Nuclear Waste free essay sample

Environmental impacts of nuclear waste. Nuclear waste or radioactive waste is the residue of nuclear reactors, nuclear researches, nuclear projects and nuclear bomb reaction. Nuclear wastes, also known as spent fuel, are dangerously radioactive and could exist for thousands of years. The release of nuclear waste from its reactor could easily cause a lot of diseases like acute radiation sickness. The injection of nuclear waste to underground water causes water pollution and could contribute to extensive contamination of large marine areas. Some of these nuclear wastes injected to underground water could seep through and mix with underground water supplies used for drinking. Some pollutants or nuclear wastes have already penetrated underground water supplies of Florida, Texas, Ohio, and Oklahoma. Also, there was intentional dumping of nuclear waste done by the Soviets into the Techa River in 1949. It caused the people of Mayak yearly dose of 350 rems, an estimated amount of one hundred twenty-four thousand of people were affected by the radiation from the nuclear waste thrown to the Techa River. We will write a custom essay sample on Nuclear Waste or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The radiation that affected the people of Mayak did also spread out to the arctic waters of Northern Russia. Another example to site is the Western Soshone Land issue: â€Å"Over the last forty years, many Native American communities have been constantly exposed to low-level doses of radiation from a variety of different sources. Since more than half of all United States uranium deposits lie under indigenous lands, uranium mining, milling, conversion, and enrichment have become common activities, especially on Western Shoshone Land. In 1978, the American Indian Religious Freedom Act (AIRFA) was passed.This Act reaffirmed the right of Native Americans to free access to religious lands and natural resources, even when these lands and resources extend beyond present tribal boundaries. In 1982, Congress passed the Nuclear Waste Policy Act. This Act proposed to safely dispose of nuclear wastes, bearing in mind the environmental and cultural impacts on Native American communities. Of three sites investigated for this use, DOE has given Yucca Mountain the greatest consideration. Part of the conflict rests in whether DOEs actions at Yucca Mountain impinge on the right of Native Americans to gain access to sacred natural resources.According to the Advisory Council on Historic Preservation (ACOHP), formed by the National Historic Preservation Act, these resources can be defined as any property that has traditional value to the tribe in question. That property need not have been consistent use since antiquity. It has been confirmed by the Western Shoshone and other tribes that Yucca Mountain has traditional value, despite spatial separation from it use due to invasion by private individuals and the federal government (Stoffle et al, 1990).In addition to the potential threat of power plant wastes, these communities are also being exposed to radiation from the Nevada Test Site (NTS), also located on traditional Shoshone land. The NTS has been used by the U. S. and Britain to test nuclear weapons for many years. The Western Shoshone National Council considers these tests to be more like bombs, because of the destruction that results from these experiments. Since 1951, approximately 1,350 square miles of their 43,000 square mile territory have been destroyed by hundreds of craters and tunnels that are no more than unsupervised nuclear waste dumps.There have been environmental monitoring reports issued throughout the years concerning the status of NTS, dated all the way from the 1950s to 1991. These reports prove the presence of substantial low-level radioactive releases of iodine, strontium, cesium, plutonium, and noble gases in outlying areas, with higher concentrations found in reservation communities in close proximity to NTS. Residents have reported unusual animal deaths, human hair loss, the soil in the area turning a dark black color, along with increases of cancer and birth defects. These are only few actual incidents that substantiate the detrimental effects of nuclear leftover to people. It is true that nuclear energy forms part in the industrialization that brings economic growth. And that is needed in a third world country like ours. However, will this be likewise beneficial to the country’s inhabitants as far as health is concerned? To whom is the development for? What is there to modernize if there’s no more beneficiaries to enjoy. 2. Is nuclear power the answer to our country’s energy needs? Nuclear power is the energy that is produced by controlling nuclear reaction, nuclear fusion or nuclear fission.These kinds of reactions are used to heat water to produce steam that could be converted to generate electricity. The first operations of commercial nuclear power plants started in 1950’s and there are currently 440 nuclear power plant reactors in 30 countries. These power plants have a total capacity of 376,000 MWe and provide about 14% of the world’s continuous, reliable, and efficient power used to produce electricity. Also, nuclear power plants require small space and can also be built in restricted areas. Nuclear power, compared to other energy-producing plants, has a main advantage of clean way of producing energy.It doesn’t emit toxic gases like carbon dioxide, sulfur dioxide or nitrogen oxide. As compared to the chemical that do not decompose like arsenic and mercury and to poisonous gases like acid rain and smog, nuclear waste is much easier to dispose to a geological site. This geological site helps the nuclear wastes decay over time. Nuclear power plants also have an average life time of 40 yrs. , and could be extended to 20 yrs. Nuclear power plants use uranium that is abundant in Canada and Australia. Another advantage of uranium is that 1 truck of uranium used for production of energy is as much as the energy produced by 1000 truck of coal.Another advantage of nuclear power is that nuclear energy is the most concentrated form of energy compared to other energy produced by power plants. Nuclear energy can be produced in large quantities over short periods of time. Nuclear energy is also cheap as the cost of fossil fuel. And nuclear emery’s prices are always stable. Though nuclear power plants do not emit greenhouse gases, it produces nuclear wastes that are hard to store and this wastes produce harmful radiations. The radiations from nuclear wastes may cause cancer for humans. These nuclear wastes can either be stored in plants or be injected underground.Injection of nuclear wastes into underground water resources could cause water pollution. Nuclear wastes dumps could also combust without warning. These wastes products also could last for thousands of years. These nuclear wastes could also be used for nuclear weapons. A nuclear power plant could produce enough plutonium to produce about thirty nuclear bombs. Terrible accidents due to its core meltdown may also take place. An example of a devastating accident is the 1986 Chernobyl accident. The said cause of the accident was low quality safety infrastructure.Another happened at Three Mile Island in 1979 where there was a large amount of radiation emitted by the plant because of the failure of the cooling system of the reactor. Because of this incident, people near the reactor were needed to be evacuated and moved into another location. The radiation that produced by both reactors spread throughout a large area. Building and maintaining nuclear power plants is expensive. It costs between three to five billion dollars for building a nuclear power plant. More money could be spent for the security of these nuclear power plants.Nuclear power plants could be a good target for terrorist. Nuclear power plants could be used to control electricity supply and may be intentionally initialize a core meltdown that could devastate a lot of people. Uranium that is needed for processing of nuclear energy could be depleted. Uranium is not a renewable and because of the use of nuclear power plants, uranium could be depleted faster. Depending on the actual demand for uranium, uranium could be depleted in 30 to 60 years, and after that nuclear power plants will stop operating or would need to find an alternative for uranium.So, by weighing the pros and cons of nuclear power plants, I think nuclear power plant is not the solution to our country’s need for electricity. Nuclear power plants may provide us with clean, reliable, and cheap energy but it could lead to devastating accidents that could harm or kill many people. Nuclear wastes could also harm our environment and our people because they cannot be properly dispose and are very hazardous. Nuclear power plants also, could be no use after 30 to 60 years.Establishing a nuclear power plant now would be useless for it will be no use to our future descendant, and with the addition of upcoming nuclear power plants, the use of these plants may decrease to only 10 to 30 years. Aside from nuclear energy, there are other alternative sources of energy that are clean and do not emit green house gases. Examples of these are wind, solar, and geothermal energy. There are also hydropower, biomass, and bio-fuel that are renewable and are better than nuclear energy. Potential resources of energy in the Philippines are bagasse, coconut residues, wood, rice hulks, and municipal solid waste.The department of energy has identified a biomass of bagasse to have a potential of 250 barrels of fuel oil. Also, the Philippines consumes 27% geothermal energy. The production of geothermal energy is also cheaper compared to production of energy in nuclear power plants. There are also wind farms in the Philippines, example of this is the wind farm in Bangui, Ilocos Norte that has 25 Megawatt wind. Lately, DOE has found an ally to enhance and promote acceleration of our country’s mini-hydropower development program. According to Green Chip International, the Philippines has abundant underground energy resources. Also, as said by British ambassador, Stephen Lillie and by Dr. Walter Salzer, there is a potential of the Philippines in gaining investors in the production of wind, solar, geothermal, and biomass energies. This proves that we have a lot of renewable energy that we could use for many years. So instead of operating nuclear power plants in the Philippines, we must promote the use of renewable energy more. Renewable, clean and safe energy is what our country needs The Philippines is very rich in natural and human resources. We have more than enough elemental reserves and competitive local innovators.These two major elements are very essential in our own way of safe modernization. We have the right tools and materials however we lack one thing in order to carry out these aspirations. That is the support of our government. If only the Philippine government is supportive on local capabilities and most of all personal interest is set aside, we could achieve the best for our country.

