Definitions of Environmental Science Legislation

a.The Air Act, 1981 B.The Water Act, 1974 degree Celsiuss.The Environment Protection act, 1986 vitamin D.The Wildlife Protection Act, 1971 vitamin E.Agenda-21 The Air Act, 1981 Definitions. In this Act, unless the context otherwise requires, – ( a ) â€Å" air pollutant † means any solid, liquid or gaseous substance 2 [ ( including noise ) ] nowadays in the ambiance in such concentration as may be or be given to be deleterious to human existences or other life animals or workss or belongings or environment ; ( B ) â€Å" air pollution † means the presence in the ambiance of any air ( degree Celsius ) â€Å" approved contraptions † means any equipment or appliance used for the delivery of any combustible stuff or for bring forthing or devouring any smoke, gas of particulate affair and approved by the State Board for the intent of this Act ; ( vitamin D ) â€Å" approved fuel † means any fuel approved by the State Board for the intents of this Act ; ( vitamin E ) â€Å" car † means any vehicle powered either by internal burning engine or by any method of bring forthing power to drive such vehicle by firing fuel ; ( degree Fahrenheit ) â€Å" Board † means the Central Board or State Board ; ( g ) â€Å" Cardinal Board- means the 3 [ Central Board for the Prevention and Control of Water Pollution ] constituted under subdivision 3 of the Water ( Prevention and Control of Pollution ) Act, 1974 ; ( H ) â€Å" chimney † includes any construction with an gap or mercantile establishment from or through which any air pollutant may be emitted, ( I ) â€Å" control equipment † means any setup, device, equipment or system to command the quality and mode of emanation of any air pollutant and includes any device used for procuring the efficient operation of any industrial works ; ( J ) â€Å" emanation † means any solid or liquid or gaseous substance coming out of any chimney, canal or fluke or any other mercantile establishment ; ( K ) â€Å" industrial works † means any works used for any industrial or trade intents and breathing any air pollutant into the ambiance ; ( cubic decimeter ) â€Å" member † means a member of the Central Board or a State Board, as the instance may be, and includes the Chairman thereof, 4 [ ( m ) â€Å" occupier † , in relation to any mill or premises, means the individual who has control over the personal businesss of the mill or the premises, and includes, in relation to any substance, the individual in posse ssion of the substance ; ] ( N ) â€Å" prescribed † agencies prescribed by regulations made under this Act by the Cardinal Government or as the instance may be, the State authorities ; ( O ) â€Å" State Board † mleans, – ( I ) in relation to a State in which the Water ( Prevention and Control of Pollution ) Act, 1974, is in force and the State Government has constituted for that State a 5 [ State Board for the Prevention and Control of Water Pollution ] under subdivision 4 of that Act, the said State Board ; and ( two ) in relation to any other State, the State Board for the Prevention and Control of Air Pollution constituted by the State Government under subdivision 5 of this Act. The Water Act, 1974 ( 1 ) This Act may be called the Water ( Prevention and Control of Pollution ) Act, 1974. ( 2 ) It applies in the first case to the whole of the States of Assam, Bihar, Gujarat, Haryana, Himachal Pradesh, Jammu and Kashmir, Karnataka, Kerala, Madhya Pradesh, Rajasthan, Tripura and West Bengal and the Union Territories ; and it shall use to such other State which adopts this Act by declaration passed in that behalf under clause ( 1 ) of article 252 of the Constitution. ( 3 ) It shall come into force, at one time in the States of Assam, Bihar, Gujarat, Haryana, Himachal Pradesh, Jammu and Kashmir, Karnataka, Kerala, Madhya Pradesh, Rajasthan, Tripura and West Bengal and in the Union districts, and in any other State which adopts this Act under clause ( 1 ) of article 252 of the Constitution on the day of the month of such acceptance and any mention in this Act to the beginning of this Act shall, in relation to any State or Union district, mean the day of the month on which this Act comes into force in such State or Union district. DEFINITIONS. In this Act, unless the context otherwise requires, – ( a ) â€Å" Board † means the Central Board or a State Board ; ( B ) â€Å" Central Board † means the Central Pollution Control Board Constituted under subdivision 3 ; ( degree Celsius ) â€Å" member † means a member of a Board and includes the president thereof ; ( vitamin D ) â€Å" occupier † , in relation to any mill or premises, means the individual who has control over the personal businesss of the mill or the premises, and includes, in relation to any substance, the individual in ownership of the substance ; ( vitamin D ) â€Å" mercantile establishment † includes any conduit pipe or channel, unfastened or closed transporting sewerage or trade wastewater or any other retention agreement which causes or is likely to do, pollution ; ( vitamin E ) â€Å" pollution † agencies such taint of H2O or such change of the physical, chemical or biological belongingss of H2O or such discharge of any sewerage or trade wastewater or of any other liquid, gaseous or solid substance into H2O ( whether straight or indirectly ) as may, or is likely to, make a nuisance or render such H2O harmful or deleterious to public wellness or safety, or to domestic, commercial, industrial, agricultural or other legitimate utilizations, or to the life and wellness of animate beings or workss or of aquatic beings ; ( degree Fahrenheit ) â€Å" prescribed † agencies prescribed by regulations made under this Act by the Cardinal Government or, as the instance may be, the State Government ; ( g ) â€Å" sewage wastewater † means flush from any sewage system or sewerage disposal plants and includes sullage from unfastened drains ; ( gg ) â€Å" sewer † means any conduit pipe or channel, unfastened or closed, transporting sewerage or trade wastewater ; ( H ) â€Å" State Board † means a State Pollution Control Board constituted under subdivision 4 ( I ) â€Å" State Government † in relation to a Union district means the Administrator thereof appointed under article 239 of the Constitution ; ( J ) † watercourse † includes- ( I ) river ; ( two ) H2O class ( whether fluxing or for the clip being dry ) ; ( three ) inland H2O ( whether natural or unreal ) ; ( four ) sub-terranean Waterss ; ( V ) sea or tidal Waterss to such extent or, as the instance may