Throughout Some Slave Narratives, Slave Holders Who Are

Throughout some slave narratives, slave holders who are Christians are questioned. African- Americans notice the hypocrisy that characterized white Christianity, pointing out the contradiction between God s word and slaveholders cruelty and inhumane way of treating slaves. Slaves noticed this difference, modified their Christian beliefs to become a part of their daily life. Religion became an escape away from their reality. Christianity in African- American literature has different points that are made; slaves learning about religion, the ability to look to God during the bad times that slaves are enduring, and the question of how can white slave masters be considered Christians after committing wrongful actions. Religion had been a†¦show more content†¦Ã¢â‚¬Å"Ain’t God dar?† â€Å"Yes, Joe.† â€Å"Don’t He know ebery ting?† â€Å"Yes, Joe.† And He gwine to let massa come dar after he been beatin and whippin’ me for fifty year s? If I go dar and massa is dar, I ll put on my old hat and come straight out of dar.’ I won t stay in no such a heaven, where they let such a man as massa stay dar.† (Anderson 1857). Again, in Our Nig, â€Å"Frado pondered; her mistress was a professor of religion; was she going to heaven? Then she did not want to go.† (Wilson 58). Slaves felt like there was no escape when they heard they would meet their master again after death. Was Christianity really what it is said to be? Did God really accept white masters who treat people in such a horrible way? These questions ran through the minds of the slaves. Slaves wanted to learn more about religion to answer their questions. Some were confused when they went to their master’s church. They heard the differences between the white church sermons and black community church sermons. Was there really justification for what the masters were doing? This made slaves modify their religion to be a part of their daily life and what they believed God meant for their people. Slaves wanted to learn more about Christianity and religion, but this was hard. Their masters didn’t want them to become knowledgeable. There was a fear that slaves would become more mannered and cultured. They tried to make the slaves believe that there was no need to pray, the only obligation they hadShow MoreRelatedFrederick Douglass, An American Slave959 Words   |  4 Pagesworld†, but for some people it was harder than you would think. I do not know how we get away with slavery, but somehow we did and I hope we never have to go down that road again. On e of the most famous people you hear talking about slavery is Frederick Douglass he is significant because he was once a slave who learned how to read and write and eventually stood up for what he believed in. Frederick Douglass ended up with his own views and he had a lot of different influences throughout his life to makeRead MoreFrederick Douglass s Narrative Of The Life Of Frederick Douglas1674 Words   |  7 Pageswas legal and popular in the southern states, among these slaves, one slave in particular impacted the 19th century was Frederick Douglass. Although he was a slave for most of his life, Douglass eventually became a freeman, a social reform, writer, and an abolitionist for slavery. However, before he became a freeman, Douglass experienced a brutal life as a slave. He faced dehumanization in his early life, but accomplished what most slaves we not allowed to do; which is getting educated, by self-educatingRead More The Narrative of the Life of Fredrick Douglass Essay1 634 Words   |  7 PagesThe Narrative of the Life of Fredrick Douglass Metal clanks against metal as the chains rub on old scars issuing in another day of toil in the heat with head-down and blood streaming as each new lash is inflicted. This is usually the picture envisioned when one thinks of slavery. While often this is an accurate depiction, there are also many other forms of slavery. The Webster’s Dictionary describes slavery as, â€Å"submission to a dominating influence.† Everyone has influences that shape whoRead MoreThe Effects Of Slavery : The Narrative Life Of Frederick Douglass915 Words   |  4 PagesSlavery Throughout the life of a slave from the mid 1600s to mid 1800s they would become subjected to various methods of torture, some emotional and some physical, that would ultimately affect them psychologically changing their perspective of the world, simultaneously inspiring some to modify the social structure. Most slaves would unfortunately never experience freedom therefore the truth about their miserable lives would never escape the plantations that they were stationed in, luckily some slavesRead MoreSlavery Was An Institution That Caused By The North And South Of The United States1531 Words   |  7 Pagessouthern slaveholders. The system was established on the basis of economic profits, cheap labor, and morality of â€Å"saving† Africans from their previous lifestyle. The Southern states were notorious slave-holding states, while the North contained few, but far, slave-holders. Despite the number of slaves present in the south, their impact on production effected the econom y in the north. The few but proud abolitionists in the north saw right through southerner’s proslavery ideology, and refuted theirRead MoreNarrative of the Life of Frederick Douglass: Logically Emotional Appeal942 Words   |  4 PagesNarrative of the Life of Frederick Douglass: Logically Emotional Appeal Narrative of the Life of Frederick Douglass, is a moving written account of Frederick Douglass’ harrowing experiences as a slave, and his journey into freedom. In his critical essay â€Å"Douglass and Sentimental Rhetoric,† Jefferey Steele argues, that despite being objective, Douglass’ account is mixed with Pathos, complicating the straightforward chronicle. While pathos is evident in the text, it does not complicate the memoir’sRead More The Underground Railroad in North Carolina Essay1277 Words   |  6 Pagesyears, and the accounts of escaped slaves from North Carolina. The unique blend of southern slave holder and northern abolitionist influences in the formation of North Carolina served to make the state an important link in the efforts to end slavery inside and outside of North Carolina borders. Although not underground nor a railroad, this informal system became a loosely constructed network of escape routes that originated in the South, intertwined throughout the North, and eventually endedRead MoreCharacter Analysis Of Frederick Douglass1251 Words   |  6 Pages Douglass holds two roles within the Narrative, he is the narrator as well as the main character. As the narrator, he can be subtle and frank. He is practical in his story telling, relating facts and information to his audience and he had to be as detailed and descriptive as possible so to convince others who would otherwise doubt a black mans word that he was in fact telling the truth. As the protagonist, he has a bit more depth and sometimes cannot put his expressions to words. DouglassRead MoreFrederick Douglas And Solomon Northrup Essay1499 Words   |  6 PagesThroughout the years slaveholders made claims that justified why the institution of slavery was acceptable, however, many abolitionist made claims that differed the majority opinion. Abolitionist began to publicize stories advocating truths about this institution. Fredrick Douglas and Solomon Northrup shared their life stories where they exposed their experiences as slaves in the Southern world.Slaves holders make several arguments to justify slavery, meanwhile, slaves themselves completely disagreeRead MoreThe Life Of A Slave Girl By Harriet Jacobs1292 Words   |  6 Pagesof slavery. I chose to focus on two texts: Incidents in the Life of a Slave Girl and Narrative of the Life of Frederick Douglass. In the personal narrative Incidents in the Life of a Slave Girl, author Harriet Jacobs depicts the various struggles she endured in the course of her life as a young female slave and, as she grew older, a runaway escaped to the â€Å"free† land of the North, referring to herself as Linda Brent. Throughout this story, Jacobs places a heavy emphasis on the ways in which Brent

Alexander The Second Of Macedon Essay - 1530 Words

Alexander the Third of Macedon, commonly referred to as Alexander the Great, was king of the Ancient Macedon a Greek kingdom upon his father s death in 336 BCE. Alexander was born the son of King Philip of Macedon in the Greek city of Pella in 356 BCE. He succeeded his father and took reins of Macedon at age twenty. Alexander spent a large majority of his ruling years on an military campaign through Asia and northeast Africa. By 326 BCE at the age of thirty he lead one of the largest empires of the ancient world, that stretched from Greece to northwestern India. He was undefeated in battle and is widely considered one of history s most successful military commanders. During Alexander’s youth he was tutored by the famous philosopher Aristotle until the age of 16. After Philip s assassination in 336 BC, Alexander inherited his father’s strong kingdom and an experienced army. With Alexander’s newly earned generalship of Greece and used his authority to begin his father s Panhellenic conquest to lead the Greeks to conquer the kingdom of Persia. Alexander and the Macedonians invaded the Achaemenid Empire, then began a series of military campaigns that lasted ten years. Alexander earned the title the Great due to his overwhelming skill as a military commander. Despite typically being outnumbered, Alexander of Macedonia never lost a battle. The use of terrain, phalanx and cavalry tactics can be attributed to his success in battle. The Macedonian phalanx, armed with longShow MoreRelatedAlexander The Great Of The Russian Empire1056 Words   |  5 PagesIn 336 C.E., Alexander of Macedon succeeded in gaining the Macedonian Empire after his father’s (King Philip III) death. Alexander’s accession as king prompted him to pursu e the conquests his father could not complete. Alexander defeated and overthrew several major empires such as; Egypt, Persia, and India; the nickname Alexander the Great. In â€Å"Arrian on the character of Alexander of Macedon,† Arrian proclaimed that Alexander manifested great physical beauty, an arrogant personality, keen intellectRead MoreEssay on Alexander The Great1620 Words   |  7 Pages Few historical figures stand out in the same degree as that of Alexander the Great. He was a warrior by 16, a commander at age 18, and was crowned King of Macedon by the time he was 20 years old. He did things in his lifetime that others could only dream about. Alexander single-handedly changed the nature of the ancient world in just over a decade. 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Sometimes character is the test of determining if a man is great. Alexander meets both standards with his philosophic background, conquering abilities, victories in battle, and outstanding accomplishments; therefore, he truly meets his title as Alexander the Great Alexander was born in 356 B.C. to King Philip II fRead More Alexander The Great Essay1042 Words   |  5 Pages Alexander the Great is, arguably, the most famous secular figure in history. His magnetism in life was rivaled only by his magnetism in death, and the story of his career has evoked vastly different interpretations in his age and ours. Young romantic hero or megalomaniac villain? Alexander III of Macedon conquered all who stood before him, but usually in order to free the lower class. He did more to spread the Hellenistic culture than anyone before or after him. My credibility comes from much studyingRead MoreKing Alexander Lll : King Of The Western World1168 Words   |  5 PagesHead: KING ALEXANDER lll King Alexander lll of Macedon: King of the Western World William Crook Lincoln Charter School October 20, 2014 Mr Thomas Honors World History King Alexander lll 2 King Alexander lll of Macedon was the best leader during his time, and he soon became the king of all western civilization, before he was 30 years old. Alexander accomplished greater things than not only of the kings who had lived before him, but also of those who came after him. Alexander lll ofRead MorePhillip II of Macedon Essay1614 Words   |  7 PagesPhillip II of Macedon The year was 359 BC. Greece, though weary from constant internal struggling still had supreme power over the Hellenistic world. Persia, though it had suffered large setback in the Persian Wars more then a century before was still a menacing force. The Barbarian State of Macedon was led by warrior kings who aspired to be Greek, yet ruled over a feudal society that was as multicultural as any of its time. Good morning Miss Boeston and class. Todays seminar will conclusivelyRead MoreAlexander IIi Of King Of Ancient Greece1147 Words   |  5 PagesAlexander III of Macedon or commonly known as Alexander the Great was a King of Ancient Greek kingdom Macedon and a member of the Argead dynasty. He spent most of his ruling years on an extraordinary military campaign through Asia and northeast Africa and by the time he was 30 he had created one of the largest empires of the Ancient world, stretching from Greece to Egypt and into northwest India. Alexander is thought to be by most people as th e greatest military command that ever lived however thisRead MoreAlexander Of Macedon 356-323 B.c917 Words   |  4 PagesAlexander of Macedon 356-323 B.C. By Peter Green was published on October 5, 1992. Alexander was born in 356 BC. He studied with Aristotle for three years, so he became interested in science. Him and his mother were put into exile basically disowned by Phillip, Alexander’s father. When his father remarried, he then had a stepdaughter. Because Phillip did not have another son, he longed for his sons return to become king after he passes away. Phillip was later assassinated in 336 BC. Then, AlexanderRead MoreThe Major Factors That Led Rome and the Hellenistic Kingdom to Clash2308 Words   |  10 PagesSeleucids and the Ptolemies and several other minor powers in the area came to be after the death of Alexander. The essay will focus on the factors that the writer believes contributed to the clashes. These being, Philips alliance with Hannibal and the Cartha ginian empire, the results of ambassadors from Rhodes and Pergamum being received in Rome and telling of an appending alliance between Philip of Macedon and Antiochus of the Seleucids Kingdom, the third factor is that Rome was simply coming to the

