Abe Lincoln Essays (2259 words) - Smallpox Survivors,

Abe Lincoln History Essay The United Sates declared its independence from Great Britain on July 4, 1776. Great Britain did not recognize its independence until, the Treaty of Paris, two years after the American forces defeated the Britain army at the siege of Yorktown. Since the Articles of Confederation were replaced by the U.S. Constitution in 1789, the United States has had forty-two different presidents. Among these presidents, two of the best have were George Washington, and Abraham Lincoln. This essay will prove that George Washington was the greatest U.S. president of all time. There are certain attributes that good presidents have. It is said that ?good presidents are always stubborn and disagreeable.? 1 Along with those two qualities good presidents are intelligent, selfless, hard working, good communicators, good listeners, good problem solving tactics, determination, and they are able to recognize problems. George Washingtons rise to power started in 1732 when he was born, in Westmore land, Virginia on his father's farm. He lived until 1799, when he died at the age of sixty-seven. He served as president from 1789 threw until 1797. When growing up, George received most of his education from his father and older brother. ?When he was 17 he was named the surveyor of Culpeper County, this was the first public office position he held.?2 When Washington was finished surveying, ?in November of 1752, he was appointed the adjutant in the colonial militia. His first mission did not come until the following summer, when he volunteered to take a message from Governor, to the French commander. Following this mission he was brought to the kings attention, and he was given a lieutenant colonels commission.?3 Washington showed his opposition to Britain started in 1759 when he became a member of Virginia's House of Burgesses. ?He was known to be shy and reserved?4 but he opposed the British rules and regulations that they placed on the Americans and protested the Stamp Act and th e Townshend act which in both cases placed taxes on people without consulting them. This was known as taxation without representation. After serving in the House of Burgesses for 15 years he was elected to the Continental congress. ?On June 15, 1775 the Continental Congress unanimously elected him general and commander in chief of its army. They chose George because he was respected for his military abilities, his selflessness, and his strong commitment towards colonial freedom.?5 General George Washington led his men and his country too freedom in the American war of independence. After 8 years of war, all George wanted to do was go back home too Mount Vernon and spend the rest of his life with his beloved wife Martha. Instead he ended up presiding over the Constitutional convention in Philadelphia. This is where he and delegates from the 13 colonies wrote the Constitution of the United Sates. This shows Washingtons desire to put what is best for the country before his on personal desires. This is a quality of a good president. Washingtons days as president began in 1789, along with the ratification of the Constitution. George was unanimously voted president along with Vice-president John Adams. What makes George Washington different from a lot of U.S. presidents is that he as careful not to overstep the limits of his branch of government. He respected the independence of the legislative and judicial branches of government. ?Also, because he was the first president he was especially anxious not to set any dangerous trends that following presidents might abuse. In fact, Washington rejected a movement by his fellow officers to make him King of the United States.?6 Washington had a conservative outlook. ?He made his cabinet with a balance of Liberals and Conservatives.?7 George was determined to be a strong and fair leader of his country. This is another quality of a good president. In Washington's first term as president, ?he added the Bill of Rights to the Con stitution. This was an amendment that Washington knew the people desired. This specified the unalienable rights of American citizens.?8 This showed that he was able to recognize problems and respond in a way favorable to everybody. Like every other new government Washington and his colleagues had trouble raising revenues. Congress

Designer Baby essays

Designer Baby essays Designer baby is a very recent topic that started around the late 20th century into the 21st century. Since the time DNA was discovered, genetic modification is advancing in our world. One discovery leads to the next, from fertilization by sperm injection to freeze-banking of embryos and postmenopausal motherhood to genetic tests for embryos and transgenic animals. The term designer baby simply means, designing a baby. That means that you can chose your babys sex, appearance, intelligence, longevity, and many personality traits. The process to design a baby to the parents specification is called germline engineering. This technology helps us pick the genes we want for the future to-be-child and it is very similar to genetic engineering. Every parent wants their child to be special or perfect to their own ways. This method can be what every parent is looking for, the cost of this procedure ranges from $2,000 - $30,000, depending on if you want to only choose the childs sex or other traits like personality, intelligence, and appearance. Many topics are revolving around this like cloning, stem cell research and genetic engineering. There ware many main issues surrounding this topic. Some of the issues are: Is it right to play god? Is it moral? Is designing a baby too far? How would the designer baby grow to feel? What if the baby didnt like their traits their parents picked? Can they sue? Does the process of designing the baby harmful in any way? Is designing a baby really needed? Is it right to manufacture human beings? These are the questions that many people ask and what we discuss about. Since now a day, quality is a problem for some people and that is why we turn to designer baby. If allowed or not, it will lead to many other sub issues that we will have to deal with and debate around with. All of these issues should be ethical, medical or psychological. For ex...

Governmental Fragmental Versus Consolidation Article

Governmental Fragmental Versus Consolidation - Article Example For a very long time, arguments on how to organize and analyse urban governments that are in the US has been structured to fit around two basic perspectives of theories. One of these theoretical perspectives that has been advanced by the civic reform traditions gives greater emphasis on the socioeconomic interdependencies that is found in urban centres in America. As it emphasizes on the socio-economic interdependence of urban area, it also laments on the fragmentation of the government systems that have been designed to serve them. In trying to combine managerial and critical race theory paradigm, a method can be drafted to structure consolidated governments to handle different preferences of the citizens about the packages of tax service. Besides that a legal institutional created to measures and help in solving some of the alleged negative impacts of creating a larger units of local government authorities. Putting more emphasis on the larger representation as the opposed establish ment of the districts will provide a better way of involving citizens in important decision-making processes. Besides that, it will offer a formal mechanism in which hearing and handling of the grievances among the citizens can be done. Therefore, those citizens who are living in consolidated are less efficacious about their ruling government than those people living in highly fragmented systems. This proposition results into frustration and cynicism on the part of those local citizens who may not find a point of access.