be, to such point as the State Government may, by presentment in the Official Gazette, specify in this behalf ; ( K ) â€Å" trade wastewater † includes any liquid, gaseous or solid substance which is discharged from any premises used for transporting on any [ Industry, operation or procedure, or intervention and disposal system ] , other than domestic sewerage. Definition In this Act, unless the context otherwise requires, — ( a ) â€Å" environment † includes H2O, air and land and the inter- relationship which exists among and between H2O, air and land, and human existences, other life animals, workss, microorganism and belongings ; ( B ) â€Å" environmental pollutant † means any solid, liquid or gaseous substance nowadays in such concentration as may be, or be given to be, deleterious to environment ; ( degree Celsius ) â€Å" environmental pollution † means the presence in the environment of any environmental pollutant ; ( vitamin D ) â€Å" managing † , in relation to any substance, means the industry, processing, intervention, bundle, storage, transit, usage, aggregation, devastation, transition, offering for sale, transportation or the similar of such substance ; ( vitamin E ) â€Å" risky substance † means any substance or readying which, by ground of its chemical or physico-chemical belongingss or handling, is apt to do injury to human existences, other life animals, works, microorganism, belongings or the environment ; ( degree Fahrenheit ) â€Å" occupier † , in relation to any mill or premises, means a individual who has, control over the personal businesss of the mill or the premises and includes in relation to any substance, the individual in ownership of the substance ; ( g ) â€Å" prescribed † agencies prescribed by regulations made under this Act. e Environment Protection act, 1986 Power OF Cardinal GOVERNMENT TO TAKE MEASURES TO PROTECT AND IMPROVE ENVIRONMENT ( 1 ) Subject to the commissariats of this Act, the Cardinal Government, shall hold the power to take all such steps as it deems necessary or expedient for the intent of protecting and bettering the quality of the environment and forestalling commanding and slaking environmental pollution. ( 2 ) In peculiar, and without bias to the generalization of the commissariats of sub-section ( 1 ) , such steps may include steps with regard to all or any of the undermentioned affairs, viz. : — ( I ) co-ordination of actions by the State Governments, officers and other governments — ( a ) under this Act, or the regulations made thereunder, or ( B ) under any other jurisprudence for the clip being in force which is relatable to the objects of this Act ; ( two ) planning and executing of a nation-wide programme for the bar, control and suspension of environmental pollution ; ( three ) puting down criterions for the quality of environment in its assorted facets ; ( four ) puting down criterions for emanation or discharge of environmental pollutants from assorted beginnings whatsoever: Provided that different criterions for emanation or discharge may be laid down under this clause from different beginnings holding respect to the quality or composing of the emanation or discharge of environmental pollutants from such beginnings ; ( V ) limitation of countries in which any industries, operations or procedures or category of industries, operations or procedures shall non be carried out or shall be carried out capable to certain precautions ; ( six ) puting down processs and precautions for the bar of accidents which may do environmental pollution and remedial steps for such accidents ; ( seven ) puting down processs and precautions for the handling of risky substances ; ( eight ) scrutiny of such fabrication procedures, stuffs and substances as are likely to do environmental pollution ; ( nine ) transporting out and patronizing probes and research associating to jobs of environmental pollution ; ( ten ) review of any premises, works, equipment, machinery, fabrication or other procedures, stuffs or substances and giving, by order, of such waies to such governments, officers or individuals as it may see necessary to take stairss for the bar, control and suspension of environmental pollution ; ( eleven ) constitution or acknowledgment of environmental research labs and institutes to transport out the maps entrusted to such environmental research labs and institutes under this Act ; ( twelve ) aggregation and airing of information in regard of affairs associating to environmental pollution ; ( thirteen ) readying of manuals, codifications or ushers associating to the bar, control and suspension of environmental pollution ; ( fourteen ) such other affairs as the Cardinal Government deems necessary or expedient for the intent of procuring the effectual execution of the commissariats of this Act. ( 3 ) The Cardinal Government may, if it considers it necessary or expedient so to make for the intent of this Act, by order, published in the Official Gazette, constitute an authorization or governments by such name or names as may be specified in the order for the intent of exerting and executing such of the powers and maps ( including the power to publish waies under subdivision 5 ) of the Cardinal Government under this Act and for taking steps with regard to such of the affairs referred to in sub-section ( 2 ) as may be mentioned in the order and topic to the supervising and control of the Cardinal Government and the commissariats of such order, such authorization or governments may exert and powers or execute the maps or take the steps so mentioned in the order as if such authorization or governments had been empowered by this Act to exert those powers or execute those maps or take such steps. APPOINTMENT OF OFFICERS AND THEIR POWERS AND FUNCTIONS ( 1 ) Without bias to the commissariats of sub-section ( 3 ) of subdivision 3, the Cardinal Government may name officers with such appellation as it thinks tantrum for the intents of this Act and may intrust to them such of the powers and maps under this Act as it may hold tantrum. ( 2 ) The officers appointed under sub-section ( 1 ) shall be capable to the general control and way of the Cardinal Government or, if so directed by that Government, besides of the authorization or governments, if any, constituted under sub- subdivision ( 3 ) of subdivision 3 or of any other authorization or officer. Power TO GIVE DIRECTIONS Notwithstanding anything contained in any other jurisprudence but capable to the commissariats of this Act, the Cardinal Government