Group Drumming as Burnout Prevention †Free Samples to Students

Question: Discuss about the Group Drumming as Burnout Prevention. Answer: Introduction: Burnout of health professionals when working with mentally ill patients is a form of stress but occurs due to exposure to a new event and is always associated with the workplace. It is important that creative activities that reduce burnout among nurses working with mentally ill patients or those working at the oncology ward be used to address the problem. The objective is to improve the well-being and the quality of life. In a study at a hospital in Lithuania, nurses were offered to an opportunity to attend sessions on silk painting. Five different time slots were available and depending on their work schedules they could choose the slot as per their convenience. It gave them a chance to express their creativity, relax and socialize with their peers. The classes were scheduled once a week and the outcomes for the nursing staff in the interventional group as compared to the control group were much better. They felt part of community, safe at work, more energetic, could relax after work, and were happier. They felt less nervous, calm and peaceful and their life was more meaningful, they could resolve work problems more easily than before and experienced less bodily pain than before. More optimistic about the future, cheerful, interested in other people, and could find solutions to problems in a better way (Karpaviciute Macijauskien, 2016). At a public mental health unit in South Africa also reported favourable outcomes for the health care professionals working in a high stress environment when they attended group drumming classes. They felt part of a team, it improved their mood, they found an escape from trauma and experienced better emotional health (Newman, Maggott, Alexander, 2015). References Karpaviciute, S., Macijauskien, J. (2016). The Impact of Arts Activity on Nursing Staff. International Journal of Environmental Research and Public Health, 13, 435; doi:10.3390/ijerph13040435. Newman, G., Maggott, C., Alexander, D. (2015). Group drumming as a burnout prevention initiative among staff members at a child and adolescent mental health care facility. South African Journal of Psychology , 45(4):439-451.

Hamlet Avenging their fathers Essay Example For Students

Hamlet: Avenging their fathers Essay Hamlet, Laertes Fortinbras: Avenging Their FathersIn the play Hamlet by William Shakespeare, the theme of revenge is very visible as the reader examines the characters of Hamlet himself, as well as Laertes, son of Polonius, and Fortinbras, prince of Norway and son of the late King Fortinbras. Each of the young characters felt the need to avenge the deaths of their fathers who they felt were untimely killed at the bloody hands of their murderers. However, the way each chose to go about this varies greatly and gives insight into their characters and how they progress throughout the play. Hamlet, Laertes and Fortinbras are similar in the fact that each had love, or at least respect their fathers. Enough to attempt to wreak revenge upon their fathers murderers at the risk of their own reputation, freedom, and souls. Each characters father had a substantially high social class in their respective countries, which in turn gives them high social class as well. With Hamlet and Fortinbras as sons of kings and Laertes as the son of an aristocrat of high regard in the Danish court, all had a lot to loose if unsuccessful in their ploy. Each of the sons believed that the killers had dishonored their fathers as well as themselves. Each acts in a way that they consider an attempt at restoring it to the family, as honor was a significant thing to uphold in this day. Although similar in age, class and ambition to destroy their fathers killers, Hamlet, Laertes and Fortinbras each have characteristics that make them different from each other and show how each acted unlike the others when carrying out their plans. Hamlet seems to be the one who lets things dwell in his mind before acting or making an attempt at trying to get on with things. He shows this after the death of his father when he remains in morning and a depressed state for three months without trying to get on with his life. Laertes seems to be the more quick minded of the three as he makes hasty judgements about Hamlet and is quick to force his opinion upon his sister, Ophelia about his fears for her if she stays in the relationship. For Hamlet and the trifling of his favor, hold it a fashion and a toy in blood, a violet in the youth of primy nature, forward, not permanent, sweet, not lasting, the perfume and suppliance of a minuteNo more. (Act 1, Scene 3, 5-10). Ophelia answers by telling Laertes that he should follow his own advice and withhold from being like a puffed and reckless libertine. (Act1, Scene 3, 49). Polonius later reinforces this reckless view of Laertes character by wanting to send spies to France to observe his sons habits. In the beginning of the play, we learn young Fortinbras has martial intentions towards Denmark and that Claudius views this as a threat as he makes plans to embark on military preparations of his own to defend his country. So by his father lost; and this I take it is the main motive of our preparations. (Act 1, Scene 1, 104-105). This shows the courage Fortinbras has to take up arms against a country that had recently defeated his own. Judging from the differences of the three men, it is obvious that they will each take different paths in dealing with the deaths of their fathers. Laertes acts the most irrationally and hastily, showing his reckless nature as he storms the castle of Denmark overthrowing the guards and demanding answers about his fathers death and questionable funeral. He is enraged that his father was not buried with his sword and that there was no memorial or tablet displaying their family coat of arms. He gives no thought to the damnation of his soul as he quickly makes a plan with Claudius to poison Hamlet. After the death of his father, Hamlet has no reason to point blame at anyone, as there is nothing to make him believe that his father was killed unjustly. .udd4101e0c76ba5704211e2922f0bb372 , .udd4101e0c76ba5704211e2922f0bb372 .postImageUrl , .udd4101e0c76ba5704211e2922f0bb372 .centered-text-area { min-height: 80px; position: relative; } .udd4101e0c76ba5704211e2922f0bb372 , .udd4101e0c76ba5704211e2922f0bb372:hover , .udd4101e0c76ba5704211e2922f0bb372:visited , .udd4101e0c76ba5704211e2922f0bb372:active { border:0!important; } .udd4101e0c76ba5704211e2922f0bb372 .clearfix:after { content: ""; display: table; clear: both; } .udd4101e0c76ba5704211e2922f0bb372 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udd4101e0c76ba5704211e2922f0bb372:active , .udd4101e0c76ba5704211e2922f0bb372:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udd4101e0c76ba5704211e2922f0bb372 .centered-text-area { width: 100%; position: relative ; } .udd4101e0c76ba5704211e2922f0bb372 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udd4101e0c76ba5704211e2922f0bb372 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udd4101e0c76ba5704211e2922f0bb372 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udd4101e0c76ba5704211e2922f0bb372:hover .ctaButton { background-color: #34495E!important; } .udd4101e0c76ba5704211e2922f0bb372 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udd4101e0c76ba5704211e2922f0bb372 .udd4101e0c76ba5704211e2922f0bb372-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udd4101e0c76ba5704211e2922f0bb372:after { content: ""; display: block; clear: both; } READ: Compare the ways in which the writers have used narrative point of view to develop their works Essay It is not until his fathers ghost appears to him that he is aware of a killer. He then says Haste me to knowt, that I with wings as swift as meditation or the thoughts of love may sweep to my revenge. (Act 1, Scene 5, 29-31). But by the end of the scene he says The time is out of joint: O cursed spite that I was ever born to set it right. (Act 1, Scene5, 188-189) showing that he is no longer in such a hurry for the murder of Claudius. This could be because the appearance of his fathers ghost may not seem very reliable to him as he questions his own sanity over what he thinks he should do. Unlike Laertes, Hamlet has deep consideration for his soul being damned because of his actions to avenge his father. He condemns himself throughout the play for being a coward. Fortinbras acts the most rationally out of the three. After learning that the late King Hamlet was responsible for his fathers death, he does not act irrationally out of haste like Laertes or become passive and a coward like Hamlet. He takes the time to establish an army and seek revenge upon the country of Denmark as a whole as it was in war against the country that his father was killed. When Claudius informs Fortinbras uncle, the king of Norway, of Fortinbras real intentions, the king demands that Fortinbras retreat in his military attempts at Denmark. He obeys showing that he can be dealt with sensibly and that he does not look so much to murder as the way to avenge his father as Hamlet and Laertes do. he in brief obeys receives rebuke from Norway, and in fine makes vow before his uncle never more to give thassay of arms against your majesty. (Act 2, Scene 2, 68-71). He does not act out of fits of temporary madness like Laertes and Hamlet, but stops to develop a plan and realizes the consequences of a victory or loss. Fortinbras plan also turned out to be the most effective. He carried out his plan under the law without the risk of his soul being damned to hell. Even Hamlet saw him as a man of reason and a good leader as he bestowed the crown of Denmark upon him in the end. In turn, Fortinbras displays valiance by showing no animosity toward young Hamlet as Fortinbras asks for Hamlets honourous burial. Hamlets situation has the most emotional effect on the audience. One cannot help but take pity on the young prince who has not only lost his father, but has had to endure the re-marriage of his mother to his uncle (who he has reason to believe is the cause of his fathers gruesome death). This is why Hamlet appears to the audience as the hero of the play, a poor soul who has endured many hardships in such a short period of time while Claudius is basking in his kingship (as well as Hamlets mother). His state of depression and madness throughout most of the play may not be understood, but it can be tolerated. In todays society, it would be considered most rational to act under the law to seek revenge upon the murderer of a family member. However, how can one say that they would be willing not to take out personal revenge and trust the system if they were not in the situation themselves? It is difficult to understand the actions of these three characters, as the audience cannot relate to what they are feeling after the deaths of their fathers. However, after all the revenge has taken place the audience can then decide for themselves who is the monster and who is the man.