Term project part III Statistics Example | Topics and Well Written Essays - 750 words

Term part III - Statistics Project Example Similarly, businesses will come to a standstill if the crime rate is high in the city. This study will therefore inform the police department and other relevant bodies involved in combating crime on the measures that are needed to be undertaken in order to mitigate crime rate in the cities. Since the study seeks to relationship between city crime rate and the number of uniformed forces in those cities or any other variable, the city dwellers will form a desired representative sample population for the study. This means that the city dwellers will form the target population for this particular study. So as to obtain a representative sample, the population will comprise all the adults over 18 years old regardless of gender, race or place origin of the respondents. Since it is not possible to interview all the city dwellers, a random sample of 400 participants will be selected. A systematic random sampling will be used to select the participants into the study. That is, the study will identify 8 cities of interest from which 50 respondents will be drawn. The data set will be obtained from the FBI and local city websites. Questionnaire will be the main tool to be used in collecting the views of the people. The variables of interest in this case will be crime rate (dependent variable) and explanatory variables (number of uniformed forces, mean income per year, education level and population size). Each data set for every variable was sourced from websites of local city and FBI. The data set for education level variable was obtained from this website: www.census.gov/ Descriptive statistics, particularly histogram, was used to analyse each variable. The histograms presented below, by visualization, show that all the data set followed a normal distribution (the data set is normal). From the all the histograms below, most of the observations were around the mean at least for each variable. This concentration of

Radio and the Music Industry Dissertation Example | Topics and Well Written Essays - 15750 words

Radio and the Music Industry - Dissertation Example During the mid to late 1880’s numerous inventors including Edison, Berliner, and Bell were experimenting with a new invention called the gramophone.   By 1889 Edward Easton opened the Colombia Phonograph Company.   The recording industry was in its infancy.   The first recording Easton made was John Philip Sousa directing the United States Marine Corp Band that same year.   During this time, Marconi and his company made many advances during the next several years including: erecting the first commercial radio station in 1898 on Rathlin Island off the coast of Ireland. (â€Å"Brief History† â€Å"Pre 1900† 2004, screen 2).   In 1893 Emile Berliner made major breakthroughs with the phonograph.   His company, the U. S. Gramophone company the following year sold 1,000 of the machines, most crank type although a few were motorized.   The same year he discovered that shellac worked much better than what had been used for producing ‘records’, which until that time was a hard rubber.   In 1894 Guglielmo Marconi having heard about recent development with sound waves made the first successful radio transmission from his home, a distance of just over one mile.   The following year he travelled to England and received a patent for his â€Å"wireless† telegraphy.   By 1896, â€Å"Eldridge Johnson improved the gramophone with a motor designed by Levi Montross and his own patent 601,198 filed Aug. 19, 1897, for a simple and inexpensive machine that became the most popular disc phonograph by 1900; he then merged his Consolidated Talking Machine Co. with Berliner's company.