may, in the exercising of its powers and public presentation of its maps under this Act, issue waies in composing to any individual, officer or any authorization and such individual, officer or authorization shall be bound to follow with such waies. Explanation — For the turning away of uncertainties, it is herewith declared that the power to publish waies under this subdivision includes the power to direct — ( a ) the closing, prohibition or ordinance of any industry, operation or procedure ; or ( B ) arrest or ordinance of the supply of electricity or H2O or any other service. Rules TO REGULATE ENVIRONMENTAL POLLUTION ( 1 ) The Cardinal Government may, by presentment in the Official Gazette, make regulations in regard of all or any of the affairs referred to in subdivision ( 2 ) In peculiar, and without bias to the generalization of the predating power, such regulations may supply for all or any of the undermentioned affairs, viz. : — ( a ) the criterions of quality of air, H2O or dirt for assorted countries and intents ; ( B ) the maximal allowable bounds of concentration of assorted environmental pollutants ( including noise ) for different countries ; ( degree Celsius ) the processs and precautions for the handling of risky substances ; ( vitamin D ) the prohibition and limitations on the handling of risky substances in different countries ; ( vitamin E ) the prohibition and limitation on the location of industries and the transporting on procedure and operations in different countries ; ( degree Fahrenheit ) the processs and precautions for the bar of accidents which may do environmental pollution and for supplying for remedial steps for such accidents. The Wildlife Protection Act, 1971 The Wildlife Protection Act, 1972 is an Indian statute law enacted by the Parliament of India for protection of workss and carnal species. Before 1972, India merely had five designated national Parkss. Among other reforms, the Act established agendas of protected works and carnal species ; runing or reaping these species was mostly outlawed. The Act provides for the protection of wild animate beings, birds and workss ; and for affairs connected therewith or accessory or incidental thereto. It extends to the whole of India, except the State of Jammu and Kashmir which has its ain wildlife act. It has six agendas which give changing grades of protection. Agenda I and portion II of Schedule II supply absolute protection – offenses under these are prescribed the highest punishments. Speciess listed in Schedule III and Schedule IV are besides protected, but the punishments are much lower. Schedule V includes the animate beings which may be hunted. The workss in Schedule VI are prohibited from cultivation and planting. The hunting to the Enforcement governments have the power to intensify offenses under this Schedule ( i.e. they impose mulcts on the wrongdoers ) . Up to April 2010 there have been 16 strong beliefs under this act associating to the decease of Liberation Tigers of Tamil Eelams. Definition * â€Å" carnal † includes amphibious vehicles, birds, mammals, and reptilians, and their immature, and besides includes, in the instances of birds and reptilians, their eggs. * â€Å" carnal article † means an article made from any confined or wild animate being, other than varmints, and includes an article or object in which the whole or any portion of such animate being has been used and an article made therefrom. * â€Å" hunting † includes ( a ) capturing, killing, poisoning, traping, or pin downing any wild animate being, and every effort to make so ( B ) driving any wild animate being for any of the intents specified in bomber clause ( degree Celsius ) injuring, destructing or taking any body portion of any such animate being, or in the instance of wild birds or reptilians, upseting or damaging the eggs or nests of such birds or reptilians. * â€Å" taxidermy † means the hardening, readying or saving of trophies. * â€Å" trophy † means the whole or any portion of any confined or wild animate being ( other than varmint ) which has been kept or preserved by any agencies, whether unreal or natural. This includes: ( a ) carpet, teguments, and specimens of such animate beings mounted in whole or in portion through a procedure of taxidermy ( B ) antler, horn, rhinoceros horn, feather, nail, tooth, musk, eggs, and nests. * â€Å" uncured trophy † means the whole or any portion of any confined animate being ( other than varmint ) which has non undergone a procedure of taxidermy. This includes a newly killed wild animate being, ambergris, musk and other carnal merchandises. * â€Å" varmint † means any wild animate being specified in Schedule V. * â€Å" wildlife † includes any animate being, bees, butterflies, crustacean, fish and moths ; and aquatic or land flora which forms portion of any home ground Agenda-21 Agenda 21 is a non-binding, voluntarily implemented action program of the United Nations with respect to sustainable development. [ 1 ] It is a merchandise of the UN Conference on Environment and Development ( UNCED ) held in Rio de Janeiro, Brazil, in 1992. It is an action docket for the UN, other many-sided organisations, and single authoritiess around the universe that can be executed at local, national, and planetary degrees. The â€Å" 21 † in Agenda 21 refers to the twenty-first Century. It has been affirmed and modified at subsequent UN conferences. Structure and contents Agenda 21 is a 300-page papers divided into 40 chapters that have been grouped into 4 subdivisions: * Section I: Social and Economic Dimensions is directed toward battling poorness, particularly in developing states, altering ingestion forms, advancing wellness, accomplishing a more sustainable population, and sustainable colony in determination devising. * Section II: Conservation and Management of Resources for Development Includes atmospheric protection, battling deforestation, protecting delicate environments, preservation of biological diverseness ( biodiversity ) , control of pollution and the direction of biotechnology, and radioactive wastes. * Section III: Strengthening the Role of Major Groups includes the functions of kids and young person, adult females, NGOs, local governments, concern and industry, and workers ; and beef uping the function of autochthonal peoples, their communities, and husbandmans. * Section IV: Meanss of Execution: execution includes scientific discipline, engineering transportation, instruction, international establishments and fiscal mechanisms.

