Reflection Paper on the Movie the Flowers of War in Relation to Metaphysics and Ethics

Is life after death possible? Are the things beyond our perceptions lie in a factual basis? Moral relativists would say â€Å"whatever is good to you is only good for you, whatever is good to me, is good to me alone†. So if we believe on things like heaven or hell—two places we’ve never been, never saw, hear, touch, smell or taste. No one would say we are wrong, that such place does not exist, because for those of us who believe it does exist, in the mind which can understand and abstract ideas. The Chinese film released last year show evidences of people who believe on things even if it cannot be perceived, some lines in the movie reveal the characters’ strong conviction, they are not therefore skeptic, also different ethics on how they handle death, react on different situations, and how their attitude is affected by the war. â€Å"Don’t do anything foolish. So many people have died. Even hell is packed. Why should you add to the crowd† -Yu Mo If the speaker believes in hell, she probably believe in its opposite too. In terms of metaphysics it is life after death. Even if the person is no longer physically and mentally able to give signs of being conscious, as a part of a religion or belief this particular person still lives on in a place called the after-death world or another part of the universe. â€Å"Father Ingleman, fly away† –George Chen â€Å"I can’t have a priest staring at me while I’m sleeping. † –John Miller The convent boy (George) was saying his last words for Father Ingleman (the dead priest). He was like talking to someone who is actually standing in front of him. They were treating the dead as if it’s still alive, that the priest is looking over them even if it is just a picture. For George on the other hand, he owes the priest his being alive, because he was just an orphan and for him flipping the picture would be like disrespecting the memories of Father Ingleman. A conversation between Shu and his father Mr. Meng, shows how deep love a parent can give his child even at war. Mr. Meng sacrificed himself to the Japanese by joining them even if it is unsafe for him to do so. Shu’s father thinks that through his action he could probably save himself and his daughter. He’d done it for his child, and it pains him that his child cannot see his efforts to save her. Instead of being treated well, his child looked down on his father and regarded him as a traitor, despite the coldness that Shu shows to his father, Mr. Meng still managed to do what a father is expected to do for his child even if it meant putting himself to risk; for risking himself is the least thing that he could do just as to protect and ensure that his child is secured. On burying the convent girls who died when the Japanese attempted to rape them, John Miller hoped that these girls won’t be lonely because he will bury them together. It shows that, he believes that those girls will live together somewhere, and by being together, they can live it happily. In this case, burial of the death will be the last kind thing that happened to them. Being buried formally, is like a solace, a privilege given, because not everyone gets a chance to be have a place to rest in times of war. â€Å"I think I hear what your father is saying right now†¦ I think he’s saying that you’ve done an incredible job taking care of the girls and that you’re good, so good. – John Miller This is when George Chen volunteered himself to fill up the thirteenth girl that needs to attend the â€Å"party†. He unselfishly did it to fulfill his promise to Father Ingleman that he will protect the girls no matter what it takes, even if it means dying or suffering in the hands of the Japanese. Even though the father does not have a physical entity he thinks that the priest is watching over him that’s why he did not broke his promise to the priest even if he is no longer present. Even if Father Ingleman is dead, for George, this promise will make the priest happy. On the first part of the reading by C. J Ducasse he said that when we all accept the fact that we are all going to die in some point of our lives we tend to help our fellows in this journey to make it easier, this act draws us closer and makes us more sympathetic to each other. In the movie, when the convent girls were about to commit suicide, some of the Chinese prostitutes’ unintentionally volunteered themselves to go into the â€Å"party†. After the incident they had a debate on whether they would really go or not. â€Å"They want pleasure. That’s what we do. We have experienced all kinds of men As long as we get out alive. We will find a way to survive. –Yu Mo Even at first they were unsure of their decision because they thought that risking their lives was not worth it, eventually these women have accepted their fate. Even if they know something bad might happen to them they did go anyway, they have sacrificed their lives just to save the purity, innocence and most especially the lives of the convent girls. For them it would be like a trade? their lives which they think is already wasted, over the lives of the convent girls which can be made better, and lives in which they could live on to appreciate and experience all the good the world could offer in the future. Prostitutes never care about a falling nation. They sing and dance while others are dying†¦ we should do something heroic and change the old way of thinking. †-Yu Mo â€Å"Please tell him (John) the studen ts can’t end up in the hands of the Japanese. Otherwise my soldiers would have died for nothing† –Major Li With the heroic deed that they’ve done, the Chinese women and the soldiers realized that even if they could die at least they have done something good and their death would not mean â€Å"nothing†. It is an action that will live forever in the convent girl’s hearts and a memory that once in their lives someone surrendered in exchange of their freedom and they would forever be grateful for they were given a chance to live longer. â€Å"Until this day, I still don’t know what happened to the women of the Qin Huai River, I never learned all their names and never saw them being taken away by the Japanese. So I always imagine†¦ I imagine myself standing by the large round window watching them walk in once again. –Shu For Shu, the women will never be gone, because she didn’t know what exactly happened to them, a part of her is still hoping that they are still and they will never be gone. These women will remain in her heart, because of the one thing they’ve done not only for her but also to her friends. The women of the Qin Huai River never walked out of her life; they just came in and never left even if they can no longer see them. In the fil m, we cannot deny the fact that the Japanese soldiers demonstrated brutality. For them, one shot was not enough to kill people. In those times, their work ethics involves them being violent over enemy and even towards women. They don’t value life anymore, as long as these civilians â€Å"cross† their lines, they are shot. To sum it up, the movie teaches the viewers different lessons. Sometimes, we should not be frightened to the idea of death. Because life comes only once, you should live it fully. Life is about living it. It’s what you do while you are still able. It is also what you can do to help others. For some, the physical entity may perish, but the memories will retain in the hearts of the people you helped, and this is what matters.

Rhetorical analysis of an article Essay

In a blog posting from 2007, Pharinet asserts her beliefs about the pressing modern issue of whether or not everybody should go to college. Due to the controversial nature of this topic, many well-executed rhetorical strategies are needed in order for Pharinet to convey her point and convince the reader that her argument is valid. In her article, â€Å"Is College for Everyone?† Pharinet utilizes many rhetorical strategies such as a calm, reasonable tone, nods to the opposition, and an array of personal examples to support her arguments. Firstly, Pharinet uses a calm tone to show the reader that she is passive and willing to make a reasonable argument in her favor. As is seen in the second paragraph when Pharinet states, â€Å" . . . not every person should attend college† (635), the author is able to make simple, blunt statements and proceed to support them with facts that support her argument in a very beneficial way. After this sentence, Pharinet continues by saying that roughly 50% of student who begin college never graduate, and how the financial and academic obligations attached to college are typically too much for college-aged students (635). These supporting facts demonstrate Pharinet’s ability to support her argument in a passive tone with straightforward facts. She is able to present questions in a way that does not lead the reader to believe that she is confrontation, but rather that she genuinely desires to communicate her concerns with her audience. She asks questions such as, â€Å"If college is for everyone, why do we rely on SAT scores and high school transcripts? Why doesn’t every school have an open admissions policy?† (635). Pharinet is then able to answer these questions in a non-confrontational manner: â€Å"Quite simply, because not everyone should attend college† (636). She then continues on to give more explanations as to why her argument is a valid one, such as how many students at the pre-college level still struggle with reading, or how some high schools do not expect much academically from their students (636). She is able to state simple facts without appearing to attack her opposition or the group of people being discussed. Pharinet’s ability to maintain a passive tone throughout her article heavily aids the effectiveness of her argument  throughout the entirety of the article. Secondly, Pharinet uses personal examples to support her points and to aid in her credibility. In the fifth paragraph, Pharinet accounts one of her own experiences: C’s get degrees. One of my own students said this to me when enquiring about his progress this semester. Unfortunately, this is an all too common mentality among college students. There is no real desire for learning (636). A personal example such as this one adds a very tangible element to Pharinet’s argument. Before this example, to the reader she is simply another person writing an article and trying to voice her opinion in whatever way possible; however, after this personal example of her encounter with one of her students, the reader is shown her personal connection with the issue. This realization by the reader adds to the likability of the author and to the believability of the arguments that she is presenting. The presentation of this personal example also reveals new information about the author. Due to this example, the reader is able to infer that Pharinet is a teacher, which would bring the reader to the conclusion that Pharinet has a personal connection herself to the issue of education. The fact that she is a teacher also lends to her credibility. Who better to discuss the issue of education than a teacher? Who could possibly be more informed on the issue than a teacher? Because of this simple recount of Pharinet’s personal interaction with the issue being discussed, the reader is able to not only connect more with the author, but the reader can also have more faith in her credibility. Lastly, Pharinet makes many nods towards the opposing side of her argument in the article, yet again demonstrating her ability to present a calm argument and support her points. Right from the start of the article, she begins making acknowledgments to the opposing side of her argument. She makes statements such as, â€Å"There is no doubt that education is important. There is also no doubt that every person has the right to an education. However . . .† (635). These statements demonstrate to the reader that Pharinet is not only aware of her opposition’s views, but that she agrees with a few of the arguments that her opposition might make. Pharinet also offers many alternatives for students and parents, showing that she is not  just arguing to argue, but that she genuinely cares for the issue about which she is writing. In the sixth paragraph, Pharinet suggests that some students should take a year or two off to evaluate the course that is best for them and to get more financially stable (636). Instead of just attacking the issue or blinding arguing her points, she is offering alternative suggestions that she truly believes should be taken into consideration by her audience. Pharinet’s nods to the opposition and her presentation of alternatives to starting college right away demonstrate to the reader that she genuinely cares about her topic and the issue about which she is debating. As with any controversial topic, arguments are very difficult to make without the proper use of rhetorical strategies. Pharinet clearly realizes that fact, and she makes great use of many rhetorical strategies such as her tone and her ability to maintain her credibility to her audience. By keeping a calm and passive tone throughout the article, she is able to convey her points and arguments to her intended audience much easier than if she were only being confrontational and aggressive. By adding personal examples, she is able to maintain her credibility and her connection to the topic and the audience. By giving nods to the opposition, she is able to yet again show her non-confrontational intent and focus on arguing her point in a manner that the reader will appreciate and to which the reader will respond well. Well-utilized rhetorical strategies are the key to any well-organized argument. Pharinet. â€Å"Is College for Everyone?† Practical Argument: A Text and Anthology. Ed. Laurie G. Kirszner and Stephen R. Mandell. Boston: 2011. 635-636