Animal Farm by George Orwel Essays

Animal Farm by George Orwel Essays Animal Farm by George Orwel Paper Animal Farm by George Orwel Paper Essay Topic: Animal Farm George orwell Literature In many ways the animated film version of Animals farm has stayed faithful to the original Novel by Orwell, although there are several significant changes from the original made by the film-makers. In the novel very little descriptive detail is given to the reader about the farm at the beginning of the novel; instead Orwell describes Mr Jones and his behaviour. Evidence of this is on page 1, chapter 1, where Orwell writes, Mr. Jones, of the Manor Farm, had locked the hen-houses for the night, but was too drunk to remember to shut the pop-holes. Also Orwell writes on page 1 chapter 1 kicking off his boots at the back door, drew himself a last glass of beer from the barrel in the scullery, and made his way up to bed, where Mrs. Jones was already snoring. These descriptions tell the readers that both Mr and Mrs Jones are very neglectful towards the farm, as Mr Jones does not lock up the chickens properly leaving them in danger of being killed by foxes. And Mrs Jones does not even make any attempt to close the farm down for the night. This shows that they do not care what happens to the animals. Also, Mr Jones is an alcoholic, and is very drunk, so he is as neglectful to himself as he is towards the animals, by drinking himself to an early grave. The reason why Orwell has chosen not to describe the farm itself in any detail at this point is because the readers are able to infer an image of the farm being dilapidated and decayed around the neglect it is suffering form the owners, Mr and Mrs Jones. Where as in the film there are extensive amounts of descriptive detail about the farm. At first the audience sees a pastoral vision of an ideal pastel coloured landscape of rolling green hills, trees in blossom, and a blue sky. As the camera pans through the landscape though, it comes to Manor Farm and its dark towering buildings are distorted by lots of long shadows which are threatening as they seem to swallow the buildings in blackness. The film-makers make use of aerial shots which give a sense of the farm being very isolated from the outside world. All of which cause the audience to instantly conclude that the farm was menacing, dilapidated and clearly neglected by its owner. In the novel there are no descriptive details of Mr Jones appearance in chapter 1, but there are a few points that tell the readers that he is careless and a drunk. Evidence of this is on page 1, chapter 1, Orwell writes, he was too drunk to remember to shut the pot-holes and With the ring of light from his lantern dancing from side to side, he lurched across the yard. This tells the readers that Mr. Jones is very negligent towards his animals and the farm, and towards himself. The swinging lamp tells the readers that he is staggering, and has trouble keeping his balance as he walks across the yard to the farm house, where he pours himself more beer. This in turn allows the readers to infer Mr. Jones appearance of a dark, unhealthy man who cares nothing for his farm or himself. In the film, Halas and Bachelor are faithful to the Drunkard, lazy character of Mr. Jones but include a higher level of descriptive detail on his appearance. Mr Jones has white drooping eyes; dark stubble upon his face, both showing self neglect; and he wore black boots which were the first thing that the audience saw, and were very much focused upon. This is because the black boots are a symbol of Nazi soldiers, which is relevant reference as Mr. Jones is an oppressive dictator, tyrannising over the farm, just like the Nazis did in Germany and most of Europe. The view of the boots is from the view of a small animal, and is portrayed as threatening and menacing, but the camera shot at this view point also highlights him staggering, swaying back and forward which is a simile of his life. Also the image of a swaying walk is shown again later on in both novel and film, as the pigs learned to walk on their hind legs at the end when they were tyrants of the farm. There is also the image of the swinging lantern light which causes the effect of distortion, which is a metaphor of how things on the farm are not how they should be. The lantern symbolises that the farm is badly run, very chaotic and highly dysfunctional. Also as Jones staggers to the farm house, the lantern is held up to the animals, so acts as a way for the narrator to introduce the animals one by one. But it also acts as a symbolic way of highlighting the victims of Jones tyranny that has distorted the animals just like the light. Also, each animals face is illuminated and the audience sees faces of sadness because of their miserable lives, fear because of Jones hold over them and anger only from the pigs because they were unhappy with their situation of not controlling the farm, so there is already ambition of rebellion. The animals eyes are looking up at Jones with vulnerability and fear; they have a child like quality to their faces which is deliberate as the audience of the film is children, so children would empathise with the animals. In chapter one, Orwell describes Old Major as being a prize Middle White boar. This tells the readers that he is better looked after than the rest of the animals by Mr Jones and as he serves a purpose of reward. Meaning Old Major does not work, and has a better quality of life than the rest of the other animals because of his title. Also, Orwell describes Old Major as the leader of the animals in chapter one where it reads, Old Major was so highly regarded on the farm that everyone was quite ready to lose an hours sleep in order to hear what he had to say. This tells the readers that Old Major is wise and powerful amongst the animals, and unlike Mr Jones he does it through gaining respect through his qualities instead of enforcing his ideals through violence. In chapter one, Orwell describes Old Majors appearance as King like which highlights Old Majors high status upon the farm. It reads He was twelve years old and had lately grown stout, but he was still a majestic looking pig, with a wise and benevolent appearance in spite of the fact that his tushes had never been cut. This tells the readers that Old Major is probably the oldest on the farm, as animals are usually killed for their meat after a few years of their lives. Also it tells the readers that Old major has a kind and astute exterior, which is a reflection of his personality which is compassionate and intelligent. In the film, Halas and Bachelor illustrate Old Major as being very fat with pendulous hanging flesh, implying a good life. Also Old Major is stood upon a stage in the barn above the rest of the animals reflecting his status upon the farm as he is literally above the rest of the animals. This is extended with a spot light upon him which gives him a godly, divine figure quality as the spot light is like a nimbus light or a halo. His power upon the other animals is portrayed in the film through him keeping discipline among the animals by just waving his trotter in the air. Also in the film Old Major dies on stage, unlike in the novel where he dies three days after his speech. During the speech Old Majors skin colour changes in several times, from pink, to dark pink and then finally to dark grey which is when he collapses on stage and dies. The effect that this colour change has upon the audience is it tells them that something has changed and in this instance it is Old Major being alive to being dead. In the novel Old Major uses shock tactics to frighten the animals during the speech to ensure a revolution against Mr Joness dictatorship. For example in chapter one it Old Major says, You young porkers who are sitting in front of me, every one of you will scream your lives out at the block within a year. To that horror we all must come-cows, pigs, hens, sheep, everyone. This creates an image inside the readers minds of blood, death and destruction, which causes the animals and the readers to come to a realisation of what they are faced with if they do not rebel against Jones. In the film a vision of each animals ultimate fate appears during Old Majors speech. The first is of Boxer silhouetted against a dark sky pulling an enormous, overloaded cart. The second is of hands stealing the hens eggs, and the third is a vision of hams hanging, and a chopper and block floating across a blood red sky. These visions are the animals interpretation of Old Majors Speech, the lighting in these visions is dark to emphasise the ordeal of the animals futures and so is the blood coloured sky, as it reminds the audience of the animals being murdered if they do not rebel so that the audience empathise with the animals situation. In the novel Orwell describes Napoleon in some detail. In chapter two it reads, Napoleon was a large, rather fierce-looking Berkshire boar, the only Berkshire on the farm, not much of a talker, but with a reputation for getting his on way. This portrays him as sinister and a key character in the future for the reader to watch out for. Also, further into chapter two, when the rebellion has happened, Napoleon takes it upon himself to give double rations to the animals in celebration. It reads, Napoleon then led them back to the store-shed and served out a double ration of corn to everybody This tells the readers that a dictatorship is starting to form. He has no right to take it upon himself to decide how to celebrate and how much each animal should receive for their victory in the rebellion. Also the fact that Napoleon is not mentioned at all during the battle of the cow shed, tells the readers how much of a coward he is and he only has interests in what benefits him directly and would never in danger himself deliberately no matter the cause, including the fortification of the revolution. In chapter seven Orwell describes Napoleon as being the same as Jones. I t reads, there was a pile of corpses lying before Napoleons feet and the air was heavy with the smell of blood, which had been unknown there since the expulsion of Jones. This tells the readers that the revolution has been a disaster; Napoleon has deceived the animals letting him get away with breaking every rule of Animalism. The situation the animals are in now is just the same as it was in Jones days of dictatorship; nothing has changed. In the film the visual representation of Napoleon implies to the audience that he has something to hide and has alternative motives, by his colouring being predominately black over his face like a mask. An example of this is when Napoleon takes the puppies and trains them to kill his enemies when their parents are killed in the war of the cow shed. Also the darkness of his face and facial expressions mirror those of Mr Jones, so the visual resemblance causes the audience to see how similar the two characters are as well. The colouring of Napoleon is significant in the film as he is the only pig that has a predominately black body with small amounts of pink. The other pigs are of a uniform pink, so Napoleon is set apart from the rest at the start. In the film, Halas and Bachelor use gestures upon Napoleons face such as lip-licking and slurping to show the audience the extent of Napoleons greed. These gestures are used in the film at moments when there is a motive of getting food. An example of this is the way in which Mr Whimper is integrated into the farm by him giving Napoleon jam. Jam is definitely a love of Napoleons as he eats his way through the farms whole pantry on his own, when the animals first enter the farm house. Another facial expression that the film makers use on Napoleon is him showing his teeth. An example of this happens during Old Majors speech when a lamb bleats loudly, so to quieten the lamb he sneers viciously. By showing his teeth in such a manor he is portrayed as very aggressive, and the audience gets the impression that he will do anything to get what he wants. In the novel Orwell describes Snowball as Pre-eminent among the pigs, in chapter two. This tells the readers that he is the most excellent and greatest pig on the farm, besides Napoleon that is. This tells the readers that he is a character to watch out for later on in the novel. Also Orwell describes Snowball as being a more vivacious pig than Napoleon, quicker in speech and more inventive, but not considered to have the same depth of character. This tells the readers that he is a more spirited, a happier character than Napoleon, so he is not as fowl mooded and more energetic in what he believes. An example of this is when the battle of the cow shed happens in chapter four. It reads, Snowball launched the first attack, which tells the readers that he is control of the