Benefits of Leading a Healthy Lifestyle for Children

Benefits of Leading a Healthy Lifestyle for Children Unit one – Healthy living Healthy Lifestyle Leading a healthy lifestyle has numerous benefits, a few being: disease and chronic illness prevention, injury prevention, increased energy, healthy weight, good mental health and a prolonged life. There are many chronic illnesses and diseases, but below are six of the most common associated with an unhealthy lifestyle and ways in which they can be prevented: Coronary heart disease (CHD): In order to avoid CHD a low-fat, high-fibre diet is recommended, to prevent high blood pressure and high cholesterol levels, two main factors which could cause CHD. Cancer: ‘Through scientific research, we know that our risk actually depends on a combination of our genes, our environment and aspects of our lives, many of which we can control.’ Reference taken from: Cancer research UK website, ‘Can cancer be prevented’ page, updated April 2014. So although genetically we cannot guarantee whether we suffer from cancer or not, this reference suggests there are things we can do to minimise our chances. Not smoking, limited alcohol consumption, staying safe in the sun and leading a healthy lifestyle are just a few. Stroke: In order to reduce the risk of a stroke we should: avoid smoking and second-hand smoke, eat foods low in fat, cholesterol, sodium and added sugars, check blood pressure often and decrease stress levels, where possible. Diabetes: Eating healthily, exercising and maintaining a healthy weight, in both type one and type two diabetes is crucial to ensure the condition is well controlled or for type two diabetes, prevented. High levels of glucose in the blood is the main cause, therefore a healthy lifestyle which is low in sugar, is strongly advised to minimise the condition. Should it not be controlled adequately then many further complications could be experienced. High blood pressure (HBP): There isn’t always an explanation for HBP, however not exercising regularly, being overweight, consuming too much salt in your diet, drinking too much alcohol and having family history of BPHBP are all factors. Suffering from HBP can lead to the risk of suffering from coronary heart disease and a stroke. Chronic obstructive pulmonary disease (COPD): The main cause of this progressive disease is smoking, and usually affects people over 35years of age, who are or have been heavy smokers. So leading a healthy lifestyle and refraining from smoking will significantly reduce the risk. Overall eating healthily, exercising regularly, maintaining a healthy weight and BMI, limiting alcohol consumption and not smoking will ensure the risks of chronic illnesses and diseases is minimised. Family history can sometimes be a major factor when suffering from any chronic illness or disease, it is believed that the above measures can be taken to minimise the symptoms. Eating Healthily Eating healthily is one of the main ways to lead a healthy lifestyle, along with exercise and good wellbeing. Eating healthily is very important, especially for children to ensure they are consuming essential vitamins, minerals and nutrients, in order for their bodies to function and grow well. To make up a nutritionally balanced plate it is important to choose a varied amount of foods from the five food groups listed below: Carbohydrates Protein Fat Fruit and vegetables Sugars A nutritionally balanced plate should be proportioned as the pie chart shows. I have created this pie chart based on information I have read in my study guide and from http://www.nhs.uk/Livewell/Goodfood/Pages/eatwell-plate.aspx. Information obtained from NHS choices ‘The eatwell plate’ as of June 2014. Carbohydrates make up quite a large section on diagram above, this is because they contain essential nutrients, and in wholegrain varieties, are a good source of fibre, which in turn is essential for effective bowel function. Carbohydrates are foods such as potatoes, bread, rice, pasta and other starchy foods. Meat, fish, beans, eggs, milk, and other dairy products are protein rich foods. Alike carbohydrates, these foods are a great source of essential minerals and vitamins which are necessary for good growth of body cells. Dairy products are a great source of calcium, which helps keep bones and teeth strong, which is essential especially for children whilst they are still growing. Some fat is necessary in our diet, particularly unsaturated fat, as this is a ‘good’ source of fat, because it helps to lower cholesterol levels in our bodies. Unsaturated fat, such as omega 3 is found in: oily fish, nuts and seeds, sunflower and olive oil and avocados. Saturated fats are ‘bad’ as they can cause high cholesterol levels, which built up over time can cause heart disease. However these can still be enjoyed in moderation. Foods high in saturated fat include: fatty cuts of meat, butter, lard, cheese, cream, chocolate, biscuits and cakes. At least five portions of fruit and vegetables should be consumed per person daily, by doing so the risk of suffering from a stroke, heart disease and some types of cancer may be reduced. Also fruit and vegetables are a great source of vitamins, minerals and fibre, therefore helps the digestive tract to work efficiently. Sugar naturally occurs in foods such as fruit and milk, but it’s not these sugars that we need to cut down on – it’s food with added sugar that we need to consume less frequently. Such as sweets, fizzy drinks, cakes, chocolate and biscuits. These foods alike unsaturated fat should be consumed in moderation. Eating too many foods high in sugar can cause weight gain, which in turn can lead to conditions such as heart disease and type-2 diabetes. Activities for young children. There are many activities that can be carried out with young children, which contribute towards a healthy lifestyle. Below I have chosen three that I believe are particularly important and fun! They are