Meeting an old friend

A man is a Social Animal involved in the intricacies of every social behavior he is expected to involve in. The richness of his social behavior lies in his varied actions which he is expected to behave in the Society-among his family, peers, neighbors, and most sensuous of all friendship. But his mind is a very complex part of the body, which keeps involving the man into varied activities, 24 hours a day. In this hush and bush of your daily chores, one day you come across a person while you are in relax mood and enjoying the Exhibition in a Grand Hall at Park Avenue. He comes in front of you and suddenly speaks in a louder but a very friendly tone, hi, How are you? And you keep on looking at him. This gaze clearly states that you have been engaged so much in your personal affairs that you not only forgot him but also his name, and are now trying to recollect his name. He asked you, â€Å"How are you? And you replied decently, I am very well, fine, Thank You. And then he will say, â€Å"I was longing to meet you but could not get time,† and you will reply â€Å"Oh! how sweet of you, even I was longing to meet you but I got so involved in the pursuit of my career that I did not get time to meet you. It was so hectic in the office that I did not have a single minute to even breathe†. This dialogue dictates your etiquette, though you have forgotten the name of your friend with whom you have spend so precious moments of your life, still you are not trying to show that you have forgotten him. He is making out that you have forgotten him and he will say, â€Å"Hey! I think you have forgotten me, and why not, we are meeting after such a long time, so it is so natural that you may forget me.† I only remembered that we have studied together in school. He started talking of good old school days, when we enjoy a lot, have all the fun, played pranks on teachers and the crushes we had on the beautiful girls in our school and then he involves you so much in conversation that you forgot you don’t remember his name. All of a sudden from my mouth it comes out,   â€Å"Rick.† He stops laughing and began to stare at me. I smelled that something was wrong with the name. He in a very low voice says, â€Å"Hello, I am David, not Rick.†, then only the name strikes in my memory and   I start cursing myself, that he remembered my name and every little things about mine, whereas I completely forgot his name and on the top of it dared not accept the failure to recall his name. I wants to apologize but the words stopped flowing from mouth and I became speechless. He understands the position and to ease the situation, he starts laughing. I asks for his apology and he accepted to give on one condition that in future I would be honest while portraying my feelings. No doubt man feels very embarrassed if he forgets his old time friend but it is also true that with time generally memory fades in many human beings. This behavior in humans is explained by Rethinking Interference theory of G. E. Mueller and Pilzecker who claims that man has to involve in number of activities and his brain is thinking all the time.   With the passing time new experiences enter into the memory the older begin to erase because the process, which is involved in storing new memories generally disrupts the old consolidation processes, which could have traced the events of our lives remained in our memory storage. (Anderson Michael C, pp. 415-455). WORKS CITED Anderson Michael C. â€Å"Rethinking interference theory: Executive control and mechanisms of forgetting.† Journal of Memory and Language, 49(2003): 415-455 Brill A.A. â€Å"In The Psychopathology of Everyday Life (1901) By Sigmund Freud† Internet. Available: http://psychology.about.com/library/psychologyetexts/bl-everyday01.htm , July 30, 2007      