Literature Review Research Paper Example | Topics and Well Written Essays - 2250 words

Literature Review - Research Paper Example The aim of this paper is to discuss the psychological disorders among the children and adolescents, and the interventions necessary to improve the productivity of the children and teenagers with the disorders. Key words: disorders, psychological and interventions. Psychological Disorders Introduction A psychological disorder is a pattern of behavioral or psychological symptoms that impact multiple life areas or create distress for the people experiencing these symptoms. A mental disorder is a psychological pattern or anomaly, which is reflected in behavior. Mental disorders are defined by combination of how an individual feels, acts, think or perceives. According to the World Health Organization (WHO) Report of 2007, over a third of people in most of the countries report problems at some point in their life, which are diagnosed as mental disorders. Child and adolescent mental disorders are common problems experienced by these groups. The disorders can affect the productivity of the c hildren and adolescents just as it has implications on the adults. The aim of this paper is to examine the different types of inventions that that can be put in place to enhance the productivity of the children and adolescents who have the psychological disorders. ... The root causes of mental disorders vary and in many cases they are not known or they are unclear. The people suffering from mental conditions can only access their specialized treatment from mental health professionals. Psychiatric treatment and psychotherapy are the only two major treatments for those suffering from mental disorders. Mental disorders treatments do not really require specialized treatment in terms of offering medicines to the affected people, but actually require psychological treatments. This is where the psychologists or the psychiatrists come in to help these patients. Here, the patients undergo through a therapy session with the psychiatrists, which helps them overcome the conditions they face. In other words, basically, psychiatric treatment and psychotherapy are the most common methods that are used to treat mental related disorders. These types of treatment help a lot in treating these disorders, which are usually very dangerous when not well treated. In fact , if not well treated, they can cause a lot of damage and sometimes even death and so, they should be treated as soon as possible to avoid further damage on the affected person. If the people having these disorders undergo through psychiatry or therapy sessions, they start recovering slowly by slowly, and eventually recover completely. Most studies on mental illness have focused on the psychological disorders in adults. It is just of recent that there has been some focus on the mental illnesses of children and the adolescents. The researchers are now examining the growth and development of children as they try to establish what is normal and what is abnormal. The key goal of the researches is trying to study the childhood development in view to try and predict and

Management accounting Essay Example | Topics and Well Written Essays - 2000 words - 2

Management accounting - Essay Example This is the portion of overhead cost variance that arises due to the actual variable overheads differing from the allowed variable overhead. This arises when the company uses more time to manufacture the product due to defects in production. This arises due to actual number of units sold differing from the budgeted number of units at standard sales margin per unit this may be due to increased taste and preference of consumers, or increase in quality and advertisements. SMPV arises as a result of real selling charge differing from the standard selling cost. This is influenced by prices of competitors, demand for the product or even the price of compliments to the product. Traditionally, overheads have been absorbed to products based on direct labour hours used direct labour cost machine hours utilized or number of units produced. This traditional method of absorbing overheads emerged when factor overhead constituted a small proportion of the manufacturing cost. There was an assumption of a linear relationship between the volume of production and the use of this activity basis. However overheads have recently grown significantly as a proportion of production cost in a decline in direct labour cost and the computerization of the production or manufacturing systems. Consequently, the relevance of continued use of the traditional overhead costing method has been watered with the emergence of new methods of production such as robotic technologies. Flexible manufacturing systems, computer manufacturing kaizen costing and activity based costing. Activity based costing is the cost attribution to cost units on the basis of the benefit the product receives from the activity performed such as ordering, material receiving and handling, setting up machines, scheduling of jobs or assurance of quality. ABC argues that overheads are incurred because of the activities being performed to

Implementation plan Essay Example | Topics and Well Written Essays - 1500 words

Implementation plan - Essay Example The number one step for implementing the proposal is to obtain approval from the leaders in the health sector. This will be very important, as you can be sure of their full support. It is always vital that the leaders give you the go ahead in order to proceed with the implementation of the plan. The leaders are responsible for linking you up with the authorities in charge of regulating the health care provision in the country. It also helps in ensuring that you acquire the resources required for successful implementation of the plan. The best strategy to win the approval of the leaders is to enlighten them on the importance of the plan and the massive benefits it will bring on the target population. Equipping them with the full information about the whole plan is vital if they have to give their support for the plan implementation. A written request about the plan to the leaders is necessary as opposed to word of mouth. The leaders must in turn reply in writing. For the members of st aff, seeking for their involvement in implementing the plan will be an easy task once the leadership approve. Once the leadership of the organization gives the go ahead for the plant implementation, the staff is most likely to follow suit. Upon approval by both the leadership and fellow members of staff, the plan can then progress to the next stage. As described in the introductory part, Urinary Tract Infections (UTIs) have consistently grown in prevalence among patients who have indwelling catheters. CAUTI increases cost of medication in hospitals and accounts for a higher percentage for mortality and morbidity (AACN, 2015). CAUTI can be preventable through adoption of viable precautionary measures. One of the major contributing factors to CAUTI is the extended duration of catheterization as well as insertion of the catheters without adequate reason as to their requirements. CAUTI results from three major aspects. One is the

Organizational Communication and Conflict Resolution Essay

Organizational Communication and Conflict Resolution - Essay Example Under this new configuration, corporate communication is defined as "an instrument of management by means of which all consciously used forms of internal and external communication are harmonized as effectively and efficiently as possible to create a favorable basis for relationships with groups upon which the company is dependent (Van Riel, 1995)." This reflects a growing recognition by top management and corporate boardroom that the ability to succeed and rise above the competition depends upon the firm's capability to communicate effectively with its stakeholders, thus making corporate communication an absolute and integral part of top management functions. In line with this thinking, communication managers and departments are now assigned such loftier titles as corporate communications, public affairs or corporate affairs (Fombrum, 1996). It also gave rise to a new corporate communication vocabulary, which consists of words like stakeholders, identity and reputation, among others. Moreover, the work of corporate communication has widened in scope to take place at three dimensions: corporate, market and operational levels. This corporate work involves communicating the organization's mission and vision to its shareholders, employees, customers, etc., while the market-oriented activity explores and implement ways by which the company can compete best in a given market. At the operational level, the communication group is left to manage its own resources, processes and people, a function used to be done on its behalf by the finance department, the engineering section and the human resource department. Relationship to Management How corporate communication has wormed its way into the top rung of the corporate ladder may be seen at Siemens, whose productivity, profitability and corporate image continue to be the envy of its competitors. At Siemens, communication managers oversee a wide range of activities related to management and decision-making, including analysis and research, formulation of communication objectives for the entire organization, and counseling of senior management. The company maintains a corporate communication department that handles advertising, internal communication and media relations. In addition, there is a central corporate messages section that supervises the senior communication professionals responsible for developing and protecting the overall corporate image of Siemens, as well as copywriters for the speeches of senior managers. Such consolidation of communication activities in one or two departments is now commonplace in progressive companies, with the communication practitio ners having the ear of CEOs and senior executive teams, especially on stakeholder and reputation issues (Grunig & Grunig, 1998). The same importance is given to corporate communication by Philips, which keeps a large corporate communication department at its head office in Amsterdam that counsels the CEO and senior managers on

Clinical laboratory science Scholarship Essay Example | Topics and Well Written Essays - 250 words

Clinical laboratory science - Scholarship Essay Example King’s’ mission of preparing graduates intellectually, morally and spiritually for a satisfying future life particularly interests me. My interest in the field of Clinical Laboratory Science started way back in my childhood and is significantly inspired by the family background with parents in the medical field. As a small child I began admiring the work done by my parents of assisting patients and ensuring they lead a quality life. This made me to work hard in school so to attain grades that would enable get a college opportunity to further my studies in the area. The nationwide deficiency of professionals in the area of Clinical Laboratory Science has also contributed significantly as I feel by graduating in the field I will be able to positively impact by helping in the process of saving lives which will give me great satisfaction. I therefore want to be part of the solution and not the problem thus believes as a professional CLS will be better placed to serve and positively influence humanity. I strongly believe in the power of knowledge in transforming society and hence participate actively in extracurricular activities such as club clubs, academic forums and games in which I believe lies opportunity for information exchange. I also participate with the intention of growing holistically and maintaining personal health both physically, mentally and psychologically which I believe is very important to my life especially as a student. I will therefore utilize all available facilities on the campus to enrich my graduate experience and emerge as a responsible person in the

Hogarth print and the enlightenment Essay Example | Topics and Well Written Essays - 1750 words

