group affected any of the relationships reported. Results indicated that number of sessions did not moderate any of the results reported in the paper. 2 These treatment groups were not conducted as part of a formal treatment outcome study, which accounts for the number of patients who failed to return their post-treatment questionnaires. Therefore, the individuals who completed both pre-treatment and post-treatment measures provide a naturalistic and ecologically valid cross section of moderate to severe social phobia patients typically seen in an acute outpatient clinic, presenting with anxiety disorders and related problems.

At the Mind’s Limit by Jean Amery: Book Report Essay

At The Minds Limit is a series of essays written by Jean Amery, a German born Jew who survived the holocaust, who gives the reader a very inte respireing perspective into the principal of a persecuted Jew from 1935 for harbor. Amery does not consider himself a religious Jew or one who follows both Jewish traditions. In fact, he did not know that Yiddish was a language until he was 18. So Amery describes the events leading up to and quest the holocaust through the eyes of an intellectual and tries to visualize let on whether existence an intellectual helped or hindered his kind and spiritual capacity as he experienced unimaginable terrors.The first member informantize At The Minds Limit, examines the effects of these un hark impaleable events on the mental capacitys of what he refers to as intellectual and non-intellectual sight. Amery claims that intellectual people are people who know poetry, art, philosophy, music, and literature basically a man who emerged from the Re naissance with a experience of reason. The initial shock of what was happening hit the Jews at different times. While all of the non-intellectuals began trying to bandage onto anything that still do signified (God, possessions, family), the intellectual, plagued by reason, steps back from the event occurring and try to apply reason. finished reason they could see that they were totally helpless. Being rounded up to be slaughtered with no help in sight. This made the initial sting of the events leading up to the holocaust be arrive worst for the intellectuals. Also, because the world near the intellectual used to hold so some(prenominal) meaning and beauty that is expressed for example in poetry, the fact the world that he now finds himself in holds no hope or beauty notwithstanding if or else only confidence in death burns deeper into the intellectual rather than the non-intellectual.The next contri saveion, entitled Torture, analyses the effects that torture had on the au thors mind. While using minimal gruesome detail, Amery shows us a dreadful picture in which the tortured experiences not only physical, and also mental and spiritual pains. Amery claims that every(prenominal) person find outs a certain sense of warranter in the world. They believe that if they are in throw out of kilter someone will help them, and even though they hear of horrible things happened in the world, they would never think that anything bad would happen to them.This ideal view on conduct was torn a government agency from the Jews as if a large curtain were dropped to reveal how uncertain and terrifying life can be. Amery calls this realization of life, as it real is, the first blow. He goes on to say that with the first blow from a policemans fist, against which in that location can be no defense and which no helping hand will ward off, a part of our life ends and it can never be revived(29). It is as is they are being told that Santa is not real, and the possibil ity for that magic and perhaps part of their imagination that is ingrained into their sense of self is destroyed.With the authors loss of the belief in public, if he were shown any small amount of much(prenominal) valet he would become hysterical and for a moment be able to grasp the hope that mankind is alive. However, the torture Amery suffers through continues with him everyday as he explains, Whoever was tortured, stays tortured(34). In the third section entitled How Much Home Does a Person Need? Amery examines the meaning of Home beyond the romanticized connotation, and to hold in the necessity for one to have a house.Amery defines the sense of Home as a sense of security in ones surroundings though linguistic assimilation and knowledge of the things around you. While the author agrees that these characteristics of a place to live can be achieved through extensive time spent in the area, he also recognizes the idea of a home record where one grew into the culture and sees the homeland and the people who live in that location as an extension of himself. When the Jews left Germany through fear of persecution, they were stripped of the culture and community they thought they belonged to.It was ambitious to try to find security in being a part of the Jewish community when there was not only the fear of persecution but also sometimes a lack of enthusiasm for early(a) Jews to try and come together when they were faced with their own problems. These people who were not only cast out of their homeland, but also had to hide their ethnical background in prepare to survive, truly know what it direction to be homeless.They were not well received in the countries they immigrated to neither by native Jews nor non-Jews. They did not feel help from anyone in the world and therefore entangle no sense of security. Amery says that Genuine homesickness was when he looked back at his life before any of this had happened and felt self-contempt and his hatred for his loss of self. These emotions are intensified when tralatitious homesickness or nostalgia for the way things were kicks in, causing Amery to hate himself more for wanted to be back in the land that turned against him.He goes on to claim that people take away a sense of home, and that without a sense of home people age very poorly. He says that young men are always be place themselves as men of the future, composition old men see themselves as what they were in the past. One grows with his home and needs that growth in order to look back on his life and be contented with being a man of the past. The fifth section, Resentment, discusses the authors continual feelings of resentment towards the Germans people and whether or not they are justified.Amery makes many references to Nietzsche who defines resentment as a feeling that comes after the realization of helplessness toward the person rendering you helpless. Amery says he does not feel as ease traveling through the region that he had once called home. His resentment had not been felt proper(ip) after his survival or the Holocaust, but schooled over years of introspection and personal thought. Amery has an issue with the collective