Why Literature an Example of the Topic Literature Essays by

Why Literature? In Mario Vargas Llosas essay, Why Literature?, he argues for the importance of literature in human life amidst popular opinion that it has become irrelevant and even on the brink of extinction. He feels the need to defend literature against these existing and almost widely-accepted views in light of everyday instances that seem to support them. Llosa points out to the most obvious evidence of how the habit of reading has become lost among people. He adds the fact that reading has become more and more a female activity (Llosa) and actual conducted surveys prove this. Need essay sample on "Why Literature?" topic? We will write a custom essay sample specifically for you Proceed The implication of this is that women have more leisure time to spare and more prone to engage in fantasy and illusion than men. For this point, one simply needs to visit the nearest library and find out the same truth for ones self. Even in university libraries and bookstores, women outnumber the men. This could also be the same explanation behind the higher sales of romance novels over other works of fiction, specifically those tackling what are traditionally of interest to men like sports. The only male-directed reading materials that sell well are car and adult magazines. The author does not dwell too much on the gender aspect of the issue, however, because of the possible bias of the argument. People Often Tell EssayLab professionals:I'm don't want to write my essay. Because I want to spend time with my boyfriendEssay writer professionals suggest: Professionals Are Creating Successful College Custom Essays!University Essay Writing Service Write My Essay For Cheap How to do an Assignment Best Essay Writing Service He correlates todays generation of non-readers with the trend of specialization of knowledge. Literature has become unpopular because people have become concerned only with their respective lines of work and expertise. The era of specialization requires the individual to be knowledgeable of the industry jargon, latest theories and techniques, and read technical literature so much so that one could not understand or find the time to read about something else. In consequence, the average human being has forgotten how to be well-rounded. Llosa thinks that as more and more people decide to stop reading literature beyond their high school English class, society itself would lose not only because they (non-readers) are unaware of the pleasure they are missing, but also becausea society without literatureis a society condemned to become spiritually barbaric, and even to jeopardize its freedom (Llosa). Literature, along with other creative fields in the arts and humanities, has always been c onnected with raising the quality of the culture and humanity of men, and in turn, society. The article points to literature as the common denominator of human experience (Llosa). People may have varied skills and belong to differentiated professions, but literature makes us go beyond these differences and look, as in a mirror, those that make us similar to each other like feeling the same emotions, committing the same sins, and going through universal experiences like hoping and dreaming. Actually, it is this insistence of not looking at the singular humanness in people that promotes further inequalities and conflicts among peoples. Narrow-mindedness is the effect of the inability to empathize with others which, in turn, is brought about by a low level of understanding with others who because they seem to look and think differently. Another argument that the writer ascribes to literature is how it not only connects the existing universalities of human beings everywhere but even with the past. Literature is not only a source for history lessons, it also connect the present to the collective human experience across time and space (Llosa). This is an extension to the preceding point on literatures ability to make us understand life as a shared experience with others regardless of cultural or ethnic background. History is a collection of stories of the past. Literature is a repository of human emotions, dreams and aspirations of humanity since humankind learned to reinterpret them through the various literary forms. Literature reminds us that we have been pursuing a goal as humansa heightened sense of humanity which would allow us to co-exists simply as humans. In the next part of the article, the author disparages those who believe that the day will come when books would become obsolete. He picks on Bill Gates whose lifelong dream is to live to see the time when societies would have no need for paper. The irony of this fact is that, this could happen. Many people now read electronic books or e-books. Those who continue to pine for books and do not believe of its impending doom are usually those who, like the author, have grown up reading traditional books. Todays children are even introduced to e-books early in life. Nevertheless, a consolation with this scenario is that, even if paper becomes obsolete, for certain, literature would remain. Even if for nothing more profound, the need to escape to fantastic worlds through reading is a natural need by people burdened with the rigors and monotony of everyday life. More than that, however, literature remains relevant because, as history has shown, it is a catalyst for change. Literary works have had a role in several revolutions that changed the way governments run and people think and lead their lives. Good writers think outside the box, therefore, good stories make readers think beyond what they have been used to. Without literature, we would have nothing by which to reflect upon and nothing to make us realize of the unknown aspects of the human condition, both the sublime andmore importantlythe monstrous. Without literature we would be partly blind because nothing would allow us to discover the most hidden of human realities. Llosa paints a future scenario of a world without literature and imagines it to be overdeveloped and with super advanced technology but this cybernetic world, in spite of its prosperity and power, its high standard of living and its scientific achievement would be profoundly uncivilized and utterly soulless (Llosa). Fut uristic movies about planet Earth usually depict a place where machines control not only daily activities, but humans as well. Maybe they are more accurate than we think judging from the current habits of humans, specifically their inability to appreciate reading literature. Work Cited Llosa, Mario Vargas. Why Literature?

Bahram Sadeghi Defines Literature Essays - Sadeghi, Free Essays

Bahram Sadeghi Defines Literature Essays - Sadeghi, Free Essays Bahram Sadeghi Defines Literature Understanding Literature Dr. Nojoumian January 20, 2014 Bahram Sadeghi Defines Literature Malakut, a novelette and The Trench and the Empty Canteens, a collection of short stories added to the galaxy of Persian literature a new star; a very big and special star named Bahram Sadeghi. His style was not like anybody else before him in the Persian literatures history of storytelling (Taghizade qtd. In Aslani 83) and could not be imitated by anybody after him (Saedi, Bahram Sadeghis Art of Storytelling). He also had published some poems under the pseudonym Sahba Meghdari_ an anagram of his name Bahram Sadeghi_ but giving up soon for storytelling. Exploring Sadeghis view toward literature is worthwhile because of the great influence he had on the later generations of Persian short story writers, Houshang Golshiri among the most notable ones (Golshiri). Mr. Writer has just started to write, one of the short stories in the collection The Trench and the Empty Canteens, is itself the story of the production of a literary work which can gives us some clue for further research about how Sadeghi defined literature. In the story of Mr. Writer has just started to write, Mr. Writers story Mr. Asbaghi will come back is being analyzed by a strict critic who has complaints from the beginning of the story to its end (Sadeghi 148). The story begins in the middle of the action. The narrator who is the conductor of the meeting starts the story by claiming that Mr. Writer has just started to write, is a nave writer; he believes that the writer shows a lack of taste in naming the story Mr. Asbaghi will come back. He provides the basics of

The Idea Of A Japanese National Culture Essay Example | Topics and Well Written Essays - 500 words - 1

The Idea Of A Japanese National Culture - Essay Example This notion or set of beliefs finds Okakura in an inappropriate position of agreeing with the sentiments and instead Okakura in his opinion believes that the unity embraced by the Asian community is associated with the foreigner’s colonization and not the Asian beliefs. He finds it hard to accept that the Asian unity is of purpose and not circumstantial. The Japanese idea of unity attributed to the religion and art is relative to the whole Asian community, however, Okakura believes that at no single moment the Asian community practiced the natural relative to the fundamental values. They only came together because they needed to protect interests. Whereas the Japanese National culture is immensely attributed to the sense of self and collective creativity in all sectors which has made it grow to its present state, Okakura believes that Japan and its people depend on the products of imitation. In term of language, the people of Japan have imitated the western languages and adopted them in their daily lives. In addition, the Japanese and Asian art are slowly losing meaning since the western attributes such as design; texture and sense of communication among others have been integrated into the original Japanese culture and this has neutralized the originality of Japanese and Asian culture at large. This integration makes Okakura thinks and perceives the relationship between the national culture of Japan and Asia at large as imitated and not original as the people of Japan claim. In his opinion, Okakura believes that the Confucianism in China and the Toyotomi and early Tokugawa period in Japan formed the originality of the Nationa l Japanese and Asian culture and not religion. On the other hand, the aspect of the Greater East Asian Co-prosperity Sphere which was perceived by the majority of the Asian community as a weapon of trouncing modernity which was attributed to the modern state and industrialization (Kakuzō, 34).