animals actions in the battle. Also during the battle Snowba ll attacks Mr Jones, it reads, He himself dashed straight for Jones. Jones saw him coming, raised his gun, and fired. The pellets scored bloody streaks along Snowballs back Without halting for an instant Snowball flung against Joness legs This tells the readers the bravery and selflessness that Snowball is capable of for the sake of the revolution that will change not only his life but animals across the globe if accomplished. In the film the visual representation of Snowball implies to the audience that he is different from the rest of the pigs as his colouring is of a very pale pink. He is quite fat which implies greed, but not as fat as Napoleon, which tells the audience that he is not as self indulgent or obsessed. Another key fact about Snowball is his chirpy disposition which tells the audience that he is more approachable, but in the battle scenes he is fierce, but he needs to be in such a time. The significant change that occurs in the film to the novel is that Snowball is killed by the savage dogs, where as in the novel he narrowly escapes with his life. The film makers use visual clues to hint that snowball has been killed. An example of this is the landscape that he runs in is dead as it is winter. The grounds are a snowy white and the trees that grow in the ground are black in colour and their angular branches seem to encage Snowball as he runs away from the dogs, which is a reflection of the situation he is in as he is trapped, he can not escape from the dogs. Another clue is the presence of Moses the tame raven; the raven is a symbol of death, and the gestures that Moses make are of disgust and fear as he observes the murder of Snowball. Another clue is the nod that one of the dogs gives Napoleon which is then replied with an evil smile celebrating the end of Napoleons rival Snowball. The reason why this change has been made in the film is that the film is targeted at a child audience, so it makes it easier for the child audience to know that Napoleon lies when using Snowball as an escape goat, and particularly when he kills animals unjustly with the justification of them, being in league with Snowball. In the novel Squealer is a persuasive speaker and Orwell describes him as this in chapter twp as, he could turn black to white. This tells the readers that he is able to change the minds of certain group members to agreement instead of disagreement. He could quite easily turn animals views against or for something in his favour. An example of him persuading the other animals is in chapter three, where the mysteriously missing milk had been found in the pigs mash and the apples had been ordered by the pigs to be for them and only them. This caused disagreement amongst the other animals and they had expected it to be shared equally. The pigs know they are wronging the others but they want the milk and apples, so to solve the problem Squealer is sent to persuade and deceive the other animals. It reads, Milk and apples (this has been proved by Science comrades) contain substances necessary to the well being of a pig. We pigs are brain-workers. The whole management and organization of this farm depend on us. By using claims that are falsely backed up by science Squealer persuades the other animals. And he manages to increase the importance of the pigs upon the farm by planting seeds of doubt about the capability of the other animals by saying that the pigs are of a far superior intellect. Which then grows into the pigs being the only thing between the other animals and the return of Mr Jones when he says, Do you know what would happen if we failed in our duty? Jones would come back! This is emotional blackmail, as he is threatening them with the concept of Jones return which is their biggest fear. This puts the pigs in a position to demand what they want and they will receive with no argument. This is the first major situation where the revolution could then turn against the pigs but it does not due to the fear of Jones return. Instead it goes in favour of the pigs as the hierarchy of the farm is more defined with pigs on top. In the film Squealer has pale skin which implies that he is sheepish and a follower. It tells the audience that he does not have the ruthlessness of Napoleon; he is a yes man and he is the paler version of Napoleon. An example of his cowardly behaviour is during the battle of the cow shed where he hides from danger in a barrel with his fat pink bottom sticking out, which is humorous deliberately due to the child audience, so it alleviates the scene of a very dangerous situation. There is a subtle difference of Squealers role in the film from the novel as he is portrayed as Napoleons aid and shadow all way through the film, whereas in the novel he is originally one of the elite. He was an equal to Snowball and Napoleon at the early stages the Hierarchies formation, as they needed him to help their cause. One thing that remains in both is the fact that Squealer is the propagandist spreading the word of Animalism and the party line of Napoleon. In the novel Orwell describes the dogs in chapter five as being uge dogs, and as fierce-looking as wolves. This tells the readers that the dogs are predators with menacing and wild characteristics. The dogs are a way of Napoleon ensuring his power over Animal Farm as the other animals all fear that they would face the same fate as Snowball. An example of this is in chapter five when Napoleon had banished Snowball and had taken the role of leader through the persuasive powers of Squealer and bullying tactics enforced by the fearful dogs. It reads, Tactics, comrades tactics! The animals were not certain what the word meant, but Squealer spoke so persuasively, and the three dogs who happened to be with him growled so threateningly, that they accepted his explanation without further questions. This tells the readers that the dogs are Napoleons slaves, but the only thing keeping him in charge as the animals are so paranoid about being the next victim that they do as Napoleon says. In the film the dogs start off as being very cute, grey balls of fur that whimpered helplessly when their mother was killed in the battle of the cowshed. The fact that they are grey in colour implies to the audience that they are neutral; they are ignorant to the goings on in the farm with Mr Jones and the revolution. When they are taken away and brought up by Napoleon they are his slaves, his army that protect by any means. The film illustrators use demonic imagery for the appearance of the dogs as they have no individual features to differentiate one from the other, and only their white sharp teeth and their cool, cunning eyes upon their expressionless faces can be seen. When they are chasing Snowball over the snowy ground the dogs look like intensely black silhouettes. Also occasionally the dogs are shown with their tongue hanging out, which tells the audience of the dogs appetite and reminds the audience of their savage eating and their predatory instincts making them threatening just to look at. An example of this is when they have killed Snowball; they are seen with blood red tongues and salivary jaws, which in itself provoke an image in the audiences minds of the savage ripping and tearing of Snowballs throat. The film makers also make it apparent that the dogs are Napoleons private army by they all looking the same, as if they wear a black uniform; black being symbolic of evil, which mirrors Napoleons character. Also the way the dogs move in packs and formations of two, enforces the audiences sense of them being predators and also more like machines as they serve a purpose with no emotion. In the novel Orwell describes the hens as rebelling against the order from Napoleon of giving their eggs to Mr Whimper for money. In chapter seven it reads, they must surrender their eggs When the hens heard this, they raised a terrible outcry hey protested that to take the eggs away now was murder. For the first time since the expulsion of Jones there was something resembling a rebellion. Led by three young Black Minorca Pullets, the hens made a determined effort to thwart Napoleons wishes. This tells the reader how brave and how sick they are of being under Napoleons rule and that he had gone too far this time. They carry on the fight which they are doomed to lose with valiant attacks that have no effect. It reads, Their method was to fly up to the rafters and there lay their eggs, which smashed to pieces on the floor. This is a great tactic as it gets right under Napoleons skin because he will lose money and face, but the repercussions are his wrath. The hens punishment being no rations, until they lay their eggs in agreement to Napoleons orders. This is also a point of frustration for the reader as this could easily go either way if the hens had more help from the other animals. There was the drive for a rebellion as Napoleon was telling the chickens to sacrifice their children for money, which is exactly what Jones did before his expulsion. Sadly the chickens are killed by starvation and the survivors carry out the orders. The first dissentients of Napoleon are crushed, which is distressing as it shows the readers the lack of hope in this situation. In the film the hens are depicted dramatically in the raid during their strike. The only facial features that you see are their big, white, blinking eyes, as the barn is so stooped in shadow. Their presence in the barn is made apparent by the elongated shadows scurrying from hiding place to hiding place in fear of being killed by the dogs. When the hens are ambushed by the dogs, the hens flap up to the rafters and attack with a triumphant bombardment of eggs that land upon the pigs faces, making the pigs run straight out of the barn in fear. This is a literal image of the phrase, egg on their faces, which is an attempt to lighten the heavy mood of this scene. Sadly the hens cant win, with every attempt to fight with apathetic pecking of the dogs noses, many are savagely killed by the dogs biting and tearing of the hens throats. In the novel Orwell portrays Boxers character repeatedly as the gentle giant, but could also be very violent but only when threatened with his life. An example of this is in chapter one where it reads, walking very slowly and setting their vast heavy hoofs with great care lest there should be some small animal concealed in the straw. This tells the readers that he is conscious of those around him and of a very gentle nature. An example of Boxers violent side is in chapter seven where Napoleons dogs have attacked Boxer with no reason at all. It reads, Boxer saw them coming and put out his great hoof, caught a dog in mid-air, and pinned him to the ground. The dog shrieked for mercy and the other two fled with their tails between their legs. This tells the readers of Boxers immense physical strength and of character as he fights off the one thing keeping Napoleon in power. This sends a very powerful message of hope for the future to the readers, as it is another reminder that the animals have a chance to win over Napoleons regime. This is frustrating, because in the end, although they have had these chances to defeat him with force, they never take it and are left with an evil dictator and regime, so they are no better off with their current existence than their previous one with Mr Jones. Orwell portrays Boxer consistently as a very hard working and loyal character, as well as an inspiration to the other animals upon the farm. In chapter seven it reads, the other animals found more inspiration in Boxers strength and his never-failing cry of I will work harder! This tells the readers that he could easily encourage the other animals to revolution as he is the most respected on the farm deservedly. Another trait of Boxers character that Orwell makes apparent to the reader is that he is not very intelligent. In chapter seven Boxers disagreement of Snowball being a traitor is quietened by Squealer saying Our Leader, Comrade Napoleon, announced Squealer, speaking very slowly and firmly, has stated categoricallycategorically comradethat Snowball was Joness agent from the very beginningyes, and from long before the Rebellion Ah, that is different! said Boxer. If Comrade Napoleon says it, it must be right. This shows the readers how naive and gullible he is and also how he likes to see the best in a situation all the time. If only he pushed his arguments instead of take Squealers poor explanations without further questioning, and then the other animals would see the reality of Napoleons rule. Once again, a point of frustration for the reader as it could easily go to the direction of the other animals fighting and defeating Napoleon through another revolution, but never happens.