favourite activities of the children whom I nanny for. Firstly cooking: the kitchen is the main ‘hub’ of the house, the children’s favourite place to be. Whether the children are old enough to be helping or sat in their highchair watching, I believe children are never too young to be in the kitchen and learning. Every day at least twice a day they will be there offering their help. They enjoy chopping vegetables (with child friendly knives of course), weighing and measuring ingredients, stirring and mixing and even washing up! All of which I believe are some great life skills, that will endeavour that they grow up independent and knowledgeable. Cooking obviously contributes towards a healthy lifestyle when cooking healthy meals and generally the children will eat more when they know what the ingredients are and have helped to prepare it. Secondly Role play: A very enjoyable time for all ages of young children, a chance for a child’s mind to run wild! Imaginative play is a favourite with my nanny family, we could be dressing up and acting out a scene from our favourite book or acting out a real life situation like ‘shops’. The definition of play: ‘When children follow their own ideas and interests, in their own way for their own reasons.’ Reference taken from: http://www.playengland.org.uk/about-us/why-is-play-important.aspx. All types of play have numerous benefits for children, which contribute towards their health and wellbeing. Some of these being: To play better with others and learn to share Enjoyment of childhood and To enhance social, emotional, intellectual and physical development. And thirdly: Physical activities. A trip to our local park is both beneficial for the children and myself. From leaving the house to walk to the park, the children are constantly learning and evaluating situations and there consequences. Firstly by being aware of the space around them (generally the children are on bikes/scooters), and the roads, of which we have to evaluate and discuss a safe crossing time/space. The children benefit from this enormously by learning about spatial awareness, riding/scooting independently on paths and the ‘stop, look and listen’ method when crossing the roads. Then physically they’re benefitting from the exercise to and from the park and the time spent at the park. Most days I aim to get the children to be as active as possible, by encouraging outdoor play, as well as partaking in extracurricular sports/activities that they already attend. I believe these three activities provide children with enough creative, imaginative and physical benefits to contribute towards a healthy lifestyle. Wellbeing for children and their families I believe wellbeing means different things to different people. For me the definition of wellbeing is split into three parts: social and emotional, mental and physical. A child’s wellbeing starts at home, from the very first day they’re born. Maintaining wellbeing in families is imperative for both children and adults. Socially and emotionally I believe it means to be content, happy and loved, not only by yourself but by the people around you. Meaning it is important for a child to feel safe and secure with their family and friends, providing a loving environment, ensuring consistency and keeping to a routine can provide this safety and security. It is important that a child should feel able to express their emotions and concerns with a family member, so I believe it is important to spend quality time with each child individually, to make them feel they have their own opportunity to discuss and show their emotions. Equally it is then important to build a special bond with your child so they feel like they have someone they trust to do this with, being supportive of each other along the way and developing their self-esteem and self-worth. And mental wellbeing, alike social and emotional, means to be happy and living in a way that is good for you and good for others around you. To have good relationships that bring joy, with the people around you. And to feel contentment, enjoyment, confidence and engagement with the world are all aspects of mental wellbeing. To achieve good metal wellbeing you need to connect with the people around you, e.g. your children. Spend time developing and working on these relationships. Teaching your child a new skill such as riding a bike, continue to let them learn and praise and encourage where necessary. Also taking notice and being aware of the present moment can help, taking time to think about the world around you and your feelings and thoughts. Encourage your child to do the same. And finally I believe being active has a huge impact on our metal health. For me personally it’s running, taking 30minutes out of a day to think of nothing but running, helps to clear my head and foc us on what’s important in life. I believe it’s also very beneficial to children as it is adults. And finally physical wellbeing: I believe it means to be healthy, safe, and physically fit. To maintain good physical wellbeing a parent’s role is imperative as a child can’t necessarily ensure they are leading a healthy lifestyle alone. To achieve good physical wellbeing parents should make sure healthy meals are made and that they are encouraging their child to take part in regular physical activity. To maintain a child’s health and safety they should be free from illness, injury and pain. To achieve this regular health checks should be made with the doctor, as well as when an illness/injury may occur. Also keeping a watchful eye to minimise injury is also very important. A child who is in a child care setting, will be evaluated regularly to identify any signs of emotional or social difficulties affecting their wellbeing. If any signs are noticed at home or parents want to be aware of addressing health and wellbeing issues or to discuss any current issues, they can request to attend a workshop which is available to parents, where possible.