Difference between Beneficence and Nonmaleficence with Examples Coursework

Difference between Beneficence and Nonmaleficence with Examples - Coursework Example In contrast, the aspect of nonmaleficence signifies refraining physicians to provide ineffective treatments to the patients. The concept of beneficence is recognized as a core value of healthcare ethics. Nevertheless, it is regarded as a principle of delivering proper healthcare services to the patients. Beneficence has the potentiality to provide enough support to the healthcare experts in the context of preventing the patients from any sort of harm. On the other hand, the principle of nonmaleficence is used as guidance for the physicians while treating the patients. At certain times, the beneficial therapy or beneficence can also provide harm to the patients and make them to face serious risks (Hsu, 2011). For instance, a nurse may encourage a patient to quit smoking and start an exercise program, which can be related to beneficence practice. On the other hand, a nurse may also make patients to stop consuming medicines that can be harmful for them in long run. This practice is related to nonmaleficence action (Hsu, 2011).

Art Essay Example | Topics and Well Written Essays - 500 words - 62

Art - Essay Example This report shows the presentation of two undergraduate students during the 11th annual artistry symposium. A light humor at the beginning signals his commencement of the presentation of his research on Italian futurism and fascism. He begins by digging deep into the historical background of both Italian Futurism and its relationship to fascism. According to the speaker, futurism was an artistic movement and later overtaken by social movement and began in Italy in the early 1900s. The movement held in high esteem themes that were linked to contemporary concepts of the future such as violence, young people, technological development and speed. In addition, the movement spearheaded growth in cars, aero plane and a manufacturing city. According to the author, there is an obvious reality when Italian fascism is linked to futuristic movement in Italy. The roughly thirty minute’s presentation comes to an end when the presenter begins to request for questions from the section of the audience. the interaction from the audience is magnificent as the speaker shows great depth by responding to all the questions and engaging in interactive intellectual debates. Perhaps a personal opinion would rate highly the presentation as it is full of content, the structure of the presentation is effective, though it is non visual, a imaginary picturing of the presentation confirms the same. The presenter must have cone the research well as the material presented is packaged properly with a deep historical connections. A humor at the beginning overshadows everything and eliminates nervousness showed by his involvement in the answers at the end of the presentation. She commences the presentation without acknowledging the audience, at least from the limitations provided by the audio recording. A visual one could have provided sufficient chance to observe her body language. However, her presentation is rich in content, but she blubs in between the presentation

Cultural, Spiritual And Psychosocial Health Assessment Essay

Cultural, Spiritual And Psychosocial Health Assessment - Essay Example This essay discusses that cultural, spiritual and psychosocial assessment of a patient occurs after the health assessment where the nurse determines the possible causes of the patient’s condition. If the situation is an emergency, little or no social assessment of the patient is carried out as the health assessment is always the first priority of the nurse and the doctors. During a health assessment, asking the patient of their past medical condition is the first thing that nurses must do so as to find any possibilities of a recurrent health condition or relation of the current illness to the previous ones. The patient’s health is more important than their background or beliefs. An example is pain assessment where the nurse determines the location and amount of pain then he or she can prescribe pain drugs. After treating an urgent condition, the nurses then conduct the other parts of their assessment which now includes the cultural, spiritual and psychosocial aspects. T his only occurs after the patient is stable to conduct a conversation.This paper highlights that  the assessment of the patients’ health and general condition involves a number of questions. The answers given by the patient give the nurses a clear insight of the life of their patient and this enables them help them in any way possible to improve not only their health status but also their well being. Each question that a nurse poses to their patient must have boundaries and must be in line with the code of ethics of a nurse.... However, the main tools that nurses must put in use are good virtues and a sense of understanding of the patient. Virtues that give the patient comfort and trust when conversing with the nurse are tools used to guide through the assessment. A cultural assessment on a patient is mainly carried out through a series of questions and this may involve both the patient and the family so as to get a clear approach during the patients care. A nurse should have special guesses of the background of their patent so as to develop a sense of reasoning with the patient and to avoid getting shocked while the patient answers questions. The first question involving culture must be on if the patient has used any form of traditional treatment before and if the patient is comfortable with the whole treatment given to them. This question allows the nurses and the doctors to conduct their work without any conflict from the patient regarding some forms of treatment. For instance asking a patient if he or s he is okay with surgery before hand is important as some culture do not permit any surgery. (Giger, & Davidhizar, 2004) Moreover, spiritual assessment is a vital part of any health assessment of a patient. This form of assessment is mostly observed and conducted in patients who have serious illnesses especially those with no definite cure or to patients who have gone through traumatizing experiences that landed them in hospital. The purpose spiritual assessment serves is to provide the nurse with a person who they can relate and pour their troubles and thoughts to. Spiritual assessment must involve physical presence of the nurse and a form of good communication where the patient can discuss deep issues and get relief through the nurse.