guilt of the German people. He felt as though this collective guilt led to the world forgiving the Germans too easily.It seems as though the Germans had all turned around and were accepted into the world without further repercussions other than trials of specific commanders in the Nazi party. Amery is taken aback by how the Germans, a people who are so invested into their rich ethnical past, could simply sweep this period of time under the rug and continue on as if cypher had happened. He does not necessarily believe that the Germans should be physically punished instead he thinks the Germans need to accept this as part of their history and use it to move forward understanding its historical significance.That is wherefore when asked the chief how long the Jews will preach the horrors or the Holocaust, Amery claims it should be as long as the Germans ball up or hold pride in any part of their historical past. In the last section entitled On the Necessity and Impossibility of Being a Jew, Amery discusses his non-affiliation with Judaism through any cultural ties, while he was being shoved into the same category as them through genial stereotypes and images. Amery states that if being a Jew implies having cultural heritage or religious ties then he is certainly not a Jew and there was no way that he could ever be one.He says he was so not interested in Judaism that he could not tell you which, if any, of his childhood friends were Jewish. However, he came to the realization that he was a Jew under the social spectrum after the Nuremberg Laws were passed in 1935. Beyond any religious or personal past, he was now officially labeled a Jew. He is thus told he is a Jew by the public while comprehend he is not a Jew by the ideology of the religion. As Ame ry read the Nuremberg Laws, he claims that the realization of what was to come dawned on him as if were a formal death sentence.The Germans stereotyped the Jews as devilish and not worthy of love and compassion, and the world community accepted these labels and helped to degrade the Jews and strip away their sense of human dignity. later on the war ended, as the world showed its unanimous contempt for the Nazis and sympathy for the Jews, Amery says he felt as if he had fully regained his dignity. As fast as the dignity was regained, it was lost again as the hostility and selfishness with which the Jews move to their homes were met with showed Amery that this event had no significant impact on humanity.He still fears for himself, he fears for society and humanity as a whole, but he considers himself a Jew through his experiences and sacrifices and with his new, perhaps slightly pessimistic, view of society hopes to aid the world in moving beyond these tragedies, but never forgett ing. As an Actuarial scientific discipline major with a minor in Philosophy, I consider myself a person who looks at life with a certain analytical perspective driven by reason who also understands humanity and the way of the world.I think of myself as a modern renaissance man and so it is not sturdy for me to imagine myself as a candidate for what Amery calls an intellectual. Furthermore, as Amery denies cultural or religious ties to Judaism, I feel as though I can connect more with Amery then with other Jewish authors writing about their own experiences. I think that Amery makes many very keen observations while reservation sure to claim that this is the world from his perspective and he does not wish to speak for anyone but himself let alone the Jewish population.Amery seems like an extremely down to Earth individual who has reasonable examined and reexamined his emotions towards his past experiences and takes in account any and all objections and criticisms towards his ideas. I felt drawn into the book due to his honesty and make up many more connections to other themes and authors in my other fields of study then I anticipated. I liked how the essays were not necessarily put in chronological order, but kept in the order from which the reader can see Amerys ideas emerge and develop through his deep recollections.It was not as graphic and melancholic as most other Holocaust memoirs that I have read instead it was a philosophical breath of fresh air retrospectively analyzing one mans experiences through living hell. Again, I view this as more of a philosophical memoir and as such I felt it read like a philosophy book, meaning that there was many philosophical and historic references and a free flowing speech which sometimes made it hard to follow.With this in mind, I would definitely preach this book to anyone who is interested in personal reactions to the Holocaust especially if they are knowledgeable in philosophy, which drastically increases the enjo yment of the book. There are few scenes of violence and more of a somber, intellectual approach to the issues brought into question with attempts to find reason beyond the intense emotional reactions the Jews faced. The author was witty and I found him enticingly gratifying to read.I was expecting to be exposed to page after page of horrific images of the authors experiences but was pleasantly surprised with this collection of essays. From this book, I feel as though I have gained deeper insight into the life of a Holocaust survivor. I have read of a man, not Jewish by his beliefs, but labeled a Jew because of who he was born into, who was persecuted and tortured beyond belief and instead of claiming his right to express whatever feelings he may have after these events, he dissects his own thoughts and emotions to try and find the reason beyond the initial emotional response.The book has truly shown me the meaning of the Minds Limit, and how any man can only take so much abuse and suffering. The fact that the author made it through the Holocaust is a miracle in itself, but he does not want to spend the rest of his life searching for meaning in God or death, but instead can only take his memories of the past and attempt to help the world to evolve beyond these days of the past, while holding the lessons they learned from it close to their hearts. Personally, I think as thought the book connected a hooking with my life and other classes I am interested in.I definitely could feel the uncertainty in life the author experienced and could see myself in his shoes being taken away. The ideas the author tries to develop are similar to ideas and questions that have been brought up in other classes and still remain on my mind today. I want to thank Jean Amery for sharing his memoirs and commend him on holding so much importance on reason and being able to try and unveil reason in such a time of chaos. If tales like this do not spur us toward a more gentle and understa nding society, then I have little hope for the future of our civilization.