Abortion Essay Example | Topics and Well Written Essays - 1500 words - 3

Abortion - Essay Example ay briefly introduce the case first and then move on to understand the legal framework relevant to the case followed by simple arguments for both sides, ethical principles, code of ethics to be followed by social workers and finally anti discriminatory practices in order to prove that the young girl who is the victim in our case, had the right to abortion and I, as the nurse she consulted am bound to advise likewise. The case referred here is that of a 14 year old who becomes pregnant unintentionally. She lives with her black Christian parents who are anti-abortion in their perspectives and do not know of this. Hence she got in touch with a nurse at school in order to understand what her options were about termination of her pregnancy. She was going through troubled mental health. Let us now debate upon which decision I, as the nurse (role play) should take. Let us first use the legal framework to look at the problem in hand. The Abortion Act of 1967 states that a British woman is permitted to opt for abortion only if it has been certified or granted by two doctors that abortion is permissible and on the contrary pregnancy would jeopardize her life as well as physical health condition. Also it needs to be proved that she would be physically better off by undergoing abortion than by continuing with her pregnancy. The socio economic disadvantage of the woman is also another ground under which abortion might be granted. General practitioners have the authority to give birth control related advice as well as suggestions towards abortion to young girls below 16. (Francome and Freeman, 2000) The current law regarding abortion is also derived form the 1967 Act, except that the tenure for the fetuses is being reduced. From the legal viewpoint therefore, the girl would require the consent of two medical professionals or doctors if she wants to u ndergo abortion. I being her advisor am entitled to certify that she needs abortion but certain jugglery of arguments is

Human resource Essay Example | Topics and Well Written Essays - 500 words - 1

Human resource - Essay Example I am idealistic and responsible and would rather spend my days doing volunteer work because I am dependable, a team player and an organizer. These characteristics will be effective once I achieve a leadership or managerial position because I can organize my employees and at the same time engage in corporate social responsibility that is good for the community and the image of the organization. I have high management skills which in line with my career success will come in handy My future career goal is to be a strategic Human Resource Manager and therefore the Strategic human resource management is the best human resource category to help me achieve my future goal and enable me to gain enough knowledge to facilitate my smooth initiation into this career. Strategic human resource management is a career that is aimed at enabling organizations prevents foreseeable internal problems that arise in the organization and deteriorate the status of the organization and even reduce productivity immensely. This is an area most organizations are yet to invest in because they usually assume there is a similarity between human resource management and strategic human resource management and hence neglect the strategic aspect of it (Kandula 6). In order therefore to ensure that I achieve my goal and be of help in future to an organization, I need to endeavor in my studies and concentrate on the human resource activity about strategic human resource management as it will not only provide mw with the knowledge but also act as a guide that I will use when working in future. Career success means different things to different people and hence has no definite definition. According to me, career success is much deeper than achieving highly in my education (like having a doctorate) or personal success for that matter. Career success is having a positive impact on the people you have been serving (whether they

Answer question Essay Example | Topics and Well Written Essays - 250 words - 10

Answer question - Essay Example The teachings by Moishe the Beadle are similar to Buber’s Hasidic teachings. Moishe teaches that there are a thousand and one ways that lead to the orchard of truth and each man has to find his own way to get there (Wiesel, 2006). Buber shares the same views as he argues that all men can access God, but each through his own way (Buber, 1958). During his various experiences, Wiesel was once in a situation where they had to celebrate the Day of Atonement by fasting. Wiesel went against traditional believes of fasting both as a symbol of rebellion against God’s silence as well as a necessary means of keeping up strength in the face of adversity and torture. Buber explains that in Hasidism, one can serve through learning, prayer, fasting or through eating (Buber, 1958). Accordingly, one should choose depending on what they view as right and avoid imitating others. On entering Auschwitz, Wiesel and his group of prisoners were greeted by a young pole with Hasidic inclination. He argues that by driving despair and through camaraderie, they will be able to overcome their hardship. Hasidism according to Buber shares a similar view as he argues that while the world is an irradiation of the Divine, it is described by independence of existence and striving and that man is to affirm the world and transform both him and the world at large to the image that God would approve. The notable difference between Buber and Wiesel accounts is the latter’s conclusion that man and man alone is the master of the universe. Buber argues that a divine spark exists in all men and that it can either be perverted or liberated and re-joined with the Origin (God) (Buber, 1958). Personally, I do not agree with Wiesel conclusion that we live in a world without God and that man alone is the master of nature and of the world. I however sympathize with

How Many Slaves Were in Roman Italy?