Strategic Management of HMV Group Assignment Example | Topics and Well Written Essays - 5500 words

Strategic Management of HMV Group - Assignment Example (Refer to appendix 1) Competitive advantage is the response of afirm to the pressing need to organize and perform discrete activities. While these needs may not be perpetually spelt out, it is the responsibility of the planners and executers of policies to foresee such situations when catering for growth and development of the firm n various levels. So this implies that the HMV Company needs to employ an individual perspective with an affiliation towards the basic industry type. There are various activities to take into consideration in the case of the HMV Company. The activities performed when competing in a particular industry can be grouped into categories, as these activities can be divided broadly into primary activities and support activities. It has been noted that primary activities are those involved in the ongoing production, marketing, delivery, and servicing of the product. Whereas support activities are those that provide purchased inputs, technology, human resources or the overall infrastructure functions supporting the other activities. Every activity employs purchased inputs, human resources, some combination of technologies, and draws on firm infrastructure such as general management and finance. Activities vary in their importance in regard of competitive advantages from industry to industry. ... While this is a good theory to reckon with, cynics are of the opinion that in today's world there are 'n' number of influences on a firm's activities and not just a set number of the same. In this regard, the HMV Company may make use of clusters which are groups of firms and other broad industries linked to each other on the basis of various skill and their subsets. These function in the sphere of providing the necessary technical and research based support for various customer services, by making use of various institutions and universities apart from interns and other individuals. In the context of the HMV Company, does Porter's theory ask the relevant questions What must the company do to ensure that the industry evolves in a way that is maximally advantageous for the organization in particular What skills and capabilities must the company begin building now if it is to occupy the industry high ground in the future How should the company organize for opportunities that may not fit neatly within the boundaries of current business units and divisions The answers are to be found in not in this theory but in the theories propounded by Gary Hamel, C.K. Prahalad titled Competing for the Future. The authors are of the firm belief that when armed with the information in their findings and subsequent theories, a company can create a pro-active agenda for organizational transformation and can control its own destiny by controlling the destiny of its own industry. Few companies that began the 1980s as industry leaders ended the decade with their leadership in tact and undiminished. Many household name companies saw their success eroded or destroyed by tides of technological, demographic and regulatory change and order-of-magnitude productivity gains made by nontraditional

Challenging Homeostatic Interpersonal Process Essay

Challenging Homeostatic Interpersonal Process - Essay Example Another key issue is the increasing economic challenges in today's society. According to Shulman (1996) there should be realization that economic pressures have highlighted the need for individual and support groups to provide emotional and psychological support for those that are most challenged. Coupled with globalization, people are not only having to deal with the social changes but also have to deal with the accelerated pace of these developments. Gitterman and Shulman (2005) that this issue had served to highlight competencies and deficiencies of sectors in the society that calls for a review of previous standards and approaches for social services. This opinion was also given by Blank (2002) and has prompted him to call for the evaluation of perspectives in welfare and social care not only as a service but also with regard to the factors that drive needs. The reaction has been not just in health and social service reforms but also in the involvement of the community. In the UK, in an effort to improve channels of services, the government has established community based programs to deliver or provide for social services (Lalor et al, 2005). ... As the demand for social services increase, so will the cost of providing and accessing social services increase: a development that has limited access to social and health services particularly in less affluent communities and further aggravates disparities in socio-economics levels. Thus, service partnerships and collaborating between the sectors of education, social and health services have increased in significance. The efforts also are an indication of greater awareness in the community regarding the urgency of social issues particularly those that affect children and the marginalized. The School Social Work and Attendance Department The School Social Work and Attendance Department in the Broward County School is a local effort that is committed to positively impacting student achievement by addressing and removing barriers to learning (SSWAD, 2007a). The programs include the assignment of social workers to each school, abuse and truancy interventions, counseling, health education, psychological services and programs for exceptional students. SSWAD wants to accomplish its objectives by ensuring that all students have access to the wide array of services provided the department assigns a school social worker assigned to every school. The initiative echoes Broward County School's campaign of "transforming education one student at a time" (Broward County Public Schools [BCPS], 2007) The school social worker intervenes as part of the schools' Collaborative Problem-Solving Team, the Crisis Team, and additionally, provides training and teachers' consultation regarding child abuse, homelessness, teenage pregnancy, mental health concerns, dependency, and

Religous Social Stratification Essay Example | Topics and Well Written Essays - 2250 words