Problem Based Learning Essay

Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves. † Explain how you will conceptualise this principle in your classroom? | There is a saying that goes: â€Å"Give a man a fish; you’ll feed him for a day. Teach a man how to fish; you’ll feed him for a lifetime. † As an educator, I hold on firmly to saying above. When I first started teaching, I told myself that I can 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 main 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 retain them. You can remember information for a specific length of time before you forget about it; but if you can retain that information, you’ll remember it forever. Let’s 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 set 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 have the same way of learning. Lecturers and educators must be aware of their student’s ability in order to make the teaching and learning process a success. â€Å"Students have different levels of motivation, different attitudes about teaching and learning, and different responses to specific classroom environments 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 rather than how the student should be learning. In my class, I use Problem Based Learning (PBL) method. PBL is a new method of learning where there is a balance between what the students should learn and how they should be learning. â€Å"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 knowledge. † (Utecht, 2003) During class, I encourage my students to speak and share 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 â€Å"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. â€Å"Andragogy reorients adult educators from educating people to helping them learn. The methods used may range from isolated instruction within a curriculum or integrated instruction. It may also encompass intentional and unintentional learning situations. † (Crawford, 2004) This type 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  (including  error) provides the basis for learning activities (Foundation). 3. Adults need to be responsible for their decisions on education; involvement in the  planning  and  evaluation  of their instruction (Self-concept). 4. Adults are most interested in learning subjects having immediate  relevance  to their work and/or personal lives (Readiness). 5. Adult learning is  problem-centred rather than content-oriented (Orientation). 6. Adults respond better to internal versus external motivators (Motivation). (Malcom Knowles, 1977) I planned and carry out my teaching and learning process using the 6 assumptions as my main guidance. Most of the time during class, I allow my students to voice out their opinion and share 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 students 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. Houston:  Gulf Publishing Company. Utecht R. J. (2003). Problem Based Learning in Student Centred Classroom. Retrieved March 21 from http://www. jeffutecht. com/docs/PBL. pdf

Compare and contrast the treatment of dogs in ‘To Flush my Dog’ and the RSPCA leaflet

â€Å"To Flush, My Dog† written by Elizabeth Barrett Browning and the RSPCA leaflet â€Å" Just ï ¼â€ž3 a month will help rescue more animals like Trio† are two documents exploring the same topic – treatment of dogs. Both documents depict how the owners treat their dogs differently showing the love and bond between dogs and humans. In â€Å"To Flush, My Dog†, Elizabeth appraises her dog in a very elaborated manner, while RSPCA documents look at animals from another perspective. Though the theme is the same, the aim of writing is very different. Elizabeth’s love for her dog is contrasted with the maltreatment by some owners whose dogs are subsequently rescued by RSPCA. Similarities, differences and impacts of such treatments will be discussed.â€Å"Nevermore, to pat thee!† (Stanza 16, line 6) Elizabeth uses archaic words like â€Å"thee and ‘thy’ to emphasize the importance of Flush to her. Their intimate relationship is shown t hrough physical affection like patting and stroking. However, there is not any physical affection between Trio and its owner. Trio was physically abused. It was squeezed and grabbed in the belly. The wound is so serious that ‘the owner has been ‘prosecuted and is banned from keeping animals for five years’. Readers can be easily moved by such violent scenes.Elizabeth provides Flush with a cozy home. She takes good care of it, feeds it with sugared milk and gives it some pretty collars to wear. Similarly, the staff in RSPCA treated the terribly injured and physically abused dogs with devoted care around the clock, hoping that they would recover as soon as possible. This shows the provision of love and care by dog lovers beyond basic necessities such as food and shelter. However, Poppy and Trio are not as fortunate as Flush. ‘As she swept along the drain pipe’, saved it from certain death’ (Poppy’s story, line 10) elaborates the miserable fate of Poppy or other unfortunate dogs. Poppy is not even provided with a proper home. It was rescued by the owner’s neighbor when she swept along the drain pipe.In â€Å"To Flush, My Dog†, readers are bewildered to see such a beautiful and loving dog which understands its owner. â€Å"Fawning, fondling, breathing fast† (stanza 11, line 4) is an alliteration used to describe that Flush is a caring and affectionate dog. This creates a drumming effect to attract reader’s attention on how pleasing and attentive Flush is. ‘No man break thy purple cup’ (stanza 17, line 5) is a metaphor used to show how loyal Flush is to its owner. ‘Purple’ is the colour of loyalty. ‘No man’ is used to describe the indispensable role of Flush.Nobody can replace his role. It alludes Flush is very loyal to its owner and it is the best companion to her. Repetition of the word ‘benediction’, which means blessing, is used in the p assage to emphasize that Elizabeth feels very blessed to have such a loving friend. This is reinforced by ‘Mock I thee, in wishing weal?’ which reiterates that Flush is a true blessing to her.This makes a big contrast to the treatment of Trio reported in the RSPCA leaflet, where its irresponsible owner smashed it against a cupboard with full force just because it made a mess in the bedroom. The first paragraph in Trio’s Story successfully grasps readers’ interest on why Trio’s owner ‘saw red’.The reaction of the dogs in these two passages was also very different. Flush is a caring and loyal dog. It sits beside the writer when she is sick. Rather than playing with other dogs, it stays with its owner. Flush is considerate and thoughtful that it comforts the owner when she cries. It trusts its owner. This alludes again the mutual love and affection between Flush and Elizabeth. On the contrary, Trio crawled away from its owner and hid under a cot after his owner smashed him against a cupboard. This suggests how ruthless the owner is and how sick their relation is.The purpose of writing these two documents is very different. â€Å"To Flush, My Dog† is written to show appreciation to dogs and it shows that Flush is a true blessing to her. However, the RSPCA leaflet is written to appeal for donation provided with two convincing and touching stories. This is done by the inspector’s candid attempt to convey the message. â€Å"Dear Friend† (first line in the letter) is what the inspector addresses the potential donors and  general public. This successfully triggers emotions and thoughts from the readers since someone they don’t know is directly addressed in a friendly manner.The structures of the two poems are very different. â€Å"To Flush, My Dog† is a poem with rhyming words in the first two lines and 4th, 5th lines in every stanza. There are a total of 20 stanzas with six lines each. Examples of rhymes are plenty, like ‘brown, breast, rest’ in the second stanza and ‘height, delight’, ‘line and thine’ in the last stanza. In the RSPCA leaflet, there are two touching stories of physically tortured dogs-Trio and Poppy and a letter from the inspector of RSPCA with an aim to appeal donation for helping the poor animals. The structure is modern English.Both documents use a lot of emotive and convincing language. â€Å"In just one year we rescued 6982 abused and neglected animals†. The use of figures and emotive languages â€Å"neglected†, â€Å"abused† successfully are deployed to arouse reader’s attention and sympathy. It also allows readers to realize the seriousness of the situation. Other words like ‘struggle, neglected, abused, terribly injured’ are also used to emphasize the suffering of the dogs like Trio and Poppy, and thus appeal for help, support and donation for the RSPCA.In the poem ‘To Flush, My Dog’, Elizabeth describes her dog as ‘pretty, supportive and benediction’, to suggest the mutual love between Flush and Elizabeth. The first stanza – â€Å"Gentle fellow –creature† is echoed at the end of the poem when it proclaims â€Å" Loving fellow – creature!† showing the rapport towards her ‘fellow’.Both â€Å"To Flush, My Dog† and the RSPCA leaflet articulate the love and bond between human and dogs, which is shown by Elizabeth and inspector respectively. Elizabeth’s close relationship with Flush is contrasted by the ruthless ones of Trio’s and Poppy’s. The structure and the style of these two documents differs to a great extent but the use of language shows some similarities. The greatest similarities are the writers’ excellent ways of articulating their ideas and to influence the readers.