Seven Nation Army by the White Stripes Band Assignment

Seven Nation Army by the White Stripes Band - Assignment Example The song also received a positive welcome in the commercial arena. Following the good commercial reception, the song won a Grammy Award in 2004 for Best Rock Song title. Generally, the song explores the aspects of general life. What we see in the song is like-themed with some other songs in the album such as Blue Orchid. Though the song addresses some issues which the singer feels, it raises a feeling of self-worth and even more, a call to fight for one's rights. In analyzing this song, I will basically focus on the approaches aforementioned, that is; life in general and fight for freedom. Besides that, I will also analyze the video, musical as well as the lyrical structure of the song. To start with, the video is red themed. The video starts with a unique work by the producer. It then progresses to a kaleidoscopic view with three colors which are black, red and white. At some points in the video, there are scenes of skeletons holding shields which reflects the lyrics of the song that seven armies would not hold him back. The two Whites change roles with their instruments in harmony with the beats of the song. Still, in the video, there is an elephant citing which captures an association of the song with the title of the album. Back to the musical and lyrical analysis, the song starts with what sounds like bass, however, what sounds like the ass is actually a guitar to which an octave effect has been added that makes it sound like a bass. There is then the introduction of the drums’ this mixture of instruments, where all the instruments were used in the former years of the 1950s makes the music unique in its own. The song has three main stanzas. Each stanza s eems to be a continuation of the story in the former stanza; this gives the song a smooth flow from the start to its end. Every stanza has its own major idea but all in all, they sum up to form a masterpiece of a song.

Macroeconomics Keynesian and Classical Model Essay

Macroeconomics Keynesian and Classical Model - Essay Example Given below is the diagram showing a horizontal aggregate supply curve in Keynesian Model. If there is a decrease in income, the reasons are assigned to decrease in government spending, increase in taxes or decrease in money supply and so on. The change in income leads to changes in a number of things out of which fall in demand is one of them. Aggregate demand depends on real money supply. The real money supply is the value of money provided by the central bank and the banking system. If we write the number of dollars in the money supply as M' and the price level as P, we can write the real money supply as M'/P. When M'/P falls, interest rates increase and therefore the investment falls, leading overall aggregate demand to fall as well. When there is a fall in demand we need less output to cater the market, this is another reason for fall in investment, and an increase in unemployment as well. This was a briefing of how things would change with a decrease in income. The below given diagram shows AD as the aggregate demand before the reduction in income with E as the equi librium. Once the demand decreases due to above-mentioned reasons another line AD' is formed showing the current level of demand at the given price level. ... Now consider how wages adjust when the demand for labor decreases and firms do not need any over times. In the short run when the demand decreases workers are being paid more as compared to the output produced. The employer would want to reduce the wage expense. Change in wages is a slow process hence the employer will have to look for an alternative like looking for those employees who would be willing to work at a lower wage. This would increase some of unemployment. The employer has to be very careful in setting the wage through negotiations with the employee to consider the morale of the employee. If there is an overall decrease in demand then hiring new labor force may not be difficult, but if only one employer's demand of output has decreased then the employer may have to pay higher wage in order to keep the employees attracted to their current job. The Keynesian theory believes that, the employment offered by firms depends on the demand for their output, workers would be unemployed if the output produced exceeds the demand of the products excessively. Which would mean too much of unnecessary labor force. As such, demand-deficient unemployment is not caused by labor insisting on a wage incompatible with full employment. Since that unemployment is not the fault of the workers, but is due to factors beyond their control, it may be termed 'involuntary unemployment'. Labor market is not depended on the rate of real wages but infact on the quantity of output required. Therefore wage does not have much to do with unemployment. When the aggregate expenditure equals to AD', the equilibrium level of income is established at Y', which happens to be lower than Yf (full employment). Referring to the production function diagram [sector (b)] we see

Property Law Rights of a Tenant

Property Law Rights of a Tenant Part 1 In this scenario, Raj has allowed his sister-in-law, Joyce, to live in his property. The question is whether Joyce enjoys the rights of a tenant, or if she is actually a mere licensee. There is, in English property law, a crucial distinction between the tenant and the licensee; the former enjoying significantly greater and more secure rights than the latter. It is often not, however, a clear cut distinction. In the present case, the terms of the occupation agreement that the parties drew up will need to be considered. Firstly, the document itself needs to be considered. The first term of it expressly states that Joyce is living in Rajs house as a licensee, and not as a tenant or lessee (that is, that no lease has been created). The document itself, however, might well represent a contract, which would put Joyce in the position of a contractual licensee (following such cases as R v Tao (1977) ). Even a contractual licensee, however, enjoys no proprietary interest in the property in question, as was evidenced in the case of Ashburn Anstaldt v Arnold (1989). A contractual licence can be contrasted to a bare licence, which is simply a personal permission, granted in this case by Raj to Joyce, without Joyce paying consideration, for her to enter his property. The purpose of the bare licence is to provide a defence against an allegation of trespass, so long as the licensee does not overstep the permission of the licence, as happened in the case of Tomlinson v Congleton Borough Council (2003). A contract ual licence, by contrast, must involve (as in any contract) valuable consideration moving from the licensee. This was established by Megaw LJ in Horrocks v Forray (1976). Joyce pays a monthly rent of  £600 to Raj, and this could well qualify as the consideration put the licence agreement on a contractual footing. The second term of the occupation agreement states that Raj can nominate a third party to share the premises with Joyce. This relates to the issue of exclusive possession, which is an essential element of any lease or tenancy. This was described as â€Å"the proper touchstone† of a lease by Windeyer J in Radaich v Smith (1959). Two seminal cases highlighted this distinction between leases and licenses. In Street v Mountford (1985), Lord Templeman stated that a tenant is entitled â€Å"to keep out strangers and keep out the landlord unless the landlord is exercising limited rights reserved to him by the tenancy agreement to enter and view and repair.† In AG Securities v Vaughan (1990), however, it was held that a licensee has â€Å"no legal title which will permit him to exclude other persons†. The agreement in the present case expressly allows for Raj to install a third party at his wish. This certainly argues strongly against anything other than a license govern ing the situation. Certain factors, however, suggest that it is not such a simple case of Joyce being merely a licensee. She pays a periodic monthly rent of  £600, and the occupation agreement states that she will live there for a fixed term of four years commencing 1 October 2005. To return to Street v Mountford (1985), the House of Lords, in that case, identified three inherent components of a lease or tenancy. The first was exclusive possession, which has been discussed already, and which is not apparently in evidence in this case. The second, however, is that the lease or tenancy must be granted for a fixed or periodic term certain. This means that the maximum duration of the lease or tenancy must be clearly ascertainable from the outset. Although the strict application of this rule was relaxed somewhat, the principle was reaffirmed in Prudential Assurance Co Ltd v London Residuary Board (1992). The 2005 agreement that granted Joyce the right to live in Rajs house clearly identified a term of fou r years after which the right would expire. In this respect, then, it would seem that the arrangement more closely resembles a lease. This is also a characteristic, however, of the contractual licence. The third element identified in Street v Mountford was the consideration that was discussed above. This too would suggest the arrangement is more akin to a lease, or at least a contractual licence, than a bare licence. It seems, then, that although the arrangement shares some of the characteristics of a lease, the rights enjoyed by Joyce are, in fact, only those of the licensee; that is, a person whose presence is only grounded upon the personal permission of the licensor. Joyces position is stronger than that of a bare licensee, however, by virtue of the contractual arrangement. A further blurring of the limits in this area exists between contractual licenses and equitable or estoppel-based license, which has increasingly become proprietorial in character. A contractual licence does not, however, confer any proprietorial interest on the licensee, as was illustrated in Cowell v Rosehill Racecourse Co Ltd (1937) by Latham CJ who stated that â€Å"fifty thousand people who pay to see a football match do not obtain fifty thousand interests in the football ground.† A longer contractual licence, however, such as the one enjoyed by Joyce, for a period of four years, begins to resemble a proprietar y interest in Rajs property, despite the absence of a right of exclusive possession. It is in relation to this last area that the decisive factor is most relevant. That factor is that when determining whether Joyces occupancy is a tenancy or a licence, the parties intentions (which were clearly that a mere licence should be granted to Joyce) are largely irrelevant. In Aslan v Murphy (1990), the court found that its task was to â€Å"ascertain the true bargain between the parties†. A crucial case of relevance to the present one was that of Addiscombe Garden Estates Limited v Crabbe (1958), in which an arrangement which purported to be a licence was in fact held to be a lease. Despite the fact that Raj and Joyce clearly intended the occupancy to be on the basis of a licence, and the contractual agreement was labelled as a licence, the court is at liberty to overturn this if the reality is that Joyce enjoys a lease. It seems unlikely, however, because of certain terms of the agreement, that Joyce enjoys a sufficient proprietorial interest in the property to becom e a lessee or tenant; but rather her position resembles that of a contractual (as opposed to a bare) licensee. Part 2 Section 11 of the Landlord and Tenant Act 1985 relates to the repairing obligations in short leases. Briefly, it obliges the lessor (that is, the party owning the greater estate, usually the freehold, out of which the lease has been carced) to undertake certain works and repairs to ensure that the property remains in good working order. An example is the obligation on the lessor to â€Å"keep in repair the structure and exterior of the dwelling house (including drains, gutters and external pipes)†. In recent years, this section has been considered in a number of cases. A crucial case in the development of property law was Bruton v London Quadrant Housing Trust (1999). The relevance of section 11 to this case was that the claimant (or plaintiff as he then was) claimed that he was a lessee of the property in question, which was owned by the Trust. Of course, if he was a mere licensee, he would not benefit from the statutory protection afforded by the Act. The county court found that he was a licensee and there was therefore not any breach of section 11. The House of Lords overturned this, however. Subsequently, in Sykes v Harry (2001), the section was considered again. In this context, the issue considered by the court at first instance (and subsequently re-considered by the Court of Appeal was whether the landlords (that is the lessors) statutory duty under section 11 relating to the repair of properties subject to a short lease was co-extensive with the landlords contractual duty to keep in repair (that is, the obligation created by the lease instrument). Potter LJ stated that there is â€Å"implied into the tenancy a covenant by the tenant that the landlord may, at reasonable times of day, and on 24 hours written notice, enter the premises for the purpose of viewing their condition and state of repair.† Although at first instance the judge had found that the landlords duty to take care had been coextensive with the contractual duty of repair, the Court of Appeal overturned this using section 4 of the Defective Premises Act 1972, and the duties imposed on the landlord under this as the principal factor. Later that year, in Southwark London Borough Council v McIntosh (2001), section 11 was once again before the court. Here the property in question, which was owned by the council, became defective due to the effects of severe damp. The question before the court was whether the landlord (the council) was in breach of its section 11 duty of repair. The landlord appealed against a first instance decision that it was in breach, and the High Court said that the tenant had failed to establish sufficient evidence to the effect that the damp had been caused by the landlords breach of its section 11 duties. As such, there was no liability and the appeal was allowed. In Shine v English Churches Housing Group (2004), the question of damages awarded under section 11 was considered. The first instance judge had awarded damages to the tenant due to the landlords breach of section 11, but the Court of Appeal found these damages to be â€Å"manifestly excessive†. Research strategy My research began, in both instances, with a textbook. I used the contents page and the index of such books and Gray and Grays Land Law, 3rd Edition; and their Elements of Land Law to identify key sections, such as â€Å"lease† and â€Å"license†. I conducted some background reading on these two legal interests in property, in order fully to understand the potential issues relating to each. It became apparent that there is often a blurred boundary between the type of legal interest a party enjoys in a property, despite what that interest might be labelled as. Having conducted this initial reading of key sections in various textbooks, I began to look for specific cases in which the issue of the lease/license distinction, and the application of section 11 had been considered. For this I used both textbooks, and electronic resources. I accessed LexisNexis Butterworths online, and was able to start by doing basic keyword searches in the case locator engine. From here I was able to read the judgments in the various cases, as well as (in some instances) abstracts of the key issues. In researching section 11, I began by finding the statute itself at the Office of Public Sector Information (again, available online) and was able to locate cases where it had been considered and applied. BIBLIOGRAPHY Statutes Defective Premises Act 1972Landlord and Tenant Act 1985Law of Property Act 1925 Cases Addiscombe Garden Estates Limited v Crabbe [1958] 1 QB 513, CAAG Securities v Vaughan [1990] 1 AC 417Alker v Collingwood Housing AssociationAshburn Anstaldt v Arnold [1989] Ch 1, CAAslan v Murphy [1990] 1 WLR 766, CABruton v London Quadrant Housing Trust [1999] 3 All ER 481Cowell v Rosehill Racecourse Co Ltd (1937) 56 CLR 605Horrocks v Forray [1976] 1 All ER 737, CAPrudential Assurance Co Ltd v London Residuary Board [1992] 2 AC 386, HLR v Tao [1977] QB 141, CARadaich v Smith (1959) 101 CLR 209Shine v English Churches Housing Group [2004] All ER (D) 125Southwark London Borough Council v McIntosh [2001] All ER (D) 133Street v Mountford [1985] AC 809, HLSykes v Harry [2001] EWCA Civ 167Tomlinson v Congleton Borough Council [2003] UKHL 47 Secondary sources Gray, K. and Gray, S.F. (2003) Land Law, 3rd Edition (London: LexisNexis)Gray, K. and Gray, S.F. (2005) Elements of Land Law (Oxford: OUP)