Religous Social Stratification - Essay Example Slavery is the extreme form of inequality where some people are literary owned by others, the estate system consist of strata which have differing rights, the caste system is merely a rigid class system in which members are born into and in which escape is by extreme difficulties example the India caste system. The open class system is a class system in which there is the possibility of social mobility where one can move up the social ladder through education, marriage or even by chance or luck.2 According to the functionalist perspective on social inequality, Davis and Moore perceived social stratification and inequality as one that plays a role in the proper working of society in that all social systems share certain functional prerequisite which must be met for the society to operate efficiently and effectively. One of these prerequisites is effective role allocation and performance and this means that all roles must be filled by those who are best able to perform them. The mechanism that ensures proper role allocation is social stratification, roles are different in terms of importance and therefore there is the need to attach unequal rewards to the role.3 We will focus our discussion on social strati... We will consider the social stratification of these churches as one that plays an important role in the proper functioning of these religious institutions. RELIGIOUS SOCIAL STRATIFICATION: The Catholic Church: The Roman Catholic Church is the largest in terms of number of followers, this church is headed by the pope, the pope has final authority in all matters and he appoints cardinals who are below him in command. The catholic churches all over the world share common faith, common principles of church policies and organization and also common liturgy.4 The cardinals are directly below the pope in authority, they are appointed by the pope and when a pope in command dies they appoint a new pope, therefore they are second in command after the pope, and however the cardinals are bishops appointed by the pope from all over the world.5 The third rank is the bishop's position, he bishop heads a diocese which is the unit of organization in the Catholic Church, the bishop has the authority to admit priests into his diocese and also to exclude them from his diocese, he also assigns duties and priest to various parishes in his diocese.6 The clergy and the nuns are the last rank where the clergy is responsible of administering worship in the churches or parishes, the stratification into ranks of the Catholic Church can be diagrammatical simplified below.7 The diagram shows social stratification of the Catholic Church starting from those who rank high in the social ladder (the pope) to those who rank low in the social ladder (clergy and nuns), further the pope can only be one and the number increases downwards, cardinals are less than 300 in number and the number of the clergy and the nuns is large. The

To Compare the Financial Aspirations and Dealings of Gutenberg with Essay

To Compare the Financial Aspirations and Dealings of Gutenberg with those of Garamond - Essay Example The new ideas that Fussel (2005) notes were not new ideas at all, but ancient ones – humanism, which was based upon classical ideals. The humanistic ideals, which includes an emphasis upon the individual, were, however, merged with the prevailing doctrine of the church, so that the church morality teachings were infused in the classical ideology, making the ideology more mature. These were not the only ideas which were broadly disseminated – other ideas which focused upon solving societal problems were also widely read in the Europe after the printing press, and, since intellectuals and scholars had access to others’ ideas, debate on these topics was made easier. This, in turn, led to intellectual ideas and debates being widely held throughout Europe (Abel, 2011). That said, according to Norman (2005), these new ideas were threatening to the church, as they often conflicted with the church’s teaching. Therefore, the church instituted greater censorship, wh ile also using the Gutenberg press as a tool to better disseminate its own information to the mass. Another important development was that businesspeople were able to afford manuscripts which helped them run their business. Before the printing press, only the richest could afford manuscripts, as these manuscripts were painstakingly made by religious clerics, therefore the production was very expensive (Abel, 2011). This led to greater economic development, and, as Dittmar (2010) notes, cities flourished because of this greater capacity for economic development. This, in turn, led to greater macroeconomic growth patterns throughout Europe, as businesspeople were better able to expand their business and individuals throughout Europe became better educated and better able to take advantage of economic growth. Therefore, Europe changed dramatically after the printing press was invented. This essay details these socioeconomic and religious changes. Discussion According to Fussel (2005), one of the ways that the Gutenberg printing press changed Europe was that it essentially enabled a merge of the classical tradition of the Greeks and the Romans with the prevailing ethos of society. Before the printing press, there was not a way to spread the message of the classical societies. After the printing press, Latin studies flourished, as did different ideas from what the church had been teaching. These ideas include the belief in the individual, and Fussel (2005) explains that the Gutenberg press allowed Europe to merge the classical ethos with the current ethos of the church. This merging was known, according to Fussel (2005) as â€Å"humanistic theology,† which refers to the merging of the classical tradition with medieval theology. Thus, the Gutenberg press allowed a re-emergence of humanism and intellectualism, yet still recognizing the teachings of the church, which was that man is fundamentally flawed and must seek grace. What essentially occurred, according to Fussel (2005) was that the Europeans took the lessons of the classical societies, the humanistic traditions, and brought it â€Å"closer to God† (Fussel, 2005, p. 73). According to Abel (2011), the merging of the classical and humanist traditions with the church teachings was not the only intellectual revolution which was enabled by the Gutenberg press – Abel (2011) states that intellectuals were able, through the Gutenberg invention, to formulate and disseminate theories which were