Causes of the Russian Revolution

Causes of the Russian Revolution Russia in the late 19th and early 20th century was a massive empire, stretching from Poland to the Pacific. In 1914, the country was home to approximately 165 million people representing a diverse range of languages, religions, and cultures. Ruling such a massive state was no easy task, especially as the long-term problems within Russia eroded the Romanov monarchy. In 1917, this decay finally produced a revolution, sweeping the old system away. While the turning point for the revolution is widely accepted as World War I, but the revolution was not an inevitable byproduct of war and there are long-term causes that are equally important to recognize. Peasant Poverty In 1916, a full three-quarters of the Russian population was comprised of peasants who lived and farmed in small villages. In theory, their life had improved in 1861, before which they were serfs who were owned and could be traded by their landowners. 1861 saw the serfs freed and issued with small amounts of land, but in return, they had to pay back a sum to the government, and the result was a mass of small farms deeply in debt. The state of agriculture in central Russia was poor. Standard farming techniques were deeply out of date and there was little hope for real progress thanks to widespread illiteracy and lack of capital.  Families lived just above the subsistence level, and around 50 percent had a member who had left the village to find other work, often in the towns. As the central Russian population boomed, land became scarce. This way of life contrasted sharply with those of rich landowners, who held 20 percent  of the land in large estates and were often members of the Russian upper class. The western and southern reaches of the massive Russian Empire were slightly different, with a larger number of reasonably well-off peasants and large commercial farms. The result was, by 1917, a mass of disaffected peasants, angry at increased attempts to control them by the people who profited from the land without directly working it. The vast majority of peasants were firmly against developments outside the village and desired autonomy.Although the vast majority of the Russia population was made up of rural peasants and urban ex-peasants, the upper and middle classes knew little of real peasant life. But they were familiar with the myths: of down to earth, angelic, pure communal life. Legally, culturally, socially, the peasants in over half a million settlements were organized by centuries of community rule. The mirs, self-governing communities of peasants, were separate from elites and the middle class. But this was not a joyous, lawful commune; it was a desperate struggling sy stem fuelled by the human weaknesses of rivalry, violence, and theft, and everywhere was run by elder patriarchs. Within the peasantry, a break was emerging between the elders and the growing population of young, literate peasants in a deeply-ingrained culture of violence.  Prime Minister Pyor Stolypin’s land reforms of the years before 1917 attacked the peasant concept of family ownership, a highly-respected custom reinforced by centuries of folk tradition.  In central Russia, the peasant population was rising and the land was running out, so all eyes were on the elites who were forcing the debt-ridden peasants to sell land for commercial use. Ever more peasants traveled to the cities in search of work. There, they urbanized and adopted a new, more cosmopolitan worldview- one that often looked down on the peasant lifestyle they left behind. Cities were highly overcrowded, unplanned, poorly paid, dangerous and unregulated. Upset with class, at odds with their bosses and elites, a new urban culture was forming.   When the free labor of the serfs disappeared, the old elites were forced to adapt to a capitalist, industrialized farming landscape. As a result, the panicked elite class was forced to sell off their land and, in turn, declined. Some, like Prince G. Lvov (the first democratic Prime Minister of Russia) found ways to continue their farm businesses. Lvov became a zemstvo  (local community) leader, building roads, hospitals, schools and other community resources. Alexander III feared the zemstvos, calling them overly-liberal. The government agreed and created new laws that attempted to reel them in. Land captains would be sent out to enforce Tsarist rule and counter the liberals. This and other counter-reforms ran right into the reformers and set the tone for a struggle that the Tsar would not necessarily win. A Growing and Politicized Urban Workforce The industrial revolution came to Russia largely in the 1890s, with ironworks, factories and the associated elements of industrial society. While the development was neither as advanced nor as swift as in a country like Britain, Russia’s cities began to expand and large numbers of peasants moved to the cities to take up new jobs. By the turn of the nineteenth to twentieth centuries, these tightly packed and expanding urban areas were experiencing problems like poor and cramped housing, unfair wages, and dwindling rights for workers. The government was afraid of the developing urban class but more afraid of driving foreign investment away by supporting better wages, and there was a consequent lack of legislation on behalf of the workers.  These workers swiftly began to grow more politically-engaged and chaffed against government restrictions on their protests. This created a fertile ground for the socialist revolutionaries who moved between cities and exile in Siberia. In ord er to try and counter the spread of anti-Tsarist ideology, the government formed legal but neutered trade unions to take the place of the banned but powerful equivalents. In 1905, and 1917, heavily politicized socialist workers played a major role, although there were many different factions and beliefs under the umbrella of ‘socialism’. Tsarist Autocracy, A Lack of Representation and a Bad Tsar Russia was ruled by an emperor called the Tsar, and for three centuries this position had been held by the Romanov family. 1913 saw the 300-year celebrations in a vast festival of pomp, pageantry, social class and expense. Few people had an idea the end of Romanov rule was so close, but the festival was designed to enforce a view of the Romanovs as personal rulers. All it fooled were the Romanovs themselves. They ruled alone, with no true representative bodies: even the Duma, an elected body created in 1905, could be completely ignored by the Tsar when he wished to, and he did. Freedom of expression was limited, with censorship of books and newspapers, while a secret police operated to crush dissent, frequently either executing people or sending them to exile in Siberia.The result was an autocratic regime under which republicans, democrats, revolutionaries, socialists and others were all increasingly desperate for reform, yet impossibly fragmented. Some wanted violent change, others peaceful, but as opposition to the Tsar was banned, opponents were increasingly driven to more radical measures. There was a strong reforming – essentially westernizing – movement in Russia during the mid-nineteenth century under Alexander II, with elites split between reform and entrenchment. A constitution was being written when Alexander II was assassinated in 1881. His son, and his son in turn (Nicholas II), reacted against the reform, not only halting it but starting a counter-reform of centralized, autocratic government.The Tsar in 1917 - Nicholas II - has sometimes been accused of lacking the will to govern. Some historians have concluded that this wasn’t the case; the problem was that Nicholas was determined to govern while lacking any idea or ability to run an autocracy properly. That Nicholas’ answer to the crises facing the Russian regime – and the answer of his father - was to look back to the seventeenth century and try to resurrect an almost late-medieval system, instead of reforming and modernizing Russia, was a major problem and source of disc ontent which directly led to the revolution. Tsar Nicholas II held to three tenants drawn on earlier Tsars: The tsar was the owner of all of Russia, a fiefdom with him as lord, and all trickled down from him.The Tsar ruled what God had given, unrestrained, checked by no earthly power.The people of Russia loved their Tsar as a tough father. If this was out of step with the west and emerging democracy, it was out of step with Russia itself. Many Russians objected to these tenets, embracing western ideals as an alternative to the tradition of tsarism. Meanwhile, the tsars ignored this growing sea change, reacting  Alexander II’s assassination not by reforming but by retreating to medieval foundations. But this was Russia, and there wasn’t even one kind of autocracy. ‘Petrine’ autocracy derived from Peter the Great’s western vision, organized royal power through laws, bureaucracy, and systems of government. Alexander III, heir of the murdered reformer Alexander II, tried to react, and sent it all back to Tsar centric, personalized ‘Muscovite’ autocracy. Petrine bureaucracy in the nineteenth century had become interested in reforming, connected to the people, and the people wanted a constitution. Alexander IIIs son Nicholas II was also Muscovite and tried to turn things back to the seventeenth century to a greater extent. Even dress code was considered. Added to this was the idea of the good tsar: it was the boyars, the aristocrats, the other landowners who were bad, and it was the tsar who protected you, rather than being an evil dictator. Russia was running out of people who believed it.Nicholas was not interested in politics, was poorly edu cated in the nature of Russia, and not trusted by his father. He was not a natural ruler of an autocracy. When Alexander III died in 1894, the disinterested and somewhat clueless Nicholas took over. Shortly after, when the stampede of a huge crowd, lured by free food and rumors of low stocks, resulted in mass death, the new Tsar kept partying. This did not win him any support from the citizenry. On top of this, Nicholas was selfish and unwilling to share his political power. Even able men who wished to change the future of Russian, like Stolypin, faced in the Tsar a man who resented them. Nicholas wouldn’t disagree to people’s faces, would take decisions based weakly, and would only see ministers singly so as not to be overwhelmed. Russian government lacked the ability and effectiveness it needed because the tsar wouldn’t delegate, or supportable officials. Russia had a vacuum that would not react to a changing, revolutionary world.The Tsarina, bought up in Britain, disliked by elites and felt to be a stronger person than Nicholas also came to believe in the medieval way to rule: Russia was not like the UK, and she and her husband did not need to be liked. She had a strength to push Nicholas around, but when she gave birth to a hemophiliac son and heir she drifted harder into church and mysticism looking for a cure that she thought she found in the con man mystic, Rasputin. Relationships between the Tsarina and Rasputin eroded the support of the army and aristocracy.