Fermentatiom By Yeast :: essays research papers

Fermentation of glycine, water, sucrose, galactose, and glucose as induced by yeast. ABSTRACT This lab attempted to find the rate at which Carbon dioxide is produced when five different test solutions: glycine, sucrose, galactose, water, and glucose were separately mixed with a yeast solution to produce fermentation, a process cells undergo. Fermentation is a major way by which a living cell can obtain energy. By measuring the carbon dioxide released by the test solutions, it could be determined which food source allows a living cell to obtain energy. The focus of the research was to determine which test solution would release the Carbon Dioxide by-product the quickest, by the addition of the yeast solution. The best results came from galactose, which produced .170 ml/minute of carbon dioxide. Followed by glucose, this produced .014 ml/minute; finally, sucrose which produced .012ml/minute of Carbon Dioxide. The test solutions water and glycine did not release Carbon Dioxide because they were not a food source for yeast. The results suggest that sugars are very good energy sou rces for a cell where amino acid, Glycine, is not. INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  Fermentation is an anaerobic process in which fuel molecules are broken down to create pyruvate and ATP molecules (Alberts, 1998). Both pyruvate and ATP are major energy sources used by the cell to do a variety of things. For example, ATP is used in cell division to divide the chromosomes (Alberts, 1998). By taking a Carbon Dioxide, rich substance and mixing it with a yeast, solution fermentation will occur, and then it could be determined if it is a good energy-producer. In this study glacatose, sucrose, glycine, glucose, and water were used to indicate how fast fermentation occurred. The overall result shows that monosaccharides in particular galactose and glucose were the best energy source for a cell. Materials and Methods There were five test solutions used in this experiment, water being the control, which were mixed with a yeast solution to cause fermentation. A 1ml pipetman was used to measure 1 ml of each of the test solutions and placed them in separated test tubes. The 1 ml pipetman was then used to take 1ml of the yeast solution, and placed 1ml of yeast into the five test tubes all containing 1 ml of the test solutions. A 1ml graduated pipette was placed separately in each of the test tubes and extracted 1ml of the solutions into it. Once the mixture was in the pipette, someone from the group placed a piece of parafilm securely on the open end of the pipette and upon completion removed the top part of the graduated pipette.

Mongol Change and Continuity

Matthew Choi Period 4 11/25/12 MONGOLS CCOT ESSAY The Mongols were a vast and influential empire that spread throughout Eurasia. From the time of Genghis Khan to the Yuan dynasty, the Mongols experienced numerous changes in their lifestyle and leadership as they strayed from their nomadic ancestry. However, while they experienced some changes, they still clung tightly to their culture until the end of the empire. Genghis Khan was the founder and emperor of the great Mongol Empire, and as a result, it became the largest contiguous land empire in all of history.Genghis Khan sought to unify the Mongols, and conquered nomadic Mongol tribes, unifying them at Karakorum, the capital of the Mongolian Empire. Whether on the battlefield or at home, Genghis was famous for his ruthless brutality. For example, when he defeated Mongol clans, he boiled all of their chiefs alive while killing all males taller than a wheel. As a result, he struck fear into the hearts of men women and children, and al l that he opposed viewed the Mongols as an invincible empire.In 1211 Genghis Khan broke through the Great Wall of China, which the Chinese thought was an ultimate defense; but when Genghis pierced it, they were terrified by his seemingly undefeatable army. He spread his influence across central and Southeast Asia during his reign, but he could not conquer Japan because of divine kamikaze winds and the Mongol fleet was destroyed. This proved that the Mongols were not an invincible force, they could be killed, and this shifted the peoples view on the Great Khan.The Pax Mongolica, or â€Å"The Mongolian Peace† was a time period that lasted for about a century during the Mongol Empire. During this time, intercontinental trade flourished because of the reopened trade routes, including the Silk Road. This time period is also used to describe the stabilization of the Mongol culture. While traveling through the routes and conquering other lands, the Mongols kept to their nomadic ance stry. They lived in Mongol yurts, which were portable dwellings made of pelts and ooden poles, and these were ideal for nomadic travel. The geography of Central Asia consist of deserts and grassy landscapes, where agriculture is hard to support. The nomads focused on the domestication of strong and healthy grazing animals so the Mongols would have enough food, shelter, and clothing. Mongol nomads travelled often, and they had to use the teachings of their ancestors in order to survive. Genghis Khan’s knowledge of his nomadic ancestry is probably one of the biggest reasons why the Mongolian army was so successful.

Communication in Nursing Practice Essay Example

Communication in Nursing Practice Essay Example Communication in Nursing Practice Essay Communication in Nursing Practice Essay In order to fully discuss effective communication in nursing practice, one first should define communication. As stated in the business directory, communication is â€Å" the two way process of reaching mutual understanding, in which participants not only exchange (encode – decode) information but create and share meaning. â€Å" (www. thebusinessdirectory. com : Nov 25th). Or as in the free dictionary, â€Å"The exchange of thoughts, messages or information by speech, signals, writing or behaviour. † (www. thefreedictionary. com : Nov 25th). As is portrayed in both of these definitions, communication can come in many different forms. Communication is not only verbal. To communicate effectively in the practical setting we must explore all types of communication and in this essay the author will try to demonstrate differing ways of communication, not only with patients but with colleagues, consultants and other persons that enter your domain. VERBAL COMMUNICATION. The majority of our communication is through the medium of speech therefore verbal communication underpins everything we do in everyday life. How we hone our techniques to achieve effective communication in the clinical setting is down to the individual and of course practice. Almost everyone can communicate but it’s the effectiveness of the communication that counts. Bad communication skills can wipe out any good verbal skills in a matter of seconds. How we talk to people needs to be understandable, concise, jargon free but mostly easy for the patient to interpret. We all have some communication skills to bring into practice with us and we can exchange skills whilst going about everyday hospital life. One doesn’t need to be a specialist AE nurse to be able to comfort a distressed relative. Initially, the ability to talk can be difficult and sometimes daunting but the more we practice the better we become. Verbal communication is not just about speech. The tone of voice and the choice of words are very important also. A harsh tone of voice in a sensitive situation would not be at all appropriate. Using technical jargon is also inadvisable. The patient needs to be able to fully understand what they are being told. The simpler the language the better.