Hogarth print and the enlightenment - Essay Example With his new art, he was able to reach countless audience by making engravings of the paintings and selling them at low prices1. He therefore created art for aristocratic patrons as well as the public sphere that came together through the print medium to reflect on issues of general concern. Generally, Hogarth’s work brought dynamic influences on the public sphere which developed into an entity able to generate new ideas and challenge beliefs that were supported by the state. His first ‘modern moral subject’ called A Harlot’s Progress was produced in 1732 and was succeeded by A Rake’s Progress produced in 1733-34. Hogarth’s masterpiece, Marriage a La Mode was painted in 1745. His other print series included Industry and Idleness produced 1748 in and The Four Stages of Cruelty in 1751. This paper is going to mostly dwell on the print Marriage a la Mode and how it might have conveyed the ideas of the Enlightenment to the British public2. Marriag e A La Mode Marriage a la Mode was by far the most enduring and popular of Hogarth’s moral subject series. The print tracks on a doomed marriage between a daughter from a wealthy man from lower social class and a son from a high status but financially troubled family3. This marriage is arranged by two opportunistic fathers; one, a rich representative of the London city who craves social status and aims to acquire it by marrying off his daughter and the other father, Earl of Squander who was a spendthrift nobleman and needed cash desperately which he finally gets it by marrying off his unprincipled, dandyish son. Since there were no considerations of love or even compatibility, the marriage is led into a path of self destruction. The print contains a set of six paintings which were subsequently made into engravings4. Plate one: the Marriage Settlement The scene establishes the just concluded negotiations for their children’s marriage between the Alderman who is seated a t the center and the Earl of Squander seated at the extreme right. While squander wants money to fund his overly exuberant lifestyle, the alderman is dying to achieve a higher social status for his family that he had to buy his way into aristocracy5. In the meantime their children are depicted to be indifferent and miserable at the proceedings. Viscount Squanderfield the son of Earl has just returned from the continent and is dressed in the recent Paris fashions. He has a black spot on his neck, an indication that he might be having syphilis. Alderman’s daughter on the other hand is being soothed by Silvertongue, the lawyer, though she looks inconsolable. The chained dogs make clear the fact that the couple’s marriage is loveless and ill-matched6. The Tete a Tete The scene is set in the west end of London in a Palladian style house. It is past midday as depicted by the clock far right on the wall, and still the viscount seems to have returned from a night out and is sl acked in a chair, tired and bored7. A dog is shown sniffing at some woman’s cap in his pocket. His wife as it seems, has also been awake all night apparently playing cards, but her satisfied stretch and sly look indicate that she too had been having sexual engagements and dissimilar to her indifferent husband, was at that moment enjoying the freshness of life as a stylish woman of leisure. Using a pocket mirror, she appears to be bespeaking to someone out of sight, perhaps her lover who as it looks like, had to exit in a hurry as a result of the

The Administrations for Children Services New York City Essay

The Administrations for Children Services New York City - Essay Example The organization is currently in the process of implementing innovative procedures that should optimistically show its effect on the organization's work. Will this be sufficient to addressing the problem How efficient will the organization be after all the changes The paper will in detail confer the potential positive outcome of the restructured organization. The paper will also analyze the media's effect on the expedited renovations to the system. In order to more fully understand the current status of the ACS, a brief synopsis of its history is necessary. On January 10, 1996, for the first time in New York City history, an agency "devoted solely to serving children and their families" was established.1 The ACS mission is to "ensure the safety, permanency and well-being of the 1.8 million children in New York City and to strengthen families."2 In order to achieve this, several key areas of responsibility were established by Nicholas Scoppetta the agency's first commissioner. These include: In order to achieve these aims the agency put several processes in place including: reduced caseloads for workers, increased training and compensation packages, fostered improved interagency cooperation between various government agencies including Family court, the Department of Education and the various police agencies within the city and streamlined the record keeping system and automated it into a streamlined mode using latest technology. Additionally the ACS established in 2001 an intake facility solely dedicated to those children entering the foster care system, initiated a clinical consultation team to specifically work on cases involving physical abuse, substance abuse and mental health services and developed an intricate system to measure level and quality of services provided to children and their families. This system known as EQUIP (the Evaluation and Quality Improvement Protocol) was designed to evaluate all phases of the ACS system including: "processes, outcomes and quality."4 Finally, ACS instituted a comprehensive service review plan to ensure timely meetings within required time frames are conducted for each case. Yet, with all the innovative programs purported to be instituted children are still 'slipping through the cracks' - too often with deadly

How Statistics has affected my daily life Essay Example | Topics and Well Written Essays - 250 words

How Statistics has affected my daily life - Essay Example In addition, with the increasing number of people around the world suffering from heart diseases caused by cholesterol and sedentary lifestyle, I am also inclined to avoid some food and increase my activities. For example, when I read that even young people are suffering heart attacks and worse, they are also dying from it, I made it a point not to be counted in the statistics. Therefore, I further researched on the kinds of food that can cause heart attack and I try to avoid them. I also increased my food intake of those which help my heart work better to improve the flow of blood in my system. Furthermore, I exercise daily and this activity also includes a lot of statistical information. For example, when I jog, I have to complete a certain number of mileages to see if my strength and stamina are improving. To make sure that I will be in the best of health while I am physically active, I make sure that I am well-hydrated, gulping at least 2 liters of water during my entire workout. Numbers have an interesting way of affecting my mind and decisions everyday and I am thankful about

Prewriting Assignment Essay Example for Free

Prewriting Assignment Essay Times I Saw an Adult Cry I. I was very young when I first saw an adult cry.   I did not actually see an adult cry in person; I saw it on television.   Nonetheless, it was the first time I have seen an adult shed tears.   That night, I was at home with the babysitter when my mother left to run some errands.   I remember that the babysitter tucked me to my bed early and I immediately fell asleep.   After some time, I was awakened by the sounds of people talking.    It was rather loud, and I could hear the voices of a man and a woman in conversation. Out of curiosity, I got out of bed and opened the bedroom door.   At first, I thought that maybe the babysitter had some company. So I carefully walked downstairs to the den, where the babysitter usually stays.   I took a peek and found her alone.   The sounds I heard came from the television; she was only watching a movie.   I remember that it was an old movie, as it was in black and white.   To my surprise, the woman in the movie began to cry.   I was surprised because I have never seen the adults in my house cry.   I thought crying were only for babies and young children.   After that, I learned that adults can also cry. II. When I was younger, my family and I were on a road trip. The trip was generally smooth, until my father decided to take a short cut.   He was driving the car, and he turned left to a narrow dirt road.   It proved to be a wrong decision; the road led to a cemetery, where a burial was taking place.   The width of the road made it difficult to pass through, but the parked cars on both sides of the road made it more problematic. The traffic caused my father to drive slowly, allowing me to witness the burial.   I saw all of the mourners; all of them were dressed in black.   However, a man stood out in the crowd out of his sheer size. As a child, I was terrified of bald, stocky men.   They all seemed intimidating to me. The man in the cemetery was tall, stocky and bald.   Because he appeared intimidating, I did not expect him to cry in the burial. I was not used to seeing men cry, especially those of his size.   I was expecting him to be simply serious but not emotional.   Besides, it was said that men do not cry.   As we drove past the cemetery, I caught a glimpse of him pulling out a handkerchief and wiping his eyes.   He was indeed crying.   I contemplated that maybe the grief over the loss of a loved one may have been too much to bear, that it prompted a seemingly intimidating man to cry. III. Our next door neighbor was a woman with two children.   The woman had fair skin and dark curly hair. She was remarkably thin and was rarely seen at home.   My mother said that she worked two jobs so she could pay the rent and feed her children. I always liked her because whenever she was around, she would smile at me and her eyes would seem to smile too. She had those distinct smiling eyes.   One day, my mother and I went out of the house as we were hearing loud noises from her home. We saw this tall man coming out of her house, dragging the children with him. She was screaming while grabbing on to the man’s arm. She tried to stop him, but her small frame was no match to the man’s physique. The children were shouting for their mother as the man dragged them into the car. The man immediately hopped in the driver’s seat, closed the door, and drove away.   The woman just stood there in the street, her eyes still fixed on the car that just disappeared. A minute later, she bowed her head and covered her face with her hands. Then she began to cry.   Her cries became louder, and soon all our neighbors were already watching her.    I later found out that the man was her former husband and her children’s father. She worked so hard to take care of her children, only for them to be taken away from her.   I never saw her smiling eyes again.   She soon moved out. I believe it was after that incident when I truly began to have respect for single mothers who work hard to take care of their kids. IV. I am used to witnessing marriage proposals on television.   I have seen programs wherein the men would go down on one knee and the woman would then gasp in shock, cover their mouths with their hands and become motionless for a few seconds. Afterwards, they would become hysterical in glee. In the past, I thought that such moments were too emotional.   My opinion changed when I witnessed a marriage proposal firsthand.   I was in a coffee shop with a friend when a couple entered. They looked like the average couple; nothing seemed extraordinary about the two of them. The woman took her seat, while the man went to the counter to order.   I did not pay them much attention afterwards. It was not until much later when I realized they were deaf-mute, when I noticed that they were using sign language. I did not expect a proposal to occur, not in a coffee shop.   So when I saw the man go down on one knee, I was taken aback.   My friend and I watched closely, along with the other customers, as the woman nodded and hugged his future husband.   As the people in the shop cheered, tears were streaming down her face. Unlike other women, she did not overreact.   She was just happy, and her tears showed it.   I guess true love does make people happy, and the happiness does not have to be showy to be expressed. V. One time, I had the chance to watch The Oprah Winfrey Show.   I can remember that the episode featured a middle-aged African-American woman who took care of many children.   I cannot recall if she was married, but I know she had three children.   When the woman’s siblings died, she took the responsibility of raising them as well.   She and the children had to cram themselves in a small three-bedroom house.   She worked several jobs to support these kids, most of which are not even her own.   The problem was that the home was not hers and if she did not pay a certain amount within the specified time, they would be evicted. The woman and the children were invited to the show where they were to receive gifts from Oprah. They were given things they needed; they received new beds, kitchen appliances, and even a van.   However, the biggest surprise of all was when Oprah announced that they would be shopping for a new home. The woman hugged Oprah tight, and wiped the tears running down her face.   I knew the woman was happy because of all the material things she received. Most importantly, I know those tears were of gratitude.   It was not the material things per se that she was grateful for; she was thankful for the help that those things could offer her and the children.   I knew she deserved those things for all her dedication and hard work. Still, she was very grateful.