How Many Slaves Were in Roman Italy? Introduction The first and most obvious question that should be asked in reference to this essay is what era the question is referring to. Although there is a considerable body of literature on Roman slavery, limitations of space preclude discussions of the whole of Roman history, and with this in mind I have decided to concentrate here upon the early imperial period. Roman Slavery Rome can fairly be regarded as one of the few true slave societies in human history.[1] Despite this dubious claim to fame, there is surprisingly little direct evidence for the total number of people involved. Slavery was a feature of all Meditterannean societies in the ancient world, but it seems that there were far more slaves at Rome than in any of her neighbouring societies. It is certainly impossible to put any kind of accurate number on the number of slaves in Roman Italy at any given time, even if we are only narrowly considering the early Empire, conditions and circumstances varies and thus the total number of slaves varied too; yet it is not without merit to attempt am estimate. Owning large numbers of slaves was not always necessary for the wealthy in Roman society; they were often little more than a status symbol. If you owned significant numbers of slaves you were, by inference, rich and powerful, the converse, of course, was also true. Slave ownership was far more practical for rural land owners as they would be used in tilling land, mining etc, essentially driving the Roman economy. We can reasonable assume that the greatest number of slaves were in Roman Italy, and within this geographical area, by far the greatest numbers would have been in Rome itself. The greatest numbers in Roman Italy would have been agricultural slaves and slaves employed mining and on other industrial activities;[2] these were people who would be purchased purely as labourers and were of no value to their owners as anything else. At Rome, massive numbers of slaves were employed in what we may now regard as the civil service, others being owned by the imperial household and still more working on public projects. This latter category included work on public buildings such as the aqueduct; Frontinus tells us that 700 slaves were employed here alone.[3] Slaves were not only owned by the state and the imperial household, but be individuals as well. There were considered to be six categories of holdings; 1-2 slaves, 3-10 slaves, 11-30 slaves, 31-100 slaves, 101-500 slaves and 501 + slaves. The surviving evidence points towards private individuals possessing massive numbers of slaves. For example, the senator L. Pedanius Secundus in the middle of the first century AD owned 400 slaves;[4] Pudentilla gave 400 slaves to the sons produced from her first marriage in the middle of the second century. Even those who were once slaves could possess large numbers, C. Caecilius Isidorus, a wealthy freedman, owned 4116 slaves at the time of his death in 8 BC. In the fifth century AD, the younger Melania set free 8000 slaves when she took up a life of Christian asceticism.[5] Pliny[6] the younger, in a surviving inscription, left provision in his will for the manumission and maintenance of 100 slaves which implies he possessed at least 500.[7] It is possible, and there seems evidence to suggest that it is likely, that the cases noted above are the exception rather than the normal state of affairs. Surviving sepulchral inscriptions from a particular wealthy noble gens, the Statilii, gives us a total number of slaves[8] of only 428 for the entire period of 40 BC to 65 AD. When we look in greater depth at these figures we can see that the individual numbers of slaves owned by each member of the gens is very small indeed. We know, foe instance, that Statilius Taurus Sisenna[9] owned a mere 6 slaves, Statilius Taurus Corvinus[10] eight and Messalina, the wife of the Emperor Nero possessed only eight slaves.[11] The famous Seneca who was undoubtedly a man of extraordinary wealth, believed that he was exercising frugality when he travelled with only one cart load of slaves (a handful at most).[12] There are a number of references in both the so called Augustan History, and in Juvinal, that strongly suggest that many non-plebeian Roman citizens possessed no slaves at all, and large numbers of others only one or two.[13] Using this evidence which is, one the one hand abundant, and on the other sadly lacking with reference to our very specific question, many academics such as Westermann and Hopking have been reluctant to provide an actual figure for the total number of slaves in Roman Italy at any given time. Hopkins has estimated a population or Roman Italy in the first century AD of between 900,000 and 950,000 with the slave component being in the region of 300,000 350,000. This would mean that slaves represented 35% of the population of Roman Italy during the early imperial period.[14] This figure would be comparable to Brazil of around 1800 and the United States in 1820.[15] We can also make a qualitative judgement on the number of slaves when we consider what their location was; that is to say who there owners were and what roles they played in society, some of this evidence was noted earlier and supports the view of Hopkins and Bradley that Rome was one of only five true slave societies that have existed in world history.[16] Conclusion When considering any question of Roman slavery we should be weary to consider slavery in the strictest sense. Slavery is only one of the many forms of dependent labour available to wealthy Romans, labour which Romans would use to extract a surplus.[17] It is very likely that there would be forms of debt bondage and forms of serfdom, for example; all of which could be gathered under the heading of non-free labour. There, because wealthy Romans drew the majority of their income from this form of non-free labour, it could be possible to argue that the true figure for slavery is much greater than the 35% proposed by Hopkins (although this does very much depend on which definition of slavery you choose to use). Bradley[18] has noted that slavery in the Roman world is considered usually on economic grounds, for it is concepts like, production, income and the extraction of surplus which predominate the discussions. He also noted that the description of Rome as a slave society applies only to Roman Italy and not the wider Roman world. The restriction on the definition must also be applied temporally as Rome can not be described as a true slave society before around the third century BC when the acquisition of empire began. Before this time the servile portion of the population was far too small for Roman Italy to qualify. It was only after the second century BC, when a series of successful foreign wars saw Rome begin to import vast numbers of prisoners of war that the character of Roman society began to change. It should be noted finally that questions of slavery in the Roman Empire and almost exclusively discussions of slavery within Roman Italy. The wider empire did not see the broad use of slavery, in part because of the lack of individual wealth and many of those working off the land would be free men of citizens, but without the capability to purchase a slave or slaves to take over the menial tasks. If we were considering slavery in the Roman Empire generally the figure would be far less that 35% although an estimate would be little more than a guess. Bibliography W. Blair, Slavery Amongst the Romans (Edinburgh 1947) H. C. Boren, Roman Society (Massachusetts 1992) K. Bradley, Slavery and Society at Rome (Cambridge 1994) M. Cary H. H. Scullard, A History of Rome (London 1935) P. D. A. Garnsey R. P. Saller, The Roman Empire: Economy, Society and Culture (Los Angeles 1987) K. Hopkins, Conquerors and Slaves (Cambridge 1978) M. Le Glay, J-L Voisin Y. Le Bohec, A History of Rome (Oxford 1996) N. Lewis M. Reinhold, Roman Civilisation: Selected Readings, 2 vols (Chichester 1990) 1 Footnotes [1] Bradley, 1994, 12. [2] Hopkins, 1978, 27. [3] Front. Aq, 116-17. [4] Tacitus, Ann. 14.43.4. [5] Bradley, 1994, 11. [6] ILS 2927. [7] The jurist Gaius (second century AD) tells us that if you possessed more than 100 slaves but not more than 500 you could set free not more than one fifth of the number; Gaius Institutions 1.43. [8] Evidently both slaves and freedmen in fact. [9] Consul in AD 16. [10] Consul in AD 45. [11] Although, of course, the imperial household in general owned vast numbers of domestic slaves and freedmen as noted above. [12] Ep. 82.7. [13] Sat. 3.286; 9.64-67, 142-7; Augustan History, Hadrian, 17.6). [14] Hopkins, 1978, 99-102. [15] Bradley, 1994, 12. [16] The others being: Brazil, the Caribbean and the United states in the modern age and Athens in antiquity. [17] Bradley, 1994, 13. [18] Bradley, 1994, 13.

Modern Communism: Marx, Engles, Lenin, and Stalin Essay -- Communism Es

Karl Marx never saw his ideals and beliefs, as the founding father of communist thought, implemented in the world and society because he died in 1883.1 The communist ideology did not rise to power until the beginning of the 20th century. Then it would be implemented and put into practice in the largest country in the world producing a concept that would control half of the world’s population in less than 50 years. The Manifesto of the Communist Party, written by Karl Marx and Fredrick Engels, searched for a perfect society living in equality and united in freedom. According to Marx this could only be accomplished in an anti-capitalist society.2 When their ideals where implemented in the 20th century, their message became warped and disfigured by the leadership of the worlds’ communist powers. Communism became in some ways more and in others less than Marx had first envisioned so many years before in 1848. Marx’s sought a social â€Å"Utopia,† while moder n communist thought became a view of world domination.3 Many of the centralized governments of modern communism have fallen apart toward the end of the 20th century, confronted with concepts of self-government and revolution. Therefore, it is vital to document the rise and fall of modern communism throughout the world, and review the modern communist thought as it contrasted with that of Marx and Engels over 150 years ago. In essence, modern communism was founded in 1917 at the height of the First World War, in Russia.4 When Vladimir Ilich Lenin, a strong left wing Marxist intellectual from Russia, was provided passage back into his exiled homeland by train through war torn Europe. The German government agreed to allow Lenin to travel from Switzerland to Russia if he agreed to wi... ...ate, (Washington, D.C.: American Enterprise Institute for Public Policy Research, 1971). 24-28. 16 Ralph Raico, *. LINKS - Other Sights to Check Out The History Channel - http://www.historychannel.com Marxist Thought Archives - http://www.marxists.org Dr. Santamarina's Homepage - http://homepages.udayton.edu/~santamar/ Progressive Labor Party Homepage - http://www.plp.org/ Mao Tse-tung Writings - http://www.maoism.org/msw/mao_sw.htm CNN review of Communist China - http://asia.cnn.com/SPECIALS/2001/ccp80/ US State Dept. on Cuba - http://www.state.gov/www/regions/wha/cuba/ Cigar Aficionado Magazine - http://www.cigaraficionado.com US Army War College - http://carlisle-www.army.mil/ Defense Intelligence Agency - http://www.dia.mil/ Dave Jessop (The Dude's) Email - mailto:jessopdw@notes.udayton.edu