20 Slang Terms for Law Enforcement Personnel

20 Slang Terms for Law Enforcement Personnel 20 Slang Terms for Law Enforcement Personnel 20 Slang Terms for Law Enforcement Personnel By Mark Nichol A variety of more or less colorful colloquialisms referring to police officers and similar authority figures have developed in American English, sometimes inspired by other languages. Here is a list of such terms. 1. barney: This gently derogatory term refers to Barney Fife, a bumbling small-town deputy sheriff in the classic 1960s sitcom The Andy Griffith Show. 2. bear: This term, from truckers’ slang, alludes to a style of hat worn by some law enforcement personnel- one that resembles the one worn by fire-safety icon Smokey the Bear. (See also Smokey.) 3. the boys in blue: This folksy phrase refers to the frequent use of blue as the color of a police officer’s uniform- and harks back to a time when only men could become police officers. 4. bull: a term prevalent in the first half of the twentieth century, primarily referring to railroad police but pertaining to regular police officers as well and alluding to the aggressiveness of these officials. 5. cop: A truncation of copper from British English usage, referring to someone who cops, or captures. 6. dick: A derogatory abbreviation of detective. 7. federales: Originally a Spanish term for federal police in Mexico, but jocularly used in the United States to refer to police in general. 8. the feds: A truncation of federal, referring to federal law enforcement personnel. 9. five-O: A term for police derived from the title of the television series Hawaii Five-O, about a special police unit by that name. 10. flatfoot: A reference to a police officer, with several possible origins, including the association that police who walked a beat supposedly would get the medical condition of flat feet. 11. fuzz: Originally a British English term referring to felt-covered helmets worn by London police officers, later borrowed into American English. 12. G-man: A term (derived from â€Å"government man†) from the mid-twentieth century, referring to FBI agents. 13. gendarmes: Originally a French term for rural police officers, borrowed into American English as jocular slang. 14. gumshoe: A term alluding to soft-soled shoes worn by detectives that are more comfortable than hard-soled shoes and/or enable them to follow suspects surreptitiously. 15. the heat: A reference to the pressure that law enforcement officials apply to suspects. 16. the law: A collective term for law enforcement. 17. the man: A term alluding to the imposing authority of law enforcement personnel. 18. pig: A derogatory term dating back to the 1800s that fell into disuse but was revived during the civil rights era. 19. po-po: A reduplicative term referring to police officers. 20. Smokey: A term for law enforcement personnel, derived from an association of the style of hat worn by some state troopers with the one worn by Smokey the Bear. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Great Opening Lines to Inspire the Start of Your StoryBody Parts as Tools of MeasurementIs "Number" Singular or Plural?

Causes of Tropical Deforestation Essay Example | Topics and Well Written Essays - 250 words

Causes of Tropical Deforestation - Essay Example From the  Ã‚   factors  Ã‚   above, small-holder agriculture comprises 35 – 40%, thus, holding the biggest share. Cattle pasture comes  Ã‚   next while large-scale agriculture cops the fourth spot. It is obvious   that   agricultural activities vastly contribute to deforestation.  Deforestation in the Brazilian Amazon (   2000 – 2005)   Cattle  Ã‚   ranching  Ã‚   is  Ã‚   the top cause of deforestation. Small-scale agriculture is followed by large-scale agriculture. Logging along  Ã‚   with other causes round up the list with 1 – 3%.   Although logging results in degradation rather than deforestation, it is often followed by clearing for agriculture.   The 1980s saw 80% of deforested land ultimately converted for extensive agriculture which was lessened by 20% by the 90s. The decrease in the figures could account for less space that can be used for agricultural purposes since companies could have taken over the operations of large-sca le agriculture. It is also a probability that when world price of beef increased, the demand   lessened; thus, volume of cattle grazing on lands decreased that resulted to slower deforestation .Tropical Deforestation by Region, 1990 – 2000, & 2000 – 2005   South America lost the most number of hectares to deforestation. From   1990 – 2000, the region has lost more than 3,500 hectares per year. Deforestation  Ã‚   slowed down between  Ã‚   2000 – 2005. This meant that population has grown and urbanization has sped the deforestation. Africa suffers the second worst with 3,600 hectares of land lost to deforestation per year in the period 1990 – 2000.

Moral Effects of Advertising Assignment Example | Topics and Well Written Essays - 2000 words

Moral Effects of Advertising - Assignment Example Creativity is highly cultivated in the advertising department and organizations spend billions of money in creating them. The media, newspapers, radio, internet, and television have been commercialized and host the biggest percentage of advertisements. The media has become a platform for sales, and most of its revenue come is from advertising. Most of them have adverse effects on individuals, society, and environment. People have increased their consumption and resources have are strained due to increased demand. Advertisements falsify products through their language and create products that do not exist. Advertising exaggerates product qualities and adds non existing features, which create a hunger feeling for style in the minds of recipients. This has eroded morality of advertisers, and they use all kinds of slogans to sell their products. According to Mukesh & Ranju (2010), advertisers use terms such as government approved even on counterfeit products. These slogans are misleading and deceptive and encourage unfair trade practices. They create differences in products, which do not exist, and en up confusing consumers. Insurance advertisements are used to instill fear on people. They create insecurity in the minds of people without insurance covers due to uncertainty of the future. They are very persuasive and create a mind position of the viewers that only an insurance cover can satisfy their needs. Such advertisements force people to buy or acquire substandard products or those they do not need. According to Allan & Paul (1997), the general public beliefs’ advertising hazardous products such as cigarettes and alcohol is immoral and dangerous. The congress may have passed laws to ban such advertisements on radio and television, but these companies sponsor sports events and celebrity endorsement. Health officials urge advertising agencies such as the media to avoid such advertisements, but these agencies are beneficiaries. Cigarette advertising is misl eading and encourages children, adolescents and other individuals to smart smoking. These advertisements use attractive adventures and several youths are lured to smoking and alcohol drinking. Some of these advertisements are associated with vigorous athletics. They appear on race cars and sponsorship banners and are accompanied by slogans aimed at attracting people. Smoking has dangerous effects on health and is a leading legal killer substance in the world. Women magazines collect a lot of revenue from tobacco adverts. The use of â€Å"slim† and â€Å"thin† in these adverts illustrate weight loss in women, which attracts several women into smoking. Berger (2011) argues that advertising has affected socialization skills of people. Socialization is the process by which the society teaches individuals how to behave: rules to obey, roles to perform, and values to hold. Traditionally, this was done by parents, educators, religious leaders, and peers. Advertisements throug h the mass media have taken up this role with consequences that are mostly negative. Billboards and screens are splashed with adverts containing celebrities and role models to several people. The recipients are forced to copy the lifestyles of these people, which include using products they were advertising. Models appear in condom advertisements, and this attracts several teens to sexual activities. An advantage of such an advertisement is that, they use protection and avoid STDs and

The Manager of Human Resources of ABC Company Essay

The Manager of Human Resources of ABC Company - Essay Example Aside from the job posting in the office, I will also advertise in leading newspapers or via the internet recruitment sites. The next step is managing the response. We at HR will collect all the resumes submitted. After compilation of all the resumes of the job applicants, we shall shortlist the applicants to around 120. This is done by comparing each resume with the requirements of the employee specification. Our goal here is to determine the most qualified candidates to schedule in-person interviews. The next step in the recruitment process is the job interviews. The job interview will be clearly designed and agreed upon between our department and the line management. The aim of the interview is to discover the candidate who meets the requirements and fits best the corporate culture and the department. The panel will use the same set of questions with each interviewee. During this stage, the interview panelists will evaluate the relevant skills and experiences of the applicants. We shall also explore their interests in pursuing a career with our company. The interview process is essential in learning about the past accomplishments and achievements of the applicants. A part of the interview will also give the applicant a brief introduction about our company. This is necessary so that the applicant will also know whether he will fit in the organization. The interview will also include a selection test. ... will then be subjected to reference checks and a comprehensive background investigation, before an offer of employment is extended by our department. A verbal offer is then made to the candidate and if he agrees to it, a written offer is made. The written offer will specify the position and the compensation. The successful candidates will be required to submit the necessary documents and the other appointment formalities will be discussed. I foresee that the recruitment and hiring process will take around one month and two weeks. The next challenge to me is the training of the newly accepted employees. I realize that new employees usually feel anxiety and excitement during the first few days of their employment. I believe that training for these new recruits should, therefore, harness their enthusiasm, reduce their fears and direct their energy. An induction training will be conducted for the new recruits. The induction training will include general training, mandatory training, job training and the training evaluation. In the general training, the new recruits will be introduced to the organization, which includes our vision, mission, values, philosophies and the history and structure of the company. This is where I will emphasize how much our company values customer satisfaction and quality service. This training will be handled directly by the HR department and will take one day to accomplish. The next step in the induction training is the mandatory training which will also be handled by the HR department. This encompasses the corporate policies and business processes. It will also include the health and safety requirements as well as some of the legalities of the organization.  