Impact of Modernism on Society

Impact of Modernism on Society What is modernism? What impact has modernism had on human society? Discuss the impact of the digital age on the social, economic and political life of societies today Modernism is a philosophical movement that, along with cultural trends and changes, arose from wide-scale and far-reaching transformations in Western society in the late 19th and early 20th centuries. Among the factors that shaped Modernism was the development of modern industrial societies and the rapid growth of cities, followed then by the horror of World War I. Modernism also rejected the certainty of Enlightenment thinking, and many modernists rejected religious belief. Modernism, in general, includes the activities and creations of those who felt the traditional forms of art, architecture, literature, religious faith, philosophy, social organization, and activities of daily life were becoming outdated in the new economic, social, and political environment of an emerging fully industrialized world. The poet Ezra Pounds 1934 injunction to Make it new! was the touchstone of the movements approach towards what it saw as the now obsolete culture of the past. Nevertheless, its innovations, like the stream-of-consciousness novel, twelve-tone music and abstract art, all had precursors in the 19th century. Modernism, here limited to aesthetic modernism (see also modernity), describes a series of sometimes radical movements in art, architecture, photography, music, literature, and the applied arts which emerged in the three decades before 1914. Modernism has philosophical antecedents that can be traced to the eighteenth-century Enlightenment but is rooted in the changes in Western society at the end of the nineteenth and beginning of the twentieth centuries. Modernism encompasses the works of artists who rebelled against nineteenth-century academic and historicist traditions, believing that earlier aesthetic conventions were becoming outdated. Modernist movements, such as Cubism in the arts, Atonality in music, and Symbolism in poetry, directly and indirectly explored the new economic, social, and political aspects of an emerging fully industrialized world. Modernist art reflected the deracinated experience of life in which tradition, community, collective identity, and faith were eroding. In the twentieth century, the mechanized mass slaughter of the First World War was a watershed event that fueled modernist distrust of reason and further sundered complacent views of the steady moral improvement of human society and belief in progress. A notable characteristic of Modernism is self-consciousness, which often led to experiments with form, along with the use of techniques that drew attention to the processes and materials used in creating a painting, poem, building, etc. Modernism explicitly rejected the ideology of realism and makes use of the works of the past by the employment of reprise, incorporation, rewriting, recapitulation, revision and parody. Some commentators define Modernism as a socially progressive trend of thought that affirms the power of human beings to create, improve and reshape their environment with the aid of practical experimentation, scientific knowledge, or technology. From this perspective, Modernism encouraged the re-examination of every aspect of existence, from commerce to philosophy, with the goal of finding that which was holding back progress, and replacing it with new ways of reaching the same end. Others focus on Modernism as an aesthetic introspection. This facilitates consideration of specific reactions to the use of technology in the First World War, and anti-technological and nihilistic aspects of the works of diverse thinkers and artists spanning the period from Friedrich Nietzsche (1844–1900) to Samuel Beckett (1906–1989) MODERISM IMPACT HAS ON SOCIETY Many modernists believed that by rejecting tradition they could discover radically new ways of making art. Arnold Schoenberg believed that by rejecting traditional tonal harmony, the hierarchical system of organizing works of music which had guided music-making for at least a century and a half, and perhaps longer, he had discovered a wholly new way of organizing sound, based on the use of 12-note rows. This led to what is known as serial music by the post-war period. Abstract artists, taking as their examples from the Impressionists, as well as Paul CÃ ©zanne and Edvard Munch, began with the assumption that color and shape formed the essential characteristics of art, not the depiction of the natural world. Wassily Kandinsky, Piet Mondrian, and Kazimir Malevich all believed in redefining art as the arrangement of pure color. The use of photography, which had rendered much of the representational function of visual art obsolete, strongly affected this aspect of Modernism. However, these artists also believed that by rejecting the depiction of material objects they helped art move from a materialist to a spiritualist phase of development. Other Modernists, especially those involved in design, had more pragmatic views. Modernist architects and designers believed that new technology rendered old styles of building obsolete. Le Corbusier thought that buildings should function as machines for living in, analogous to cars, which he saw as machines for traveling in. Just as cars had replaced the horse, so Modernist design should reject the old styles and structures inherited from Ancient Greece or from the Middle Ages. Following this machine aesthetic, Modernist designers typically reject decorative motifs in design, preferring to emphasize the materials used and pure geometrical forms. The skyscraper, such as Ludwig Mies van der Rohes Seagram Building in New York (1956–1958), became the archetypal Modernist building. Modernist design of houses and furniture also typically emphasized simplicity and clarity of form, open-plan interiors, and the absence of clutter. Modernism reversed the nineteenth-century relationship of public and private: in the nineteenth century, public buildings were horizontally expansive for a variety of technical reasons, and private buildings emphasized verticality—to fit more private space on more and more limited land. In other arts, such pragmatic considerations were less important. In literature and visual art, some Modernists sought to defy expectations mainly in order to make their art more vivid, or to force the audience to take the trouble to question their own preconceptions. This aspect of Modernism has often seemed a reaction to consumer culture, which developed in Europe and North America in the late-nineteenth century. Whereas most manufacturers try to make products that will be marketable by appealing to preferences and prejudices, High Modernists rejected such consumerist attitudes in order to undermine conventional thinking. IMPACT OF SOCIAL CHANGES ON EDUCATION Social change refers to an alteration in the social order of a society. It may refer to the notion of social progress or socio cultural evolution, the philosophical idea that society moves forward by dialectical or evolutionary means. It may refer to a paradigmatic change in the socio-economic structure, for instance a shift away from feudalism and towards capitalism. Accordingly it may also refer to social revolution, such as the Socialist revolution presented in Marxism, or to other social movements, such as Womens suffrage or the Civil rights movement. Social change may be driven by cultural, religious, economic, scientific or technological forces. More generally, social change may include changes in nature, social institutions, social behaviours or social relations. EDUCATION AND SOCIAL CHANGE The role of education as an agent or instrument of social change and social development is widely recognized today. Social change may take place when humans need change. When the existing social system or network of social institutions fails to meet the existing human needs and when new materials suggest better ways of meeting human needs. Education can initiate social changes by bringing about a change in outlook and attitude of man. It can bring about a change in the pattern of social relationships and thereby it may cause social changes. Earlier educational institutions and teachers used to show a specific way of life to the students and education was more a means of social control than an instrument of social change. Modern educational institutions do not place much emphasis upon transmitting a way of life to the students. The traditional education was meant for an unchanging static society not marked by any change. But today education aims at imparting knowledge. Education was associated with religion. EDUCATION AND CULTURE Education encompasses teaching and learning specific skills and also something less tangible but more profound: the imparting of knowledge good judgement and wisdom. Durkheim sees education as the socialization of the younger generation .It is a continuous effort to impose on the child ways of seeing,feeling and acting which he could not have arrived at spontaneously. Education has as one of its fundamental goals the imparting of culture from generation to generation. Culture is a growing whole. There can be no break in the continuity of culture. The cultural elements are passed on through the agents like family, school and other associations. All societies maintain themselves through their culture. Culture here refers to a set of beliefs, skills, art, literature, philosophy, religion, music etc which must be learned. This social heritage must be transmitted through social organizations. Education has this function of cultural transmission in all societies. The curriculum of a school ,its extra-curricular activities and the informal relationships among students and teachers communicate social skills and values. Through various activities school imparts values such as co-operation , team spirit ,obedience ,discipline etc. Education acts an integrative force in the society by communicating values that unites different sections of society. The school teach skills to the children which help them later to integrate within the culture of the society. Education in its formal or informal pattern has been performing this role since time immemorial. Education can be looked upon as process from this point of view also. Education has brought phenomenal changes in every aspect of mans life. TYPE OF SOCIAL CHANGE Civilization change It refers to the dress, food habits, production technologies, communication system, etc. Cultural change It is associated with new knowledge. Religion, rituals, arts, literature etc. Change in social relationship. It is the relationship between the father and son, teacher and student, husband and wife, etc. FACTORS RESPONSIBLE FOR SOCIAL CHANGE Geographical factors like climatic conditions that influence the climatic conditions. Psychological factors like motivation, individualisation etc Sociological factors like social conflicts, social oppressions, modernization etc. Explosion of population The environmental factors like newly built cities, industrialised and urbanised natural environment. The scientific and technological factors like technical advancements, new inventions, modern machineries, tools, etc. The ideological factors like social philosophy, political philosophy and religious philosophy. The legislative factors like legislation on temple entry, banning child marriages etc. The impact of western civilisation and cultural diffusion Contact of people with different countries The level of education and literacy attained by the society Modernisation of the society New attitudes to wealth, work, saving and risk taking War, natural calamities, revolutions, migration of people, etc RELATIONSHIP BETWEEN EDUCATION AND SOCIAL CHANGE According to V.R.Taneja Education and social change is a two way traffic. While education preserves, transmits and disseminates the whole culture, social change is the instrument and precondition of educational thought. 1. EDUCATION AS A CONDITON OF SOCIAL CHANGE. It is noted that social change is impossible without education. Education makes the people aware of the inadequacies of the existing system and creates a craze for social reform. Many of the old superstitions, beliefs and outdated customs. Which is retard social progress, can be prevented by education. It is to be noted that many progressive reforms like Hindu Code Bill and Untouchability Removal Act remained ineffective due to the illiteracy of a large number of Indian people. 2. EDUCATION AS AN INSTRUMENT OF SOCIAL CHANGE. Education is considered as a powerful instrument for social change, because it deals mainly with the thought patterns and behaviour patterns of younger generation. The axe of education can cut down the thick roots of traditional superstitions, ignorance and the backwardness. Education prepares the people for social change. 3. EDUCATION AS AN EFFECT OF SOCIAL CHANGE. In the wake of social change, people become aware of the need for educational progress. The changes caused by the political upheaval, industrialisation, technological progress and religious reform movements naturally demands more education in order to maintain social equilibrium. In India the enrolment in educational institutions has increased enormously since independence. We can summarize the following relationship between education and social change in the following way: Education initiates the social change and gives them direction and purpose. Education creates the social reformers and leaders who consciously make all the efforts to bring about social changes. Education prepares the individual for social changes. It brings a change in the need dispositions and also creates frustrations with the status quo. Education determines the nature of social changes, which ought to be brought about.