The Ancient History of Making Olive Oil

The Ancient History of Making Olive Oil Olive oil is, essentially, a fruit juice made from olives. Olives were likely first domesticated in the Mediterranean basin some 6,000 years ago or so. It is thought that oil from the olive was one of several attributes that likely made the bitter fruit attractive enough to result in its domestication. However, the production of olive oil, that is to say, the deliberate pressing of oil out of olives  is currently documented no earlier than ~2500 BCE. Olive oil is a fruit juice made from olives.  First used as lamp fuel and in religious ceremonies in the Mediterranean about 2500 BCE.  First used in cooking at least as long ago as 5th-4th century BCE.  Three grades of olive oil are manufactured: extra virgin olive oil (EVOO), ordinary virgin olive oil, and pomace-olive oil (OPO). EVOO is the highest quality and the one most often fraudulently labeled.   Olive oil was used anciently for a  variety of purposes, including lamp fuel, pharmaceutical ointment, and in rituals for anointing royalty, warriors, and other important people. The term messiah, used in many Mediterranean-based religions, means the anointed one, perhaps (but of course, not necessarily) referring to an olive oil-based ritual. Cooking with olive oil may not have been a purpose for the original domesticators, but that began at least as long ago as the 5th–4th century BCE. Making Olive Oil Making olive oil involved (and still does) several stages of crushing and rinsing to extract the oil. The olives were harvested by hand or by beating the fruit off the trees. The olives were then washed and crushed to remove the pits. The remaining pulp was placed into woven bags or baskets, and the baskets themselves were then pressed. Hot water was poured over the pressed bags to wash out any remaining oil, and the dregs of the pulp was washed away. The liquid from the pressed bags was drawn into a reservoir where the oil was left to settle and separate. Then the oil was drawn off, by skimming the oil off by hand or with the use of a ladle; by opening a stoppered hole at the bottom of the reservoir tank; or by allowing the water to drain off from a channel at the top of the reservoir. In cold weather, a bit of salt was added to speed the separation process. After the oil was separated, the oil was again allowed to settle in vats made for that purpose, and then separated again. Olive Press Machinery Roman olive presses in the city of Sufetula, Tunisia. CM Dixon/Print Collector/Getty Images Artifacts found at archaeological sites associated with making oil include milling stones, decantation basins and storage vessels such as mass-produced amphorae with olive plant residues. Historical documentation in the form of frescoes and ancient papyri have also been found at sites throughout the Mediterranean Bronze Age, and production techniques and uses of olive oil are recorded in the classical manuscripts of Pliny the Elder and Vitruvius. Several olive press machines were devised by the Mediterranean Romans and Greeks to mechanize the pressing process, and are called variously trapetum, mola molearia, canallis et solea, torcular, prelum, and tudicula. These machines were all similar and used levers and counterweights to increase the pressure on the baskets, to extract as much oil as possible. Traditional presses can generate about 50 gallons (200 liters) of oil and 120 gal (450 li) of amurca from one ton of olives. Amurca: Olive Oil Byproducts The leftover water from the milling process is called amurca in Latin and amorge in Greek, and it is a watery, bitter-tasting, smelly, liquid residue. This liquid was collected from a central depression in the settling vats. Amurca, which had and has a bitter taste and an even worse smell, was discarded along with the dregs. Then and today, amurca is a serious pollutant, with a high mineral salt content, low pH and the presence of phenols. However, in the Roman period, it was said to have had several uses. When spread on surfaces, amurca forms a hard finish; when boiled it can be used to grease axles, belts, shoes, and hides. It is edible by animals and was used to treat malnutrition in livestock. It was prescribed to treat wounds, ulcers, dropsy, erysipelas, gout, and chilblains. According to some ancient texts, amurca was used in moderate amounts as a fertilizer or pesticide, repressing insects, weeds, and even voles. Amurca was also used to make plaster, particularly applied to the floors of granaries, where it hardened and kept out mud and the pest species. It was also used to seal olive jars, improve the burning of firewood and, added to laundry, could help protect clothing from moths. Industrialization The Romans are responsible for bringing about a significant increase in olive oil production beginning between 200 BCE and 200 CE. Olive oil production became semi-industrialized at sites such as Hendek Kale in Turkey, Byzacena in Tunisia and Tripolitania, in Libya, where 750 separate olive oil production sites have been identified. Estimates of oil production during the Roman era are that up to 30 million liters (8 million gallons) per year was produced in Tripolitania, and up to 10.5 million gal  (40 million li) in Byzacena. Plutarch reports that Caesar forced Tripolitanias inhabitants to pay a tribute of 250,000 gals (1 million li) in 46 BCE. Oileries are also reported from the first and second centuries AD in the Guadalquivir valley of Andalusia in Spain, where average annual yields were estimated at between 5 and 26 million gal (20 and 100 million li). Archaeological investigations at Monte Testaccio recovered evidence suggesting that Rome imported approximately 6.5 billion liters of olive oil over the period of 260 years. What Is EVOO? Olive oil production in 2018, in the Berber mountain village of Toujane, Tunisia. A blinded donkey is moving an edge mill to crush olives. Thierry Monasse/Getty Images There are three different grades of olive oil made and marketed, from the high-quality extra-virgin olive oil (EVOO) to medium-quality ordinary virgin olive oil, to low-quality olive-pomace oil (OPO). EVOO is obtained by direct pressing or centrifugation of the olives. Its acidity can be no greater than 1 percent; if it is processed when the temperature of the olives is below 30 °C (86 °F) it is called cold-pressed.   Olive oils with between 1 and 3 percent acidity are known as ordinary virgin oils, but anything greater than 3 percent is refined, by accepted chemical solvents, and those oils can also be fairly marketed as ordinary.   Lower Quality Oils and Fraud Pomace is one of the main byproducts of the pressing process; it is a conglomeration of skin, pulp, pieces of kernels, and some oil left over when the first processing is completed, but the oil undergoes rapid deterioration due to the moisture content. Refined OPO is obtained by extracting the remaining oil using chemical solvents and a refining process, then it is improved with the addition of virgin oil to obtain OPO.   Many of the common manufacturers of olive oil practice the fraudulent mislabeling of olive oils. Since EVOO is the most expensive, it is the most often mislabeled. Mislabeling often concerns the geographic origin or oil variety of olive oil, but EVOO which has been adulterated by the addition of cheaper oils is not EVOO anymore, despite its being labeled as such. The most common adulterants in mislabeled virgin olive oils are refined olive oil, OPO, synthetic oil-glycerol products, seed oils (such as sunflower, soy, maize, and rapeseed), and nut oils (such as peanut or hazelnut). Scientists are working on methods of detection of the mislabeled olive oils, but such methods have not been made widely available.   Once someone tries a real extra virgin- an adult or a child, anybody with taste buds- theyll never go back to the fake kind. Its distinctive, complex, the freshest thing youve ever eaten. It makes you realize how rotten the other stuff is, literally rotten.  Tom Mueller Sources: Capurso, Antonio, Gaetano Crepaldi, and Cristiano Capurso. Extra-Virgin Olive Oil (EVOO): History and Chemical Composition. Benefits of the Mediterranean Diet in the Elderly Patient. Cham: Springer International Publishing, 2018. 11–21. Print.Foley, Brendan P., et al. Aspects of Ancient Greek Trade Re-Evaluated with Amphora DNA Evidence. Journal of Archaeological Science 39.2 (2012): 389–98. Print.Guimet, Francesca, Joan Ferrà ©, and Ricard Boquà ©. Rapid Detection of Olive–Pomace Oil Adulteration in Extra Virgin Olive Oils from the Protected Denomination of Origin â€Å"Siurana† Using Excitation–Emission Fluorescence Spectroscopy and Three-Way Methods of Analysis. Analytica Chimica Acta 544.1 (2005): 143–52. Print.Kapellakis, Iosif, Konstantinos Tsagarakis, and John Crowther. Olive Oil History, Production and by-Product Management. Reviews in Environmental Science and Biotechnology 7.1 (2008): 1–26. Print.Mueller, Tom. Extra Virgini ty: The Sublime and Scandalous World of Olive Oil. New York: W.W. Norton, 2012. Print. Niaounakis, Michael. Olive-Mill Wastewater in Antiquity. Environmental Effects and Applications. Oxford Journal of Archaeology 30.4 (2011): 411–25. Print.Rojas-Sola, Josà © Ignacio, Miguel Castro-Garcà ­a, and Marà ­a del Pilar Carranza-Caà ±adas. Contribution of Historical Spanish Inventions to the Knowledge of Olive Oil Industrial Heritage. Journal of Cultural Heritage 13.3 (2012): 285–92. Print.Vossen, Paul. Olive Oil: History, Production, and Characteristics of the Worlds Classic Oils. Horticultural Science 42.5 (2007): 1093–100. Print.