Labour party Essay Example for Free

Labour party Essay ‘To what extent is the Labour party still committed to its original principles?’ The Labour party has often been referred to as a ‘socialist’ party. However, this is misleading. For most of its life – dating back to the eighteenth century, the Labour party has always had less ‘radical’ ideologies than socialism and British ‘socialism’ has always been more moderate than elsewhere in Europe. However, the Labour party abandoned a number of its previous principles in favour of new ones, in order to move to the centre ground and enable the party to compete with the Conservatives. It seems that this was ultimately, a successful strategy as it resulted in Labour winning three general elections and beating the Conservatives. Some people are now of the opinion that the Conservatives have, in fact, moved closer to the centre-ground in order to compete with the New Labour party. Within true socialism, there is the idea that the economy should be based upon ‘production for use’; everything produced is just enough to satisfy human need and demand. Socialism also works to reduce or remove hierarchy. The most radical form of Socialism has been ‘Marxism’. Marxists hold the desire to completely destroy capitalism and its political system. It has been said that Marxism is more like communism than socialism. Although Labour has never been revolutionary, it has always argued that its version of socialism can be achieved in a peaceful way, through parliamentary means. All but the more moderate socialists have viewed social class as a crucial aspect of society. Some socialists assume that the majority of people define their position in society in terms of their social class. This was referred to as ‘class consciousness’ by Karl Marx and the idea is that people tend to develop common interests and purpose with fellow members of their class. For example, a number of people within the middle classes feel they need to protect private property interests, as well as feeling the need to promote and protect business and to keep tax as low as reasonably as possible. The working classes, however, are more concerned with issues such as the welfare state, industrial relations, fair wages, good working conditions and policies that promote equality. In most cases, business classes oppose higher wages, mainly due to the fact this conflicts with the need to make profits and generate funds for further investment. Until about the 1930’s, the British Labour party adopted this ‘class position’ as the Labour has always been forced to consider interests of all the classes in British society, in all of its policies, not just those of the working class. To some extent, the reason for this is the need of electoral support the party has always needed. For a large part of the twentieth century, approximately one third of the British public voted conservative and this meant that, electoral reckoning determined, the Labour party could not win by gaining votes of the other two thirds of the working class alone. Collectivism refers to two main ideas – the first being that people tend to prefer to achieve goals collectively as opposed to independently and secondly, action is more likely to be taken by people in organised groups than a sum of many different individual actions. Collectivism is the political principle of centralized social and economic control. One main example of collectivism practised by the British Labour party in the 1940’s was the nationalisation of several large British industries. These industries included the railways, coal, steel, electricity and gas, as well as telecommunications. Nationalisation was a collectivist enterprise and its purpose was to, firstly, prevent the industrial muscle of private industries exploiting its workers, and secondly, ensuring the industries were run in the interests of the community rather than just the owner. After 1997, for the majority of the time, Labour followed the principles of the ‘Third Way’. Yet, today, many argue that it has gradually shifted towards a ‘New Right position’ – that is, even further away from its original socialist values. The term ‘new’ Labour tends to be used to describe the change in Labour party policies, ideas and goals that occurred as a result of the modernisation process. This was started in the late 1980’s and was accelerated under Tony Blair, in opposition and in government. The differences between ‘new’ Labour and ‘old’ Labour tend to be defined by vital policy movements. This includes the abandonment of nationalisation and the recognition of the ‘rolled back’ state, which was inherited from the conservatives. An emphasis on low inflation, for example, demonstrated the wider role. Since 1997, the Bank of England has started setting interest rates; cuts in income tax and have started to refuse to return to the more ‘sharply progressive’ income tax rates of the 1970’s; cuts in some benefits and eagerness to push forward with market reforms of the welfare state. ‘New’ Labour can also be distinguished from ‘old’ Labour in terms of a weaker association with the trade union movement and a reduced reliability on working class votes. During its early years, New Labour was a party very much dedicated to reforming and modernising, but it was not a fundamental one. It did not make any significant changes to the policies put forward but the Conservatives, however, it did seek to improve the way in which policy was executed and it has also attempted to make government action more susceptible to the needs of the disadvantaged and minorities in society. Its principle reforms, therefore, have been to the public services and to the welfare state. Over time, the party seems to have turned rapidly to consolidation rather than reform. New Labour tends to focus now on improving the delivery of the policies it has already implemented.

United States vs. Japan in Math and Science Essay -- American Education

Over the years, tests have determined that the United States has not improved in math and science compared to Japan. Both countries have a different approach towards school. This might be the reason why American students are doing so poorly in math and science. American education should be compared to Japanese so that both can learn from each other because even though American scores are down they still have great ways to educate students. Differences that they have are ability vs. effect, teaching techniques, and parenting. In Japanese education, prime factors of their success are viewed as effort instead of ability. In his article, â€Å"Strengths, Weaknesses, and Lessons of Japanese Education,† James Fallows says, â€Å"The Japanese school system acts as though intellectual ability does not matter, assuming that just about everyone has enough ability to succeed†(208). In other words, they must give it there all. Japan does not accept 90% because they aim for 100%. If Japanese students receive a grade of 90%, then they’ll study even harder to be ready for the next test. It’s great that these students put so much effort in their school, but with all their studying, they don’t have anytime to have fun. The down fall is that all their childhood memories are going to be devoted to school and not them having fun. In the United States, education is viewed more towards ability rather than effort. Compared to Japan’s education, all students are taught the same subject at the same pace. In America, students are placed in classes by their individual levels where some will continue on as other will have to take the whole year over. Also, parents too believe that ability takes role in the learning in their children’s education. It is like parents... ...re continuing school knowing that its possible for the answer to be no. There’s not much pressure from parents in the United States for children’s education. Ultimately, in Japanese and in America, education has several gaps that can be fixed by looking at each others weaknesses and strengths. The horrific thing about the Japanese education is that they stress school too much that a thought of having fun is out the window. What United States education can learn from Japan is that students need to be pushed for effort in order for them to succeed. Group work should be involved more in American education since Japan is succeeding from it. The last thing that American’s should adapt from Japanese education is parent involvement. With the help of parents, students are more likely to succeed because they’ll have that extra help and push to achieving their school goals. United States vs. Japan in Math and Science Essay -- American Education Over the years, tests have determined that the United States has not improved in math and science compared to Japan. Both countries have a different approach towards school. This might be the reason why American students are doing so poorly in math and science. American education should be compared to Japanese so that both can learn from each other because even though American scores are down they still have great ways to educate students. Differences that they have are ability vs. effect, teaching techniques, and parenting. In Japanese education, prime factors of their success are viewed as effort instead of ability. In his article, â€Å"Strengths, Weaknesses, and Lessons of Japanese Education,† James Fallows says, â€Å"The Japanese school system acts as though intellectual ability does not matter, assuming that just about everyone has enough ability to succeed†(208). In other words, they must give it there all. Japan does not accept 90% because they aim for 100%. If Japanese students receive a grade of 90%, then they’ll study even harder to be ready for the next test. It’s great that these students put so much effort in their school, but with all their studying, they don’t have anytime to have fun. The down fall is that all their childhood memories are going to be devoted to school and not them having fun. In the United States, education is viewed more towards ability rather than effort. Compared to Japan’s education, all students are taught the same subject at the same pace. In America, students are placed in classes by their individual levels where some will continue on as other will have to take the whole year over. Also, parents too believe that ability takes role in the learning in their children’s education. It is like parents... ...re continuing school knowing that its possible for the answer to be no. There’s not much pressure from parents in the United States for children’s education. Ultimately, in Japanese and in America, education has several gaps that can be fixed by looking at each others weaknesses and strengths. The horrific thing about the Japanese education is that they stress school too much that a thought of having fun is out the window. What United States education can learn from Japan is that students need to be pushed for effort in order for them to succeed. Group work should be involved more in American education since Japan is succeeding from it. The last thing that American’s should adapt from Japanese education is parent involvement. With the help of parents, students are more likely to succeed because they’ll have that extra help and push to achieving their school goals.