Part Two Chapter V

V Alison Jenkins, the journalist from the Yarvil and District Gazette, had at last established which of the many Weedon households in Yarvil housed Krystal. It had been difficult: nobody was registered to vote at the address and no landline number was listed for the property. Alison visited Foley Road in person on Sunday, but Krystal was out, and Terri, suspicious and antagonistic, refused to say when she would be back or confirm that she lived there. Krystal arrived home a mere twenty minutes after the journalist had departed in her car, and she and her mother had another row. ‘Why din't ya tell her to wait? She was gonna interview me abou' the Fields an' stuff!' ‘Interview you? Fuck off. Wha' the fuck for?' The argument escalated and Krystal walked out again, off to Nikki's, with Terri's mobile in her tracksuit bottoms. She frequently made off with this phone; many rows were triggered by her mother demanding it back and Krystal pretending that she didn't know where it was. Dimly, Krystal hoped that the journalist might know the number somehow and call her directly. She was in a crowded, jangling cafe in the shopping centre, telling Nikki and Leanne all about the journalist, when the mobile rang. †Oo? Are you the journalist, like?' ‘†¦ o's ‘at †¦ ‘erri?' ‘It's Krystal. ‘Oo's this?' ‘†¦ ‘m your †¦ ‘nt †¦ other †¦ ‘ister.' †Oo?' shouted Krystal. One finger in the ear not pressed against the phone, she wove her way between the densely packed tables to reach a quieter place. ‘Danielle,' said the woman, loud and clear on the other end of the telephone. ‘I'm yer mum's sister.' ‘Oh, yeah,' said Krystal, disappointed. Fuckin' snobby bitch, Terri always said when Danielle's name came up. Krystal was not sure that she had ever met Danielle. ‘It's abou' your Great Gran.' †Oo?' ‘Nana Cath,' said Danielle impatiently. Krystal reached the balcony overlooking the shopping centre forecourt; reception was strong here; she stopped. ‘Wha's wrong with ‘er?' said Krystal. It felt as though her stomach was flipping over, the way it had done as a little girl, turning somersaults on a railing like the one in front of her. Thirty feet below, the crowds surged, carrying plastic bags, pushing buggies and dragging toddlers. ‘She's in South West General. She's been there a week. She's had a stroke.' ‘She's bin there a week?' said Krystal, her stomach still swooping. ‘Nobody told us.' ‘Yeah, well, she can't speak prop'ly, but she's said your name twice.' ‘Mine?' asked Krystal, clutching the mobile tightly. ‘Yeah. I think she'd like to see yeh. It's serious. They're sayin' she migh' not recover.' ‘Wha' ward is it?' asked Krystal, her mind buzzing. ‘Twelve. High-dependency. Visiting hours are twelve till four, six till eight. All righ'?' ‘Is it – ?' ‘I gotta go. I only wanted to let you know, in case you want to see her. ‘Bye.' The line went dead. Krystal lowered the mobile from her ear, staring at the screen. She pressed a button repeatedly with her thumb, until she saw the word ‘blocked'. Her aunt had withheld her number. Krystal walked back to Nikki and Leanne. They knew at once that something was wrong. ‘Go an' see ‘er,' said Nikki, checking the time on her own mobile. ‘Yeh'll ge' there fer two. Ge' the bus.' ‘Yeah,' said Krystal blankly. She thought of fetching her mother, of taking her and Robbie to go and see Nana Cath too, but there had been a huge row a year before, and her mother and Nana Cath had had no contact since. Krystal was sure that Terri would take an immense amount of persuading to go to the hospital, and was not sure that Nana Cath would be happy to see her. It's serious. They're saying she might not recover. †Ave yeh gor enough cash?' said Leanne, rummaging in her pockets as the three of them walked up the road towards the bus stop. ‘Yeah,' said Krystal, checking. ‘It's on'y a quid up the hospital, innit?' They had time to share a cigarette before the number twenty-seven arrived. Nikki and Leanne waved her off as though she were going somewhere nice. At the very last moment, Krystal felt scared and wanted to shout ‘Come with me!' But then the bus pulled away from the kerb, and Nikki and Leanne were already turning away, gossiping. The seat was prickly, covered in some old smelly fabric. The bus trundled onto the road that ran by the precinct and turned right into one of the main thoroughfares that led through all the big-name shops. Fear fluttered inside Krystal's belly like a foetus. She had known that Nana Cath was getting older and frailer, but somehow, vaguely, she had expected her to regenerate, to return to the heyday that had seemed to last so long; for her hair to turn black again, her spine to straighten and her memory to sharpen like her caustic tongue. She had never thought about Nana Cath dying, always associating her with toughness and invulnerability. If she had considered them at all, Krystal would have thought of the deformity to Nana Cath's chest, and the innumerable wrinkles criss-crossing her face, as honourable scars sustained during her successful battle to survive. Nobody close to Krystal had ever died of old age. (Death came to the young in her mother's circle, sometimes even before their faces and bodies had become emaciated and ravaged. The body that Krystal had found in the bathroom when she was six had been of a handsome young man, as white and lovely as a statue, or that was how she remembered him. But sometimes she found that memory confusing and doubted it. It was hard to know what to believe. She had often heard things as a child that adults later contradicted and denied. She could have sworn that Terri had said, ‘It was yer dad.' But then, much later, she had said, ‘Don' be so silly. Yer dad's not dead, ‘e's in Bristol, innee?' So Krystal had had to try and reattach herself to the idea of Banger, which was what everybody called the man they said was her father. But always, in the background, there had been Nana Cath. She had escaped foster care because of Nana Cath, ready and waiting in Pagford, a strong if uncomfortable safety net. Swearing and furious, she had swooped, equally aggressive to Terri and to the social workers, and taken her equally angry great-granddaughter home. Krystal did not know whether she had loved or hated that little house in Hope Street. It was dingy and it smelt of bleach; it gave you a hemmed-in feeling. At the same time, it was safe, entirely safe. Nana Cath would only let approved individuals in through the door. There were old-fashioned bath cubes in a glass jar on the end of the bath.) What if there were other people at Nana Cath's bedside, when she got there? She would not recognize half her own family, and the idea that she might come across strangers tied to her by blood scared her. Terri had several half-sisters, products of her father's multiple liaisons, whom even Terri had never met; but Nana Cath tried to keep up with them all, doggedly maintaining contact with the large disconnected family her sons had produced. Occasionally, over the years, relatives Krystal did not recognize had turned up at Nana Cath's while she was there. Krystal thought that they eyed her askance and said things about her under their voices to Nana Cath; she pretended not to notice and waited for them to leave, so that she could have Nana Cath to herself again. She especially disliked the idea that there were any other children in Nana Cath's life. (†Oo are they?' Krystal had asked Nana Cath when she was nine, pointing jealously at a framed photograph of two boys in Paxton High uniforms on Nana Cath's sideboard. ‘Them's two o' my great-grandsons,' said Nana Cath. ‘Tha's Dan and tha's Ricky. They're your cousins.' Krystal did not want them as cousins, and she did not want them on Nana Cath's sideboard. ‘An' who's tha'?' she demanded, pointing at a little girl with curly golden hair. ‘Tha's my Michael's little girl, Rhiannon, when she were five. Beau'iful, weren't she? Bu' she wen' an' married some wog,' said Nana Cath. There had never been a photograph of Robbie on Nana Cath's sideboard. Yeh don't even know who the father is, do yeh, yer whore? I'm washin' my ‘ands of yeh. I've ‘ad enough, Terri, I've ‘ad it: you can look after it yourself.) The bus trundled on through town, past all the Sunday afternoon shoppers. When Krystal had been small, Terri had taken her into the centre of Yarvil nearly every weekend, forcing her into a pushchair long past the age when Krystal needed it, because it was so much easier to hide nicked stuff with a pushchair, push it down under the kid's legs, hide it under the bags in the basket under the seat. Sometimes Terri would go on tandem shoplifting trips with the sister she spoke to, Cheryl, who was married to Shane Tully. Cheryl and Terri lived four streets away from each other in the Fields, and petrified the air with their language when they argued, which was frequently. Krystal never knew whether she and her Tully cousins were supposed to be on speaking terms or not, and no longer bothered keeping track, but she spoke to Dane whenever she ran across him. They had shagged, once, after splitting a bottle of cider out on the rec when they were fourteen. Neither of them had ever mentioned i t afterwards. Krystal was hazy on whether or not it was legal, doing your cousin. Something Nikki had said had made her think that maybe it wasn't. The bus rolled up the road that led to the main entrance of South West General, and stopped twenty yards from an enormous long rectangular grey and glass building. There were patches of neat grass, a few small trees and a forest of signposts. Krystal followed two old ladies out of the bus and stood with her hands in her tracksuit pockets, looking around. She had already forgotten what kind of ward Danielle had told her Nana Cath was on; she recalled only the number twelve. She approached the nearest signpost with a casual air, squinting at it almost incidentally: it bore line upon line of impenetrable print, with words as long as Krystal's arm and arrows pointing left, right, diagonally. Krystal did not read well; being confronted with large quantities of words made her feel intimidated and aggressive. After several surreptitious glances at the arrows, she decided that there were no numbers there at all, so she followed the two old ladies towards the double glass doors at the front of the main building. The foyer was crowded and more confusing than the signposts. There was a bustling shop, which was separated from the main hall by floor to ceiling windows; there were rows of plastic chairs, which seemed to be full of people eating sandwiches; there was a packed cafe in the corner; and a kind of hexagonal counter in the middle of the floor, where women were answering enquiries as they checked their computers. Krystal headed there, her hands still in her pockets. ‘Where's ward twelve?' Krystal asked one of the women in a surly voice. ‘Third floor,' said the woman, matching her tone. Krystal did not want to ask anything else out of pride, so she turned and walked away, until she spotted lifts at the far end of the foyer and entered one going up. It took her nearly fifteen minutes to find the ward. Why didn't they put up numbers and arrows, not these stupid long words? But then, walking along a pale green corridor with her trainers squeaking on the linoleum floor, someone called her name. ‘Krystal?' It was her aunt Cheryl, big and broad in a denim skirt and tight white vest, with banana-yellow black-rooted hair. She was tattooed from her knuckles to the tops of her thick arms, and wore multiple gold hoops like curtain rings in each ear. There was a can of Coke in her hand. ‘She ain' bothered, then?' said Cheryl. Her bare legs were planted firmly apart, like a sentry guard. †Oo?' ‘Terri. She din' wanna come?' ‘She don' know ye'. I on'y jus' ‘eard. Danielle called an' tole me.' Cheryl ripped off the ring-pull and slurped Coke, her tiny eyes sunken in a wide, flat face that was mottled like corned beef, scrutinizing Krystal over the top of the can. ‘I tole Danielle ter call yeh when it ‘appened. Three days she were lyin' in the ‘ouse, and no one fuckin' found ‘er. The state of ‘er. Fuckin' ‘ell.' Krystal did not ask Cheryl why she herself had not walked the short distance to Foley Road to tell Terri the news. Evidently the sisters had fallen out again. It was impossible to keep up. ‘Where is she?' asked Krystal. Cheryl led the way, her flip-flops making a slapping noise on the floor. ‘Hey,' she said, as they walked. ‘I ‘ad a call fr'm a journalist about you.' ‘Didja?' ‘She give me a number.' Krystal would have asked more questions, but they had entered a very quiet ward, and she was suddenly frightened. She did not like the smell. Nana Cath was almost unrecognizable. One side of her face was terribly twisted, as though the muscles had been pulled with a wire. Her mouth dragged to one side; even her eye seemed to droop. There were tubes taped to her, a needle in her arm. Lying down, the deformity in her chest was much more obvious. The sheet rose and fell in odd places, as if the grotesque head on its scrawny neck protruded from a barrel. When Krystal sat down beside her, Nana Cath made no movement. She simply gazed. One little hand trembled slightly. ‘She ain' talkin', bu' she said yer name, twice, las' nigh',' Cheryl told her, staring gloomily over the rim of her can. There was a tightness in Krystal's chest. She did not know whether it would hurt Nana Cath to hold her hand. She edged her own fingers to within a few inches of Nana Cath's, but let them rest on the bedspread. ‘Rhiannon's bin in,' said Cheryl. ‘An' John an' Sue. Sue's tryin' ter get hold of Anne-Marie.' Krystal's spirits leapt. ‘Where is she?' she asked Cheryl. ‘Somewhere out Frenchay way. Y'know she's got a baby now?' ‘Yeah, I ‘eard,' said Krystal. ‘Wha' was it?' ‘Dunno,' said Cheryl, swigging Coke. Someone at school had told her: Hey, Krystal, your sister's up the duff! She had been excited by the news. She was going to be an auntie, even if she never saw the baby. All her life, she had been in love with the idea of Anne-Marie, who had been taken away before Krystal was born; spirited into another dimension, like a fairy-tale character, as beautiful and mysterious as the dead man in Terri's bathroom. Nana Cath's lips moved. ‘Wha'?' said Krystal, bending low, half scared, half elated. ‘D'yeh wan' somethin', Nana Cath?' asked Cheryl, so loudly that whispering guests at other beds stared over. Krystal could hear a wheezing, rattling noise, but Nana Cath seemed to be making a definite attempt to form a word. Cheryl was leaning over the other side, one hand gripping the metal bars at the head of the bed. ‘†¦ Oh †¦ mm,' said Nana Cath. ‘Wha'?' said Krystal and Cheryl together. The eyes had moved millimetres: rheumy, filmy eyes, looking at Krystal's smooth young face, her open mouth, as she leaned over her great-grandmother, puzzled, eager and fearful. ‘†¦ owin †¦' said the cracked old voice. ‘She dunno wha' she's sayin',' Cheryl shouted over her shoulder at the timid couple visiting at the next bed. ‘Three days lef' on the fuckin' floor, ‘s'not surprisin', is it?' But tears had blurred Krystal's eyes. The ward with its high windows dissolved into white light and shadow; she seemed to see a flash of bright sunlight on dark green water, fragmented into brilliant shards by the splashing rise and fall of oars. ‘Yeah,' she whispered to Nana Cath. ‘Yeah, I goes rowin', Nana.' But it was no longer true, because Mr Fairbrother was dead.