Sympathy for Frankensteins Monster

Sympathy for Frankensteins Monster Mary Shelley might have written Frankenstein because she was challenged by her husband and Lord Byron to see who could write the best horror story while they were staying at Villa Diolati by Lake Geneva in Switzerland. Her father was interested in Galvanism- running electric currents through the body to restore it to life. In the book, Victor Frankenstein uses similar methods to create the monster. She was also influenced by the works of Samuel Taylor and Aaron Burr. Firstly, Shelley tries to create sympathy for the monster by describing his appearance in a unique yet horrific way: hes gigantic; about eight feet; deformed; black lips and lastly, yellow skin scarcely covered the work of muscles and arteries beneath. When you link these descriptions together, Shelley creates a vivid, unnatural image of the monster in the minds eye. This creates sympathy for the monster by making him abhorrent to typical humans. Usually when someone is different in the society, they are pitied, oppressed or threatened by the majority. Secondly, Shelley tries to create sympathy for the monster the comments Victor makes behind his back. He says before making him that he hoped his creation would bless him as his creator. He also believed the monster to have happy and excellent nature and be beautiful. His words betrayed him when the monster was created. Instead of his work being beautiful, he says hes a filthy creation, hes ugly, horrid and a demonical corpse. This makes us sympathise for the monster because his father, his creator detests him. If the man that should be his father does not like him, it does not give him much hope with other people. The choice of words here are very emotive, it makes the reader feel sympathy and sorrow for the monster. Frankensteins brother, William, also detests the monster; he states hes a monster! An ugly wretch! and an ogre. This also makes us feel poignancy for the monster because even though he has done no harm to William at that point, he is able to be prejudice just by looking at his appearance. Thirdly, Shelley tries to create sympathy for the monster through comments said to his face, Frankenstein says hes a vile insect, and also adds cursed be the dayin which you first saw light! The language Shelly uses here is very powerful and emotive. He further goes on to say, Shall I create another like yourself, whose joints wickedness might desolate the world? This is even harsher as it is coming from his creator. It makes the reader want to comfort the monster and help him. He is lonely. All it wants is someone to like him, someone who would treat him like hes a person, not a thing or an insect. Fourthly, Shelley tries to create sympathy for the monster through what people do to him. Victor sprang on him and he flung his hands from his eyes with violence. This makes the reader feel sorry for the monster by making the monster sound helpless. He doesnt deserve this treatment. Victor further goes on to shred his girlfriend to pieces- just because the monster happened to be smiling at her. We feel empathy for the monster because it makes us realise that he has feelings like everyone else. A man in the woods just took one glance and he tore the girl from his armsaimed a gun at his body, and fired. This makes us realise how appalling people behave towards him. The man doesnt even give a chance to explain his reason for holding the girl- his appearance is good enough. These actions make us feel pity for him because we know he is innocent and all he wants is a friend. The fifth way Shelley tries to make us feel sorry for the monster is through peoples reaction to him. Victor couldnt and wouldnt look at him; he was unable to endure the aspect of being he had created. He thinks of his creation as a putrid savage without thinking hoe helpless and unwanted the monster feels by his fathers reactions. We wouldnt like it if children shrieked and women fainted just from looking at us, would we? The sixth way Shelley tries to create sympathy for the monster is though his actions when he comes to life. The monster muttered some inarticulate sounds to Frankenstein, he then smiled at Frankenstein, a grin wrinkled his cheeks. When the monster tries to touch Victor, he reacted badly. If someone rejected us just for being ourselves, we would feel really sad. When the monster turned away, upset, from a window he could see a girl lovingly being lifted by her father. We feel sorry for the monster because we see how loving the man was to his child while Frankenstein loathes the monster. Her choice of language makes him sound vulnerable and emotional. He even wept when the family were upset, showing he has feelings for others, not just for himself. Finally Shelley tries to create sympathy for the monster through his speech. He says all men hate the wretched! These words create sympathy for the monster because he knows hes been rejected by society for the way he looks. It isnt his fault the way he looks. People should have given him a chance and judged him on his personality rather than his face. In conclusion, Mary Shelley makes us sympathise for the monster through his appearance, his actions, his speech and how others react to him. She gets across this by her choice of words. She uses emotive language brilliantly.

Governmental Regulation Of Cloning Essay -- Argumentative Persuasive T

Governmental Regulation Of Cloning    For years, the prospect of human cloning was fodder for outrageous science-fiction stories and nothing more. However, in more recent times, human cloning has moved significantly closer to becoming a reality. Accordingly, the issue has evoked a number of strong reactions, both praising and condemning the procedure. The fact that human cloning not just affects human lives indirectly but actually involves tinkering with human creation has forced human cloning into a position of controversy. The progress of the issue of human cloning, then, has been shaped not only by the abilities and resources of scientists but by public opinion and by governmental regulation that has resulted from public pressure.    Although the issue of human cloning has received the most attention within the last two years, cloning techniques have existed since the late 1970s. The cloning technique used at this time was a process called artificial twinning which involved split ting a single fertilized ovum into what are then considered new embryos and then implanting each into a female to be carried to term (religioustolerance.org 1). These experiments, however, were limited to animals. By the 1980s and early 1990s, during the presidencies of Ronald Reagan and George Bush, restrictions had been placed on the research of the cloning of human beings. The pro-life groups, which have considerabl e influence in the Republican party, held many concerns about the experimentation and destruction of human embryos, which they consider people with rights, thus they pressured the administration for restrictions on research (cac.psu.edu 1). A series of measures prohibiting federal funding for human cloning were thus implem ent... ...ly praised, but science that interferes with the creation of human life is seen by many as entirely different. People are still unsure as to whether or not and to what extent scientists should be involved in such a realm. This is, in fact, the prevailing view. Consequently, the field of human cloning has been shaped by these attitudes. At present, human cloning both nationally and internationally is essentially an unacceptable practice. Whether scientists such as Richard Seed will be successful remains to be seen, but the consensus seems to be that the world is not yet ready for full-blown human cloning. Accordingly, efforts have been made to impede the scientific process and to push human cloning into the distant future.    Works Cited Bovsun, Mara. "Flaws seen in proposed bans on cloning." Http://biz.yahoo.com/upi/98/02/13/general_views/usscience_4.html.

Essay --

What is love? Love is the force that binds our feelings. It is very difficult to get out of it, sometimes even impossible. The ability to love in the human beings can manifest itself in the form of attachment, complex social relationships within the group type, but it is fully controversial and has not been confirmed. Love is the highest moral and aesthetic sense, which means a strong emotional attachment and selfless commitment to another person. Love is based on qualities such as selflessness, dedication, devotion. Love is very emotional feeling; it is characterized by high elation flourishing desires, high availability dissolved in the subject of love. In a state of love one experiences a special satisfaction from life that is the state of happiness. The notion of love is multifaceted and includes the love of parents, children, homeland, the object of the opposite sex, love of neighbor. In different religion ethics highest expression of love is agape - which means love of God. The notion of love as a moral quality is formed in a person's lifetime. At first formed desire for the...

European History - The Renaissance in Italy :: European Europe History

The Renaissance in Italy The Italian Renaissance was called the beginning of the modern age. The word Renaissance itself is derived from the Latin word rinascere, which means to be reborn. Many dramatic changes occurred during this time in the fields of philosophy, art, politics, and literature. New emphasis was placed on enjoying life and the world around you. Talented individuals sought self-gratification through art, literature, and architecture, and their achievments would influence future generations for centuries to come. This great new movement was originated and centered in Italy, and without Italian contribution, would never have launched European society into the dawning of a new era. At the beginning of the Renaissance, Italy was divided into some 250 self- governing city-states, ranging from small towns of 2,000 individuals, to some of the largest cities in Europe of that time, such as Florence, Milan, and Venice, each with 100,000 citizens each. These city-states were loosely organized under the Pope, ruling out of Rome, although he had no real political control over the divided Italy. During the mid- 1300s and early 1400s, many large Italian cities came under the control of one family, such as the Visconti and later the Sforza families in Milan. The form of government established by the ruling families of the various Italian cities came to be known as signoria, with the chief official being called the signore. Soon , elaborate court systems, controlled by the ruling families, began to spring up in each city-state. At these courts, leading artists, intellectuals, and politicians gathered under the sponsorship of the signore and families. Other city states had a form of republicanism, such as Florence and Venice did. In these cities, a group of upper class families controlled the government, and often looked down upon the common residents of the town, considering them to be inferior. A Venetian observer wrote about Florence during this time: "They are never content with their constitution, they are never quiet, and it seems that this city always desires change of constitution as so the government changes every fifteen years"(Cole p.218) In Florence, which is perhaps considered the most important center of Renaissance learning in history, the Medici family dominated the ruling class. Under Medici domination, Florence became a signorial power and a cultural gem stone. It was during the reign of Lorenzo de' Medici , that many great painters, sculptors, and architects flocked to the Medici family looking for sponsorship, knowing that Lorenzo was a great supporter of the arts.