Domestic Violence Program Proposal Essay

Astounding statistics reported by the Children’s Defense Fund, â€Å"An estimated 3 to 4 million women in the United States are battered each year by their partners, In homes where domestic violence occurs, children are seriously abused or neglected at a rate 1500% higher than the national average in the general population, Between 2. 3 and 10 million children are witnesses to family violence, Based on an estimate of 2 children per household, in 55% of violent homes, at least 3. 3 million children in the U. S. are at risk of witnessing domestic violence each year,† (Retrieved, 10/12/2011, http://cdf. hildrensdefense. org). Domestic violence is a crime that affects every member of the family, including children. Many times children remain the silent victims that are abused both physically and psychologically. Family violence creates an environment where children live in constant fear and confusion. They are psychologically torn between the abusive parent and the parent who is subject to the abuse. They are affected in ways that make it hard to establish nurturing bonds with either parent. â€Å"Each year an estimated 3. million children are exposed to violence against their mothers or female caretakers by family members,† (American Psychological Association, Violence and the Family: Report of the APA Presidential Task Force on Violence and the Family,1996). According to a recent national survey, only about one quarter of domestic violence is reported to the police, making it difficult to accurately estimate the number of actual victims. The children in families where domestic violence occurs are exposed to violence in various ways and the effects usually manifest themselves much like that of an abused or neglected child. Because they may be direct witnesses to the abuse, many suffer irreversible emotional damage. They may also be in harm’s way themselves, have their lives disrupted by moving or being separated from parents, be used by the batterer to manipulate or gain control over the victim, and they themselves are more likely to be abused. According to a 2006 UNICEF World Report on Violence Against Children, â€Å"Exposure to domestic violence is widespread internationally and it is associated with other forms of child maltreatment. † Children can be direct witnesses to domestic violence; they may see abusive incidents or hear iolence. Children are usually considered secondary victims because they are witness to the violence. This can be harmful psychologically and emotionally. According to a study published in 2003, â€Å"Over 15 million children in the U. S. lived in families where intimate partner violence had occurred at least once in the past year, and seven million children live in families in which severe partner violence occurred,† Whitfield, Anda, Dube, & Felittle (2003), Violent Childhood Experiences and the Risk of Intimate Partner Violence in Adults: Assessment in a Large Health Maintenance Organization. In a 2007 study in the U. S. 38% of incidents of intimate partner violence which involve female victims, children under age 12 were residents of the household,† Catalano & Shannan (2007), Intimate Partner Violence in the United States. Children can be displaced by the domestic violence when they seek shelter along with their abused parent. While statistics are not available globally, many shelters take in children as well as their abused parent. According to a study of domestic violence shelters and services in the U. S. in a single day in 2008, 16,458 children were living in a domestic violence shelter or transitional housing facility, while an additional 6,430 children sought services at a non-residential program. From: The National Network to End Domestic Violence, (2009). Domestic Violence Counts 2008: A 24-hour Census of Domestic Violence Shelters and Services. These children see no way out of their situation. They withdraw and become fearful. Depression, aggression and suicide occur in higher instances with the children who are not attended to and left to cope without intervention. In order to help in a proactive capacity; as well as, be a catalyst that will spur on legislature and rights for children in a domestic violence situation, Lighted Pathways is a program that will be implemented in order to support children who live with violence and ensure a better tomorrow. Though it is said that children are resilient, it is imperative for them to be given an opportunity to thrive. Opportunities that allow for the child to create healthy bonds with adult, secure activities with peers, and gain a voice for themselves in a secure and protective environment will be provided. It is the purpose of Lighted Pathways to help the child that was either a witness, or a victim of abuse themselves to, gain extended support through various activities, create lasting bonds with supportive individuals; such as, Big Brother/ Sisters and a familial type unit, extend educational opportunities, introduce the child to community resources and opportunities otherwise unavailable to them, create a peer connection, and obtain free or affordable, long-term counseling. Lighted Pathways is set to create all of these programs utilizing resources from the, U. S.  Department of Health and Human Services, Administration for Children, Youth and Families (ACYF), Family and Youth Services Bureau (FYSB). Funds will also be rendered from the community, stakeholders, donations, and local funding and volunteerism. It is Lighted Pathways intention to assist the children victims and advocate for them in order to help them overcome, break free of the cycle of violence, and gain positive tools in order to be successful in their future endeavors. Lighted Pathways focuses on the whole child and the development in a multitudnal approach. The initiative will utilize advocates, psychologists, law enforcement agencies, both adult and juvenile, educators, child specialists and community leaders to assist in a preventative, proactive program; as well as, help better adjust those children who are victims. Field Overview and Current Trends In 1994, the National Council of Juvenile and Family Court Judges published a â€Å"Model Code on Domestic and Family Violence. † The code was not designed to be used universally, but rather one that should be adapted from state to state. Developed with an advisory committee composed of leaders in the domestic violence field from all over the United States including judges, prosecutors, defense attorneys, matrimonial lawyers, battered women’s advocates, medical and health care professionals, law enforcement personnel, educators and others, it has helped to create stronger laws and enforceable legislation. The introduction to the code states: â€Å"Family violence is a wrong that needs righting in every state in this country. The key is community commitment to recognize, address and prevent such violence. Effective and enabling legislation is the cornerstone,† (Retrieved, 10/12/2011 http://stopvaw. org). Because violence against women is one of the predominant factors of children as witnesses to IPV or intimate partner violence or domestic violence, the organization’s code has been conjunctively used to make the youngest victims voices heard. Recently, the human rights advocacy groups Rights for Change and Aim for Human Rights have issued a step-by-step handbook for conducting research on violence against women. The manual provides users with a human rights background from which to view violence against women, explains how gather and analyze information about violence against women, and then describes how to use the reports to affect change in the area researched. This research is also being used as a cross reference and manual to guide for children. Domestic violence is a devastating social problem which has lasting impacts on every segment of the population. Each age group, race, ethnicity and class is touched by domestic violence, and many times it goes hidden and unseen. Up until recently, the community and resources have been directed primarily targeted toward adult victims of abuse; however, increased attention is now being focused on the children who witness domestic violence and intimate partner violence. â€Å"Studies estimate that 10 to 20 percent of children are at risk for exposure to domestic violence,† (Carlson, 2000). â€Å"These findings translate into approximately 3. 3 to 10 million children who witness the abuse of a parent or adult caregiver each year,† (Carlson, 1984; Straus and Gelles, 1990). Further research indicates that those children which are exposed to domestic violence are at an increased risk of being abused or neglected themselves. â€Å"A majority of studies reveal there are adult and child victims in 30 to 60 percent of families experiencing domestic violence,† (Appel and Holden, 1998; Edleson, 1999; Jaffe and Wolfe, 1990). This has previously led Social Workers to believe that taking the child from the parental home is necessary, but caution should be given to this action, as new inter-agency research suggests that children are manifesting other problems when displaced. Since children respond differently to domestic violence, professionals are cautioned against assuming that witnessing domestic violence constitutes child maltreatment or child protective services intervention,† (Aron & Olson, 1997; Beeman, Hagemeister & Edelson, 1999; Carter & Schechter, 1997; Findlater & Kelly, 1999; Spears, 200; Whitney and Davis, 1999). Various States are creating legislation that better defines child neglect and includes children who witness domestic violence. â€Å"Expanding the legal definition of child altreatment, however, may not always be the most effective method to address the needs of these children. Communities can better serve families by allocating resources that build partnerships between service providers, child protective services, and the array of informal and formal systems that offer a continuum of services based upon the level of risk present,† (Carter and Schechter, 1997; Edleson, 1999; Spears, 2000). National, State and local initiatives are promoting a more cross agency awareness. With this a collective and more uniformed definition and intolerance of abuse is being coordinated. Promising practices in this cross agency approach has included placing child protective service workers, child advocates and police officers in a supportive service arena. Proactive initiatives such as school awareness programs have been created, cross system protocols and training has also been more available for professionals. Integrated services and resources has become the prime foundation to help the adult victims; as well as the children who suffer domestic violence. A shared goal and collaboration working in a proactive way to prevent violence and the subsequent repercussions is necessary. Problems Faced by Victims â€Å"Children who live with domestic violence face increased risks: the risk of exposure to traumatic events, the risk of neglect, the risk of being directly abused, and the risk of losing one or both of their parents. All of these may lead to negative outcomes for children and may affect their well-being, safety, and stability,† (Carlson, 2000; Edleson, 1999; Rossman, 2001). According to research, childhood problems associated with exposure to domestic violence fall into three primary categories; Behavioral, social and emotional, cognitive and attitudinal, and long term. Each of these categories have a plethora of subcategories such as aggression, anger, withdrawal, self-esteem, bonding, poor peer relations, poor school performance, lack of conflict resolution, no social skills, in adults the symptoms manifest in depression, aggression, suicide, drug and alcohol abuse, and even a cycle of abuse and becoming an abuser. Children’s risk levels and reactions to domestic violence exist on a continuum where some children demonstrate enormous resiliency while others show signs of significant maladaptive adjustment,† (Carlson, 2000; Edleson, 1999; Hughes, Graham-Bermann & Gruber, 2001). Assessment of factors that affect the child regarding domestic violence is dependent upon the type of violence, exposure, the coping skills of the child, age, gender and whether or not the child suffered physical or sexual abuse, as well. The scars from Domestic violence tend to last far into adulthood. Adults continue to suffer the consequences of a violent childhood, and society has to pick up the pieces. The cycle states that they are more likely to commit suicide, abuse drugs or alcohol, be unemployed, or commit violence against their own partners. And with this, their children continue the cycle with a new generation of victims and witnesses. Because the child is usually not included unless he or she has been physically inflicted by domestic violence, the problem continues. It is a challenge to demonstrate the need to address the effects on children witnessing domestic violence and begin to establish effective solutions. It is important for advocacy groups and programs to support and nurture the child and gives them a multidimensional, therapeutic program that addresses the whole child, not just the physical or the emotional. Conclusion Domestic violence is the single most frequent cause of injury to women between the ages of 15 and 44 (â€Å"Family Violence Prevention Fund Domestic Violence Fact Sheet,† www. endabuse. rg. ) Domestic violence shatters the lives of its victims and diminishes the quality of life for everyone in the community. It is the leading cause of homelessness for women and families. It also can be incredibly traumatic for children who witness it. Focusing on the victimization of the child and the impact it has on their lives both presently and long-term helps to create a more positive outcome for those involved. Intervention and proactive programs such as Lighted Pathways are a start to assist in the rebuilding of the child’s psyche. A child who has a support group and a unit that is stable and nurturing is more likely to flourish and thrive. Success depends on volunteerism, funding and community support. It is also imperative that education, advocacy and legislative progress is made for these youngest victims. The dilemma of domestic violence is still an epidemic that seems to be swept under the rug and the youngest victims tend to have the most silent of voices. Lighted Pathways intentions and purpose is to give voice to these victims, support their needs, and strengthen their lives.