History of Planes essays

History of Planes essays Have you ever wondered who was the first person to make a flying machine? It was not the Wright brother. If you want to know just keep reading more about the history of the planes and how it evolved. Whenever I see a plane the first question that comes to mind is "What is causing that thing to stay off of the ground?" Well I finally discovered the answer. When a plane flies there are four forces at work that keep the plane flying. These forces are lift, thrust, gravity, and drag. Airplane wings are created with a special design called an airfoil. The airfoil design bulges out more on the top than on the bottom. This causes the air that hits the wing to go off into two different streams, one that goes over the top and one that goes under, and they both meet up in the back. The air moving over the top of the wing is caused to go faster than the slower moving air on the bottom. Faster moving air has less pressure, so this causes the pressure on the bottom of the wing to be greater and the plane is lifted. This effect is known as the Bernoulli Principle. This principle was developed by Daniel Bernoulli who was a Swiss mathematician and physician. He developed the principle in the 18th century. When a plane creates lift it overcomes the force of gravity that is pulling the plane down. Air pressure plays a big part in flight also. When you think about flight you have to realize that air pressure is a force pushing on every square inch of an airplane. When a plane is parked the air pressure is distributed evenly around the plane's surface. When a plane is in flight the pressure on top of the wings pushes down less and the pressure on the bottom of the wings pushes more. This is what causes the plane to feel a lift. Another force that has a great part in flight is drag. Drag is the force pulling the plane backwards. Drag is created when the air collides with the airplanes wings and creates fricti...