College Savings Essay

Why is it important to go to college? I believe the answer is crystal clear. Attending college provides me with an opportunity for a better future. The economy now is not the same as it was in the past. Those who graduate high school are finding it extremely difficult to obtain high-paying jobs. The United States has been reformed into an economy dependent on knowledge. Graduating college provides the graduate with more desirable opportunities and options. It is a proven fact that having a college degree increases your chances of receiving a high-paying job; and isn’t that what we strive to achieve in our lives? The reason I wake up everyday and attend school is to one day have a high-paying job, that will make all the years of education worth it. However, though a college education is immensely important, it carries a heavy price tag. Unfortunately, the cost of tuition goes up every year, preventing many teens from attending college. I myself do not allow that unfortunate fac t to discourage from obtaining a college education. I am aware of the numerous available financial aid options. Though I am only in middle school and still have a couple more years before I can start college. I believe that I should be preparing myself for the future years ahead considering the fact that they are critical in my success. I often find myself searching the web for colleges and imagining myself attending those colleges in the future. But unfortunately, daydreaming is not going to get me anywhere. Once I snap out of it, I began to search for strategies that will benefit me in my quest to attend college. In my opinion, it is critical to form a strategy early on in the game. The sooner the better. The amount of money needed to attend college is great, so saving money early on is the best way to go. I have become aware that scholarships and financial aid do not pay for everything! Though they offer a tremendous amount of help, I will have to pay as well. That is why starting early is crucial. Of course, I will not be able to accomplish my goal without the help of my parents. They are the ones who will guide me and offer the necessary assistance that I desperately need. Making my parents aware of my strategy is the second step and probably the most important. Considering I am still a minor, their help is essential. The chances of receiving a scholarship or financial aid is not guaranteed! I cannot afford to place all my hope in the idea of a scholarship or grant and neither can my parents. We have to think ahead and prepare for the challenges that I will have to face. It is important for my parents and I to find out as much as we can about financial aid and the necessary requirements we have to meet to be able to receive the aid. Though the price of education is being raised, so is the amount of financial aid I can receive. The financial aid package that I will be given to me is determined by the college that I wish to attend. That is why I’m already searching online for colleges that I picture myself attending, and familiarizing myself with their criteria for incoming students. Receiving financial aid or any type of support is ultimately up to me. Scholarships are not given to everybody. I have to earn it. In order to improve my chances of receiving a scholarship, I have tried absolute hardest to obtain excellent grades. Most of my friends believe that middle school holds little importance. I disagree. It’s vital to put your maximum effort in your studies from the get-go. When I apply to colleges, I want them to realize that I’m serious about graduating and having a successful future. I cannot afford to begin to take college seriously in high school, because it may be too late. If I start preparing myself and researching about college early on, I will be ready and prepared when my high school years arrive. Which surprisngly are right around the corner. Forming a saving strategy is essential in my plan to attend college. There are various companies and websites that offer me the help and guidance to form my strategy. For example, the 529 Plan. The 529 plan is a tax-advantaged investment plan built to encouraging f uture college attendees to save for a college education. But these programs are not the only way to go. My school counselor and teachers also offer their expertise on the topic of college. My school’s faculty, for a fact, has my best interest at heart. They are constantly giving me advice on high school and what lies ahead. Now that I am in my eighth grade year, the topic of high school has been popping up more frequently in our discussions. I am still young and do not know all there is to know about college and the best way to start saving for it. So, I rely on the help of my teachers, counselor and of course, my parents. With their advice and support, I will be able to form a strategy that will help me save money for college. It is obvious that I cannot depend on their help alone. It is I who has to take their advice and put it motion. For example, I am allowed to work part-time at the age of 14. I know that it is extremely difficult to balance work and school so, I have decided to begin working during the summer. With of course m y parents consent. Having an income will help me tremendously. College costs a lot of money and considering the fact that my parents don’t have the biggest income, I’m grateful for the fact that I will be able to work and offer my parents a lending hand on my savings for college. Neither of my parents have a college education. I do not judge them because I know the challenges they have encountered, for I have witnessed them myself. My entire family was born in Cuba where a college education was difficult to achieve. When we first arrived in the United States, my parents found it extremely difficult to get job. This caused my family to go through many struggles. Struggles that we are currently experiencing today. Witnessing these struggles have given me the determination to have a successful future. I do not wish for my future children to go through what I have gone through. My parents understand this. Not only do they understand it, they encourage it. They are constantly referring to me as their ‘better future’. It is clear that they want me to succeed. They don’t want me to be constantly worrying about not being able to pay the bills or rent. They want my future to be worry free. They understand how important college is and have already began taking the necessary steps to guarantee that I attend. Having my parents support is essential for I do not think I would be able to do it on my own. Though they are not familiar with steps that need to be taken to get into college, they are trying their best to help me achieve my goal in any way that is necessary. Most people already know why college is important; it opens numerous doors and provides many opportunities and advantages once you have graduated. It has been proven that people with a college education earn nearly twice as much than those who only have a high school diploma in their pocket. You go to school to get good job, to earn money and have a successful f uture. A college education guarantees that. A college education increases my chances of living the life I have always wanted. The life my parents wish for me. In the United States today, having a college education is extremely important. Without it, you will most likely get nowhere. I would know. My parents do not have a college education. I have watched them suffer financially and the thought of me having through go through their struggles terrifies me. I do not want to live in constant stress over late payments or having no money to buy food for my kids. I know how difficult it will be to attend college. I know that I will have to make sacrifices to guarantee my future. But I am willing to make those sacrifices because I only the consequences that I will face if I don’t. Most people will not understand why I have decided to start saving up for college or even thinking about college so early on. But I have my reasons. College is more important to me than people realize. It’s the key to a successful future. My successful future!

Hinduism religion Essay

Hinduism is the religion of the great majority of the people of India. The word comes from the Sanskrit sindhu, â€Å"river,† and originally referred to the Indus. Hinduism is actually a collection of many native Indian religions, past and present. It is responsible for the social structure of India, especially for the caste system (a hereditary class system). Hinduism has some 684,000,000 adherents, most known of whom live in India. The rest live in Pakistan, Sri Lanka, and countries with Indian settlements. The oldest of the world’s great religions, Hinduism is the only one without a founder. It has never tried to win converts by force and has always tolerated other religions and absorbed ideas from them (Chaudhuri 291). Hinduism has about 20 sects, with beliefs that range from primitive forms of animism to the highest reaches of mysticism and philosophy. Many of the sects and cults seem to be separate religions. Yet all have a family relationship since they spring from common traditions and thrive on the conditions peculiar to India. Most have a mystic strain and all stress nonviolence. Hinduism began to develop about 1500 B. C. while the Vedas were being composed and collected. Vedic Hinduism, or Vedism, had many nature gods, who were appealed to and appeased by prayers and sacrifices. A second stage, called Brahminic Hinduism, appeared about 1000 B. C. In this stage religion had fallen under the control of the Brahmins, or priests, who used magic rites in efforts to influence and control the gods (Wilkins 114). A third period opened about 800 B. C. with the speculative philosophy of the Upanishads. Salvation was sought, not through sacrifices and rites, but through knowledge. Six schools of Hindu philosophy arose, the most important being those of Yoga and Vedanta. In the sixth century B. C. Jainism and Buddhism arose as reform movements within Hinduism but both became separate religions. Moslem invaders conquered India after the 10th century A. D. Hinduism withstood the rival religion Islam but absorbed a few features from it. The clash between the two religions led to the founding of Sikhism in the 19th century. In the 19th century Christian and western ideas presented a new challenge. Several Hindu reform movements borrowed from Christianity and the West. When India became independent in 1947 the conflict between Hindus and Moslems forced a division of the country, the Moslem section becoming Pakistan (Wilkins 121)). II. Discussions A. Beliefs and Practices of Hinduism. Nearly all the sects and cults respect the Vedas (â€Å"revealed knowledge†), the ancient collections of religious writings. The Rig-Veda, whose origins probably go back to before 1500 B. C. , consists of about 1,000 hymns and prayers addressed to various deities. Later Vedas are the Sama-Veda, Yajur-Veda, and Atharva-Veda. The philosophical portions of the Vedas are the Upanishads (â€Å"approaches†). These are speculative treatise dealing with the nature of man and the universe. The fundamental doctrine is that of the identity of the individual soul with the universal soul (Brahman), or God (Kinsley 205). Brahman exists through a trinity of gods. Brahman is the principle of creation, Vishnu of preservation, and Siva of destruction. In addition to this trinity, most villages have their own godlings, demons, spirits, and ghosts to which the people make sacrifices and prayers. Vishnu is believed to have appeared from time to time in avatars, or divine incarnations, in both animal and human forms. The highest human forms are Rama and Krishna, who are worshipped as savior deities (Chaudhuri 297). Hinduism has many sacred objects and places. The cow is the most sacred of animals and must be protected. Most sacred of all places is the Ganges River, to which millions go each year to bathe and to become purified. Hindus believe in rebirth, or reincarnation, and in what they call the law of karma. Under this law the conditions of each new lifetime are determined by the actions of the preceding life. To the Hindu, salvation consists of liberating the soul from attachment to worldly desires in order to gain union with Brahman. If a Hindu dies liberated he must be born again into this world and again endure its suffering (Chaudhuri 299). The Vedas describe four main castes. 1. The Brahmins exercise spiritual power. (Brahmin is also spelled Brahman). 2. The Kshatriyas are warriors who exercise secular power. 3. The Vaisyas are merchants and cultivators. 4. The Sudras are artisans and laborers. Indian society has thousands of castes and subcastes, each of which identifies itself with one of the four castes in Hindu literature. Membership in a caste is based on family association and occupation. Below the castes are the outcastes, or untouchables, who historically have been denied certain social rights. The Indian constitution of 1950 outlawed discrimination against untouchables. The scriptures do not make the caste system an essential element of Hinduism, but it is perpetuated by tradition (Wilkins 139). Hindu worship for most part takes place in the home. A Hindu temple or shrine is considered an abode of deity and is not used for communal worship. There are kinds of Hindu clergy. Temple priests collect offerings and care for the temples and shrines. Domestic priests perform rites involving births, marriages, and deaths. Gurus are spiritual teachers. Sadhus are monks; most live in monasteries, but many live as wandering mendicants (beggars) (Chaudhuri, 304). B. Jesus Christ and Hinduism The original basic beliefs of Christianity are stated in the Apostles’ Creed. It affirms that Jesus Christ is the son of God and that God sent him to earth to live as a man and to suffer and die for the redemption of mankind. It also states the belief that Jesus, after being crucified, arose from the dead and ascended to heaven, from which he will return to earth to judge the living and the dead. Belief that Jesus was born of a virgin mother and that there is a life for man after death are essential parts of the creed (Kinsley 211-212). Man’s need for help from a higher power was stressed in religious earlier than Christianity. The concept of God as benevolent and forgiving—rather than as vengeful—is a main tenet of the Christian’s faith. Another Christian belief is that even though man has sinned seriously and separated himself from the love of God, he can be saved by repentance and accept Jesus Christ as the Lord and Savior. The necessity, and therefore the possibility, of communion between God and man is accepted by all Christians (Kinsley 211-212). C. Doctrinal Differences At first, the gospel of Jesus was spread by his disciples, followers who remembered his sayings. As Gentiles (non-Jews) as well as Jews entered the church, the influence of other minds began to be seen in the interpretations of doctrines. In this work, early Christian theologians borrowed ideas from the teachings of the Greek philosophers. At the same time, national traits and customs began to affect rituals and observances. Even within each year of the three great divisions of the Christian church—Roman Catholic, Protestant, and Eastern Orthodox— there are variations of practice. This is particularly true of the Protestants. The sacrament of baptism provides an example. Baptists hold that the convert must be completely immersed in water; Methodists believe that sprinkling water on head is sufficient. Most denominations baptize infants, but some insists that the individual be old enough to understand the meaning of the sacrament (Wilkins 144). There are other differences. The Disciples of Christ and certain Protestant groups insist upon using the Bible alone as a source of guidance. The doctrine of the Trinity—the belief that God is three beings (the Father, Son, and Holy Spirit) in one divine nature—is accepted as basic by most Christians, but is rejected by Unitarians and Universalists (Wilkins 144). III. Conclusion Religion is such a big help in building our faith on God as individuals. Hinduism is a religion where each believer believes on reincarnation. Its followers are hoping to live life again but depending on how they live their lives at present. Though Hinduism has no founder yet believers tend to have strong faith and continuously believe and follow its structured beliefs. On the other hand, for the Christian Church, its faith is built on the Trinity which is the Father, Son and the Holy Spirit and Christians believe that these three personas are one. Reference: 1. Chaudhuri, N. C. Hinduism: a Religion to Live By (Oxford University, 2003). 2. Kinsley, D. Hinduism: a Cultural Perspective (Prentice-Hall, 2002). 3. Wilkins, W. J. Modern Hinduism: an Account of the religion and Life of the Hindus, 5th edition (Humanities Press, 2005).