Discussion Board Post Response Essay Example | Topics and Well Written Essays - 250 words - 31

Discussion Board Post Response - Essay Example One of the threats relating to your identified need is exposing patients and care providers to risks particularly in relation to toxicity due to overdose. Therefore, strategic planning in this case would help in effective planning of care processes and implementation of standardization strategies aimed at preventing negative outcomes linked with self medication in hospitals. Long queues in ERs is a major challenge in many healthcare organizations. In this regard, I agree that achievement of optimal waiting periods at the ER is an example of an unmet need. According to Dr. Carol Huston in the media, strategic planning involves analysis of both the internal and external environment in an effort to identify unmet needs (Laureate Education, 2013d). Your assertion that attending minor injuries and illnesses in the ER is costly and inefficient shows an existing problem that ought to be addressed. Forecasting is also an element of strategic planning. Your proposition that opening small urgent care centers around the county to reduce number of patient in the main ER is an illustration of strategic planning involving looking at the desired future of the organization (Laureate Education, 2013d). I also agree that involvement of clinical staff, board of directors, and the community as stakeholders is imperative for the achievement of the projected outcomes. Strubhar, A. J. (2011). The application of an environmental scanning and strategic planning framework in an academic department of physical therapy.Journal of Physical Therapy Education, 25(3),

Legal Rights Before and After Arrest Research Paper

Legal Rights Before and After Arrest - Research Paper Example What Constitutes Crime? Principle IV of the Principles of International Law recognized in the Charter of the Nurnberg Tribunal and in the Judgment of the Tribunal, 1950, states as follows: â€Å"the fact that a person acted pursuant to order of his government or of a superior does not relieve him from responsibility under international law, provided a moral choice was in fact possible to him† (Principles of International Law, 1950). In addition, Principle II of the same proclaims that even if the internal law does not punish a person, the person is still liable to be punished under international law. Here, it is surprising to note that the International Law gives way to morality, and it does not mention what is meant by morality. In a world where both monogamy and polygamy exist together; where capitalism and communism exist together, and where both non-violence and cannibalism are practiced, it is surprising to note that the legal fraternity still thinks about morality. ... er (2001) opined that what is considered as crime ‘at one place and time, culture or location’ may not necessarily be considered as a crime ‘at another time, in another culture, or even across the street’ (Henry & Lanier, 2001, p. 7). Durkheim, one of the founding figures of sociology, rightly interprets the concept of crime, and according to him, law cannot be considered as something that exists in abstraction or a plain-fact situation. It starts from developing the concept of crime, identifying some event as a crime, responding to that crime, and the action taken by the state agencies to punish the criminal. According to Durkheim (1982, p. 71), these all depend on the cultural world that exists at that time. Considering this fact, Wayne Morrison points out that considering some action as a crime depends on the role of that action in the context it was committed. In order to clarify the claim, she describes the incident of the yacht Mignonette. As the yacht collapsed in mid sea, in the year 1884, the crew had to escape in a small open boat with no food and water. After nearly three weeks of wandering in the sea without food, one of the crews killed a cabin boy who was reportedly delirious and all the crew drank his blood and fed on is body. After a few days, all were taken ashore by a passing boat. The judge who heard the case made a wonderful statement that it was the duty of the captain of a ship to take care of his passengers, and the sentence given to the men was six month’s imprisonment. In fact, it was common for seafarers in similar conditions to cast lots and the one with the shortest lot to be killed and eaten, and hence the men were not guilty according to the existing law. Here, one thing becomes evident; there is a considerable amount of risk