Compare High Scope Essays

Compare High Scope Essays Compare High Scope Essay Compare High Scope Essay Co intents High Scope Method How the curriculum is designed Environmental Set-up The Regis Emilie Approach History Comparison of the two approaches their advantages and disadvantages. Conclusion REFERENCES Compare High scope and Regis Emilie methods of class room settings. Include Merits and Demerits of both methods and which methods as a teacher you will prefer in your class room. Give reason for it. This method of class room setting was established by Dry. David Wackier, a Michigan educator, in 1970. As the name refers to the programmer it is because of its highest purpose of the project and the tourists mission of the project. The academic skill development, social and emotional development is emphasized in the programmer. Some of the learning experiences of this method include putting everything in an order counting and telling time as well as more creative and linguistic activities such as singing and dictating stories. This project as per history was initiated in 1962; some children were also involved (age group of 3 to 4 years old). There were teachers involved with the group of children and they spent few hours of the day at school. The teachers were attended with staff meetings and they were make Inning home visits at the same for the respected children taken for the project (Morris son, 2010). This programmer was an independent not for profit research, includes development, training and public awareness. The main principal Of the organization was to promote the learning and development of children worldwide from infancy through adolescence and to support and train educators and parents as they help children learn (Morrison, 2010). The theory thus believes that we learn by mentally and physically interacting with the environment and with others. Although errors may e made during these interactions, they are considered just another part of the learning process. The main principles of this approach is to: 1. Engaging the children and interaction with people, materials and ideas. 2. Get children involvement in conducting, planning and carrying out the intended activities. 3. Providing a curriculum based on the active learning processes. 4. Providing the children with us port on their personal decisions made. These summarized Key experiences were designed specifically for this approach. The key experiences for preschool children are: Creative representation Classification Language and literacy Serration Initiative and social relation Number Movement Space Music Time Plainview is another major component of the High/Scope framework. Children are encouraged to: plan the area, materials, and methods they are going to work with; do , actually carry out their plan; and 3) revive ewe 2) , articulate with the classroom community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. Cleanup time is a natural part of philanderers. Environmental Set-Up The High Scope classroom is a materialistic learning environment. Usually, the locations for classroom materials are labeled to help children learn organization Anal skills. Materials are setup so that they are easily accessible at a childs level. This helps facilitate childrens active exploration (Klein, 2008). Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with Hellenized areas for different activities. In 1991, Newsweek magazine noted that the system of 33 infant/toddler schools and reechoes in Regis Emilie were among the ten best school systems in the world. Over the last 35 years, the teachers in the Regis Emilie schools have taken the time to carry out a process of collaborative examination and analysis of teaching and learning about children n ( (Klein, 2008). First, familiarity with the Regis Emilie approach is integral to recent developments in early childhood theory and practice (Klein, 2008). Documentation is the approach by which the environment is used to explain the history of the projects and the school community. Flowcharts are used as an organized system of recording curriculum lancing and assessment based on ongoing collaboration and careful review. Flowcharts enhance the Regis curriculum. A flowchart records information in such a way that one can see the steepest process of how relationships are built; they help the teachers organize and keep in mind the nature and purpose of the curriculum. The purpose of a flowchart is to tell the past (what happened before), the present (what is being discussed now), and the future (what predictions can be made in preparation for what may emerge). Portfolios are a collection of a childs work that demonstrates the h lids efforts, progress, and achievements over time. Regis Emilie schools create homelike environments. In Regis, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. Each child is provided a place to keep her own belongings. Documentation is a major part of the environmental setup. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Regis Emilie model is so called collaboration with teachers and staffs. While the High Scope method is about the importance of teaching of the cognitive approach needed to deliver the studies to the children. The teacher closely observes the process in the high scope method. The teacher is able to understand each childs thinking and development. In Regis Emilie method the teacher observe and listen to the children while they work in groups. And the teacher asses by asking questions in a broad manner and get a glimpse of the childrens ideas. Its a repeat process by which all teachers are partners with the children in the research and learning process. They believe that interaction is more important in development of the childrens minds, and the teachers give one to one attention to the child (Klein, 2008). The issue Of identifying the best approach is difficult. Issue in identifying a program good for children is making sure a program has not become too eclectic. Sometimes schools choose from so many different program models, aspects in the classroom contradict each other. For example, a school that follows an approach that wants children to learn actively, yet the program has borrowed the idea of children sitting and just repeating the teacher for most f the day.

Failure of Oslo Peace Process Essay Example | Topics and Well Written Essays - 1250 words

Failure of Oslo Peace Process - Essay Example The conflict has been over borders, water rights, security, Palestinian freedom of movement, control of Jerusalem and solving refugee problem. Zionist claims that they returned to claim their ancestral land from Palestinians (Gelvin, 2007, p. 7). Complete dispossession of the Palestinian-Arabs from the land so that Israelis could inhabit and make it a Jewish state become completely impossible. 1947-1949 war which Israel outnumbered Palestine on the land of Palestinians and the continued massacres resulted to continued war up-to-date. Israel over time has forcefully acquired private land in West Bank and taken control of Gaza where Palestinians have little control over their lives, are oppressed and discriminated. Oslo peace process begun as a clandestine negotiation in a house that was secluded and owned by Norwegian Minister of Foreign Affairs in 1990 in the Oslo outskirts. The negotiation was to initiate peace process and even at the time of conducting the meeting it was done in se crecy since house occupants were informed that it was an academic working (Williams, 2009, p. 77). It was illegal for Israel citizens to come into any meeting with members of Palestine Liberation Organization (PLO). Publicizing of the peace process resulted to a serious preparation on both sides to come into an agreement with a long time enemy. This was not taken lightly by the Israelites where an assassination was made on Israel Prime Minister Rabin in 1995. The Oslo Accord comprised of a series of understandings and agreements reached upon and accepted in the initial secret bilateral negotiations conducted between PLO and Israel. It had aspects of mutual recognition and declaration of principles. Every detail of historical undertakings and the failure of the process will be the focus of this paper. Initiation of the process After several centuries of bloodshed, conflicts, unending war, discrimination and inhuman activities, leaders led by Israel Prime Minister Yitzhak Rabin and PL O leader Yaasser Arafat begun negotiations that were meant to resolve the conflict. A mutual recognition was granted and declarations of principles were initiated agreeing to establishment of Palestinian self-government in parts of Gaza strip and West bank (Selby, 2003, p. 182). The accord was agreed upon and signed in 1993 where timetables and frameworks of Palestinians transition to self-rule and address border issues, Jerusalem and Israeli settlements and establishment of Palestinian state. Agreement of transfer of responsibility and powers was reached upon in1994 and a treaty of peace was established. These accords were established for the purpose of keeping peace and maintaining justice throughout the operations between Israel and Palestine. President Clinton, Prime minister Yitzhak Rabin and Palestinian Leader Yasser Arafat after the signing of the Peace Accord. Source: http://janmeador.wordpress.com/2009/06/12/america-adding-sin-to-sin/ Success of Oslo Peace process Control o f most parts of Gaza and Jericho was transferred to Palestinians. Israel forces were therefore within a short time conducted an accelerated withdrawal from the areas specified. Responsibility was given out to over 9,000 Palestinian police force but Israel retained West Bank and most areas of the Jewish settlement in 1994 (Efrat, 2006, p. 201). Transfer of authority was also done on culture, education practices, social welfare, health, tourism and the entire taxation process. Borders between Jordan and Israel were defined and a peace treaty established leading to normalization of existing relations. Later on in 1995, further transfer of powers was done on labor, all economic activities, local

Reflective journal Essay Example | Topics and Well Written Essays - 2000 words - 2

Reflective journal - Essay Example Through Sainsbury’s 2014 Christmas Advert, I got to understand the conflicting messages which can be through previous messages. From the role of History as a resource of the citizens, I was able to comprehend the role of history before and after both national and international events. The above can be applied in my future academic as well as real life pursuit while visiting new places and understanding how their present culture is influenced by history. I met the objectives of the lecture through understanding the significance of History and its various meanings to modern life1. Dr Andrea Mammone lectured the second Lecture, and its primary objective was to teach on the historical creation of Identities with the major focus being on totalitarianism. I was able to meet the objectives of the lecture.In the lecture, I was able to grow by understanding identities related to fascism across different social aspects. The lecturer exhibited the relative historical characters from politics to sport and how they are used and revised to legitimise modern political and local situations. Through the integration of memory and history, the different vectors of memory such as historical studies, mass media, commemorations and museums amongst others are established. This leads to various types of memories such as collective and individual memory, personal and public amongst others. Mussolini is with fascism and after his fall images even in sports were used to signify his fall. Fascism is from other countries such as Austria and France. From the class, I was able to underst and how the identities directly challenged the acceptance of diversification, as well as democracies around the world. I was thus able to achieve the lecture’s goal through understanding how past historical activities had led to the creation of identities on almost all social aspects2. The third lecture on creating identities with reference to