Gwendolyn Brooks

Brooks, Gwendolyn (Elizabeth) Brooks, Gwendolyn (Elizabeth) From â€Å"Encyclopedia of African-American Writing† Poet—this one word describes every cell of Gwendolyn Brooks's being. It was always poetry—from her Chicago childhood to her 1950 Pulitzer Prize to her awakening social consciousness to her Illinois Poet Laureate status and through all the other honors and awards. It was always poetry—and few writers besides Brooks can speak volumes with so few words.Gwendolyn Brooks, Pulitzer Prize winner for poetry, 1950 Born into a large and close-knit extended family, including memorable aunts and uncles whom Brooks later honored in her work, Brooks seems to always have been comfortable with herself. Her mother, Keziah Wims, met her father, David Anderson Brooks, in Topeka, Kansas in 1914. They soon married and relocated to Chicago. Keziah returned to family in Topeka to give birth to her first child, Gwendolyn. Keziah stayed in Topeka for several weeks befor e returning to her husband in Chicago with her infant daughter.Gwendolyn's only sibling, younger brother Raymond, was born 16 months later. Brooks's mother had been a schoolteacher in Topeka, and her father, son of a runaway slave, had attended Fisk University for one year in hopes of becoming a doctor. Economic survival became more important, however, so his desires for a medical career were dashed and he spent a doctor. Economic survival became more important, however, so his desires for a medical career were dashed and he spent much of his life as a janitor.Despite financial constraints for the young family in Chicago, Brooks remembers a loving, family atmosphere throughout her childhood. She had a more difficult time fitting in with her high-school classmates, however, attending three high schools: Hyde Park, which was mostly white; Wendell Phillips, which was all black; and Englewood High School, the integrated school from which she eventually graduated in 1934. Two years later , she graduated from Wilson Junior College (1936). Even prior to her high school years, it became apparent to Brooks that she did not really fit in with her peers.She was a nonperson at Hyde Park and socially inept at Wendell Phillips. She kept her self-esteem, however, largely due to her strong family ties. Also, since she was seven years old, her mind had been someplace else. That place was poetry, which she had started writing at that young age. Her parents contributed to her love of language and story. As a former schoolteacher, Brooks's mother encouraged her daughter's interest, and her father often told stories and sang songs about his family's history with slavery.From her parents and her extended family, Brooks learned the honor and dignity found in living everyday life with love and integrity. Her first published poem, â€Å"Eventide,† appeared in American Childhood Magazine in 1930 when Brooks was 13. At 16, with her mother's help, Brooks met two prominent African-A merican writers, James Weldon Johnson and Langston Hughes. Although both writers read Brooks's work and told her that she had talent and should keep reading and writing poetry, only Hughes and Brooks developed a long and enduring friendship.She later wrote a poem tribute to him, â€Å"Langston Hughes,† published in her Bean Eaters collection. She also remembered him fondly and with great respect in her autobiography, Report from Part One. In the meantime, she contributed regularly to the Chicago Defender, having 75 poems published there in two years. Brooks was also looking outside herself, joining the Youth Council of the National Association for the Advancement of Colored People (NAACP) in 1938. There she met her future husband and fellow writer, Henry L. Blakey III, whom she married in 1939.Marriage took Brooks from the comfort of her parent's home and into a kitchenette apartment, the setting for her first volume of poetry, A Street in Bronzeville, published in 1945. She gave birth to their first child, Henry, Jr. , in 1940, and to their daughter, Nora, in 1951. In between the births of her children, Brooks kept writing her poetry. She and her husband participated in a poetry workshop given by Inez Cunningham Stark, a reader for Poetry magazine. There, Stark and other workshop participants encouraged Brooks.In 1943, Brooks received the Midwestern Writers’ Conference Poetry Award. The Midwestern Writers’ award proved to be the first of many for Brooks: In 1945, she was named as one of Mademoiselle magazine's â€Å"Ten Young Women of the Year†; in 1946, she won the American Academy of Letters Award; in 1947 and 1948, she won Guggenheim fellowships; and in 1949, she won the Eunice Tietjens Memorial Award. Brooks published Annie Allen in 1949 and with it won the Pulitzer Prize for literature, becoming the first African American to do so.The awards and honors continued for several years: being invited to read at a Library of Congress poetry festival in 1962, at the request of then President Kennedy; named Poet Laureate of Illinois in 1968 (lifelong post); nominated for the National Book Award in 1969; appointed poetry consultant to the Library of Congress in 1985 (the second African American and the first black woman in that post, which was later retitled the nation's Poet Laureate) ; inducted into the National Women's Hall of Fame in 1988; honored with a Lifetime Achievement Award in 1989 by the National Endowment for the Arts; named the 1994 Jefferson Lecturer by the National Endowment for the Humanities; presented with the National Book Foundation's lifetime achievement medal in 1994; awarded the National Medal of Arts in 1995 and the Order of Lincoln Medallion given by the Lincoln Academy of Illinois in 1997; and received about 50 honorary degrees. Brooks also devoted herself to nurturing young writers of all races: She taught poetry at various colleges and universities in the United States; sponsored writi ng contests for students; brought poetry to prisons, schools, and rehab centers; funded and gave scholarships; and offered awards of travel to Africa.She also wrote books to encourage budding authors, such as her A Capsule Course in Black Poetry Writing (1975), Young Poet's Primer (1980), and Very Young Poets (1983). Above all, however, Brooks has been a prolific writer. Her first published collection of poetry, A Street in Bronzeville (1945), garnered immediate national acclaim. The collection chronicles the life of poor urban Blacks in a segregated setting reminiscent of Chicago's South Side—essentially a series of portraits of people who fled rural poverty and hopelessness only to find themselves trapped in an urban ghetto. Realistic yet compassionate, the poems unflinchingly examine the failed dreams and small hopes of the maids, preachers, gamblers, prostitutes, and others who live in â€Å"Bronzeville. After Brooks received the Pulitzer for Annie Allen, her major works included a novel, Maude Martha, 1953; and more poetry collections, Bronzeville Boys and Girls, 1956; The Bean Eaters, 1960; Selected Poems, 1963; In the Mecca, 1968; Riot, 1969; Family Pictures, 1970; Aloneness, 1971; The Tiger Who Wore Gloves; or What You Are You Are, 1974; Beckonings, 1975; A Primer for Blacks, 1980; To Disembark, 1981; The Near Johannesburg Boy and Other Poems, 1986; Blacks, 1987; Children Coming Home, 1992; and her posthumous collection, In Montgomery, 2001. (In 2005, Elizabeth Alexander edited The Essential Gwendolyn Brooks. ) Brooks also wrote her own story in the autobiographies A Report from Part One, 1972; and Report From Part Two, 1996. Brooks's work always honored the everyday existence of African Americans.She did, however, change her style as the social situation in the United States changed. One catalyst for this change was the Second Black Writers’ Conference, which she attended at Fisk University in 1967. There she met young black writers who were a part of the Black Arts Movement, who wrote with overt anger and sometimes obscenities. This event gave Brooks pause and her own sensibilities of her â€Å"blackness† came into question. After this event, Brooks started selling her work to smaller, African-American publishing houses. Some have accused Brooks of becoming too much like the newer poets—too polemic, leaving behind her subtle and unique use of language came into question.After this event, Brooks started selling her work to smaller, African-American publishing houses. Some have accused Brooks of becoming too much like the newer poets—too polemic, leaving behind her subtle and unique use of language and form as a way of seeing the world. Others sense in Brooks's newer work a renewed vision of what it means to be African American in the United States, a continuance of her abiding respect and awe for the wonders of everyday existence and for her unique way of finding universal truths within the sp ecific lives and events of ordinary people. In eulogizing Brooks to Essence magazine, her long-time publisher and friend Haki Madhubuti recalled, â€Å"She wore her love in her language. Her love has been returned, too, as shown in the tribute book To Gwen With Love (1971) and the almost worshipful celebrations of her 70th and 80th birthdays (1987, 1997). REFERENCES BLC-1. BW:SSCA, pp. 64-65. EBLG. NAAAL. Lee, A. Robert, â€Å"Poetry of Gwendolyn Brooks,† in MAAL. McKay, Nellie. 1991. â€Å"Gwendolyn Brooks,† Modern American Women Writers, New York: Scribner's. McLendon, Jacquelyn, in AAW. Melhem, D. H. 1987. Gwendolyn Brooks: Poetry & the Heroic Voice, Lexington, KY: University Press of Kentucky. Podolsky, Marjorie, â€Å"Maud Martha,† in MAAL. Williams, Kenny Jackson, â€Å"Brooks, Gwendolyn,† and â€Å"Street in Bronzeville,† in OCAAL. â€Å"Gwendolyn Brooks† in //www. black-collegian. com, and in //www. greatwomen. org. Brooks Brings â €˜Free-verse Kind of Time’ to UIS,† in // www. sj-r. com/news/97/11/13. —Janet Hoover, with assistance from Lisa Bahlinger REFERENCES AANB. AAW:PV. B. BCE. CAO-08. CE. CLCS. LFCC-07. Q. W. W2B. Wiki. Baker, Houston A. , Jr. â€Å"The Achievement of Gwendolyn Brooks. † CLA Journal 16. 1 (Sept. 1972): Rpt. in Sharon R. Gunton and Laurie Lanzen Harris (Eds. ). (1980). Contemporary Literary Criticism (Vol. 15). Detroit: Gale Research. From Literature Resource Center. Clark, Norris B. â€Å"Gwendolyn Brooks and a Black Aesthetic. † A Life Distilled: Gwendolyn Brooks, Her Poetry and Fiction (Maria K. Mootry and Gary Smith, Eds. ). University of Illinois Press, 1987.Rpt. in Daniel G. Marowski and Roger Matuz (Eds. ). (1988). Contemporary Literary Criticism (Vol. 49, pp. 81-99). Detroit: Gale Research. From Literature Resource Center. Doreski, Carole K. , in AW:ACLB-91. Griffin, Farah Jasmine, in APSWWII-4. Hansell, William H. â€Å"The Uncommon Commonp lace in the Early Poems of Gwendolyn Brooks. † CLA Journal 30. 3 (Mar. 1987), pp. 261-277. Rpt. in Daniel G. Marowski and Roger Matuz (Eds. ). (1988). Contemporary Literary Criticism (Vol. 49). Detroit: Gale Research. From Literature Resource Center. Israel, Charles, in APSWWII-1. James, Charles L. in CP-6. Kent, George E. , in AAW-40-55. Mckay, Nellie, in MAWW.Mclendon, Jacquelyn, in AAW-1991. Miller, R. Baxter, in GEAAL. Mueller, Michael E. , and Jennifer M. York, in BB. Shaw, Harry B. 1980. â€Å"Gwendolyn Brooks. † Twayne's United States Authors Series 395. Boston: Twayne Publishers. From The Twayne Authors Series. Shucard, Alan R. , and Allison Hersh, in RGAL-3. Taylor, Henry. â€Å"Gwendolyn Brooks: An Essential Sanity. † Kenyon Review 13. 4 (Fall 1991): pp. 115-131. Rpt. in Jeffrey W. Hunter (Ed. ). (2000). Contemporary Literary Criticism (Vol. 125). Detroit: Gale Group. From Literature Resource Center.  © Grey House Publishing Persistent URL to this ent ry: http://www. credoreference. com/entry/ghaaw/brooks_gwendolyn_elizabethAPA Brooks, Gwendolyn (Elizabeth). (2009). In Encyclopedia of African-American Writing. Retrieved from http://www. credoreference. com/entry/ghaaw/brooks_gwendolyn_elizabeth Chicago Encyclopedia of African-American Writing, s. v. â€Å"Brooks, Gwendolyn (Elizabeth),† accessed April 16, 2013, http://www. credoreference. com/entry/ghaaw/brooks_gwendolyn_elizabeth Harvard ‘Brooks, Gwendolyn (Elizabeth)’ 2009, in Encyclopedia of African-American Writing, Grey House Publishing, Amenia, NY, USA, viewed 16 April 2013, MLA â€Å"Brooks, Gwendolyn (Elizabeth). † Encyclopedia of African-American Writing. Amenia: Grey House Publishing, 2009. Credo Reference. Web. 16 April 2013.

Monitor Disease And Spread Health And Social Care Essay

Epidemiologic surveies are meant to supervise disease and spread within assorted populations. The results of surveies are meant to supply valid, accurate information about causes, bars, and interventions for disease ( Ashengrau & A ; Seage, 2008 ) . Experimental surveies are believed to supply more scientifically accurate information than experimental surveies. When get downing an experimental survey, before enrolling participants, research workers must take a survey design and suggest a hypothesis. The hypothesis will explicate the intent of the survey, the survey design, and the exact lineation, timeline, and execution of the survey. For illustration, a survey conducted by Berman, Jones, & A ; McCloskey ( 2005 ) was proposed to turn out that the side effects of Valium cause suicidal, self- aggressive Acts of the Apostless. Research workers wanted to carry on the survey in a research lab puting where three randomly- assigned groups would be administered a placebo, 5 milligram, or 10 mg Valium. Self- aggressive behaviour was measured by research workers after the capsules were distributed to all experimental groups. Participants were so provided the opportunity to self- administer electric dazes to themselves. After the survey was approved, participants were recruited based on the eligibility criterions and include inclusion and exclusion standards. Inclusion standards were based on the participant ‘s wellness history. Diazepam respondents were screened by telephone, to unwrap medical information that would except them from the survey, such as chronic or neurological unwellness and prescription drug use. The exclusion standards were incompatibilities to the surveies agents, or participants intending the participants had features that made them ineligible for the survey. Using either a random or non-random method to delegate persons into a survey group, during an experimental survey participants are separated into either two or more groups. In the Valium survey, 46 healthy grownups, 27 work forces and 19 adult females, that are a average age of 22.87 old ages old ( Berman, Jones, & A ; McCloskey, 2005 ) . One group is treated with the agent while the control group is receives inactive intervention, or no intervention at all. Research workers will so administer the interventions and observe participants. The concluding phase is known as the follow-up phase where the testers collect consequences. â€Å" If the end of the survey is to forestall the happening of disease, the result may include the precursors of disease or the first happening of disease. On the other manus, if the survey is proving a new intervention among persons who already have a disease, outcomes may include disease return, symptom betterment, length of endurance, or side effects † ( Ashengrau & A ; Seage, 2008, p. 172 ) . Diazepam participants were observed 40 proceedingss after taking the medicine. Consequences proved that Valium is related to self- aggressive behaviours. â€Å" Diazepam ( 10 milligram ) was associated with higher norm shock self-administered than placebo. Subjects having 10 mg Valium were besides more likely to try to self-administer a daze that they were led to believe was â€Å" terrible † and painful † ( Berman, Jones, & A ; McCloskey, 2005, p.100 ) . Experimental surveies besides have benefits. They are considered to be more relaxed surveies because they, â€Å" take advantage of the fact that people are exposed to noxious and/or healthy substances through their personal wonts, business, topographic point of abode, and so on † ( Ashengrau & A ; Seage, 2008, p. 140 ) . There are two different types of observation surveies, one being cohort surveies and the other being case- control surveies. Although experimental surveies provide utile scientifically accurate information they can be impractical because they are dearly-won, sometimes unethical, and participants are non ever willing to be involved in a survey that involves digesting non-prescribed medicine ( Ashengrau & A ; Seage, 2008 ) . Because of this, experimental surveies are used most frequently by epidemiologists. Cohort surveies look at one or more instances of exposure, intending participants with similar features are looked at based their initial exposure position and followed over a period of clip to find the wellness results. For illustration Tomson, Perucca, and Battino ( 2004 ) conducted a survey on adult females of childbearing age with epilepsy and the effects of antiepileptic drugs on gestation results. The populations studied in cohort surveies are: unfastened, fixed, or closed. No affair the survey chosen, participants are still grouped harmonizing to their exposure and followed over clip. Open cohort surveies involve participants who leave the survey if they are no longer eligible. For illustration, research workers are carry oning a cohort survey of birth defect frequence among Arizona occupants, aged 20-40, who are female, between the old ages 2000-2012, who have epilepsy. This specific population is being used to understand the high hazard of birth defects within people with those features. If person turned 41, and moved to New York they would no longer be eligible for the survey. A fixed cohort is one in which a participant is involved in an irrevokable event, â€Å" for illustration, undergoing a medical process, giving birth to a kid, functioning in the military, eating contaminated nutrient at a field day, or being present a adult male made or natural catastrophe † ( Ashengrau & A ; Seage, 2008, p. 204 ) . Cohort surveies use clocking to find a participant ‘s exposure to disease. Prospective surveies group instances based on past or current exposure and follow them to understand their wellness results in the hereafter. Retrospective survey participants are grouped based on past exposure and research workers look at results that have already occurred. In ambidirectional cohort surveies elements of both prospective and retrospective surveies are used. Cohort surveies, like experimental surveies, test a hypothesis based on exposures, results, and other lending factors. For illustration, research workers follow participants by roll uping medical records and consequences, interviews, physical scrutinies, and detecting their environment ( Ashengrau & A ; Seage, 2008 ) . While analyzing the effects of antiepileptic drugs on gestation, research workers followed adult females by carry oning phone interviews monthly and administering studies. These adult females were diagnosed epileptics taking medicine ; the research workers followed them throughout their gestations to understand the affects of different anti-epileptic drugs on birth results ( Tomson, Perucca, & A ; Battino, 2004 ) . A case-control survey is another experimental survey that is similar to a cohort survey. Case- control surveies look at the correlativity between exposure and disease. They can be used alternatively of cohort surveies if, â€Å" the exposure informations is hard or expensive to obtain, the disease is rare, the disease has long initiation and latent period, small is known about the disease, or the implicit in population is dynamic † ( Ashengrau & A ; Seage, 2008, p. 234 ) . Alternatively of making a hypothesis, in case- control surveies research workers create a instance definition and they separate their participants into groups based on whether or non they have the disease or do non hold the disease. The ground that case- control surveies are less expensive is because research workers collect informations from infirmaries, clinics, decease certifications, studies, particular describing systems, friends, and relations of instances ; control groups are besides selected from the se resources. Control groups are the population that provides information on exposure distribution ( Ashengrau & A ; Seage, 2008 ) . Data collected is similar to cohort surveies. Depending on the survey, research workers will carry on personal interviews ; administer studies, request research lab consequences, and medical records to find the disease rates. All surveies have their advantages and disadvantages. Experimental surveies provide utile statistics that prove whether agents involved in intervention of a disease work. But, there are multiple disadvantages to experimental surveies. They are expensive and some surveies are considered unethical. Medical professionals and the general population are non willing to take part in a survey where absolutely healthy persons could have intervention for a status they do non hold. Experimental surveies are popular among epidemiologists because they are less expensive, unlike experimental surveies. Cohort surveies can straight mensurate disease, incident, or hazard. They can besides measure multiple effects of an exposure, but they are still expensive and inefficient when used on diseases that began a long clip ago with hibernating periods. Case- control surveies are utile when analyzing rare diseases within a big population. All three surveies are used by epidemiologists. Different surveies ar e chosen depending on the research being conducted and the population being studied.