A Problem Case with Confidentiality Essay Example for Free

A Problem Case with Confidentiality Essay Confidentiality has always been a pledge that is likely to be asked by anyone when disclosing sensitive information to an authority, specialist, or even a friend. More often than not, the party to whom any information is to be disclosed would promise that none of it would ever be relayed to anyone else. Yet, this pledge of confidentiality is not, and cannot be made absolute especially if the client and other parties are in jeopardy and disclosing the case of the client in court is necessary to ensure the safety of the client or a third party (Herlihy and Corey, 2007). Aside from the court scenario, another case when confidentiality is often breached is when the client needs protection from a third party (Herlihy and Corey, 2007). Therefore, should something revealed by a client to a counselor be a reason of concern for the safety of others, the counselor may breach the confidentiality of the statements of the client. This leads to the common notion of doing what is for the greater good. Keeping the confidentiality only satisfy the will of the client, but it may pose greater danger to the community. Logically, if anything can pose danger to the client and to anyone else, it can also be a cause of being troublesome. Even if the secret is kept, the client will have no peace of mind. Hence, greater harm can be done if something that has to be disclosed to other authorities will be kept a secret just for the sake of confidentiality. The case of Norma has brought nothing out of the conditions in the code of ethics of the American Counseling Association (ACA). Norma has gone out with Javier for some time and other men, too. Read more:  Essay on Confidentiality and Disclosing Concerns Javier refused safe sex. The problem has been that Norma was diagnosed with HIV virus, but she could not determine whether she got it from Javier, because she also engaged in unsafe sex with other men aside from Javier. The danger that has been posed here is that Javier may be infected with HIV but does not know it. Worse, he prefers unsafe sex over safe sex, so if he comes in contact with other women and have sex with them without protection, more lives would be in danger of acquiring the deadly virus. The dilemma of the counselor is that Norma to reveal her health condition to Javier in fear of being harmed physically, which is very possible based on the character of the man as she has narrated. Hence, it appears that if Norma’s condition remains a secret to Javier, he may infect other women with the virus in case she had infected him or he had infected her. On the other hand, if Javier finds out Norma’s condition, she would be he one in danger of physical harm Javier might inflict. Abiding by the ethics, the counselor should explain to Norma that Javier has to know whether he ha HIV or not, because he is a possible transmitter of the disease. She has to understand that revealing her health condition to Javier would help prevent further infections. As for the possible dangers that Javier might pose on the life of Norma, Section B. 3. b of the ACA code of ethics states provisions of disclosing the case to other professionals, who will be part of the team that would take care of the client (Herlihy and Corey, 2007). The counselor must first secure a copy of the diagnosis that states that Norma has HIV. This is important in order to have authenticated proof about he condition of Norma when counselor asks for assistance from other authorities. Norma will have to be informed about the actions of the counselor and why it has to be done. She should know who else will know about her condition and be given assurance of confidentiality. To further convince her, she should be informed about the limitations of confidentiality Naggy, 2005 in Corey, Corey Callanan, 2002). In this case, should she need police protection, only the commanding officer should know about her condition and the officers, who would be tasked to ensure her security, may not know about her case. The State of Florida adheres to the America Counseling Association Code of Ethics, so all the guidelines stated in the ACA Code of Ethics can be taken into effect. There is, however, another provision from the National Board of Certified Counselors (2005) which states that a client should also be responsible in case when he/she is involved in a life-threatening situation, which, in this case is Norma’s HIV infection. A counselor is not a god to dictate what is right and wrong and what is good or bad and who is good or bad. However the code of ethics clearly states the proper action to be done in the case of Norma. Javier may pose danger to her and that is why she would need other help. Norma can even have a better chance of making the most out of her life if she â€Å"gets out of her box†. Revealing Norma’s condition to Javier can even help Javier change his attitude towards sex. In case he has not been infected, he can change his ways towards a safer way of living. In case he was the source of infection, authorities could further track down the other possible victims of the HIV transmission. Should Javier pose a threat to Norma, authorities would be able to apprehend him and send him to where he cannot infect anyone, in case he is infected. As a citizen of this country, Norma should realize where she went wrong and be able to amend that mistake. In the same way, the counselor should also give greater weight to the benefit of the majority, for her oath is not just to one person but to whole nation and to humanity. Thus, in a broader perspective, disclosing Norma’s condition to qualified authorities can bring the client to a win-win situation. References Corey, G. , Scheider-Corey, M. Callanan, P. 7th Ed. (2002). Issues and Ethics in the Helping Professions. Wadsworth Publishing Co. Inc. Herlihy, Barbara and Gerald Corey. (2005) ACA Ethical Standards Casebook. Alexandria: American Counseling Association. National Board for Certified Counselors.

Turn of the Screw Unreliable Narrator

Turn of the Screw Unreliable Narrator Vision or perspective is a key theme that reoccurs in both the film entitled The Innocents by Jack Clayton, and novel Turn of the Screw by Henry James. They both suggest that the governesses vision is not dependable making her an unreliable narrator. Throughout the novel and the film the governess is certain that she sees ghosts and tries to convince Mrs. Grose, the housekeeper, to acknowledge their presence as well. The crucial question that is left unanswered in both novel and film is the existence of the ghosts. According to Banard, the governess is a neurotic spinster whose repressed passion for her employer, the childrens bachelor uncle causes her to hallucinate (Banard 199). The governess comes across similar to a boy crazy teenager who sees a man and falls head over heels in love with him. The governess exhibits much behaviour which makes her seem like she has a couple of her screws loose in her head. From the beginning of the novel the governess presents herself in a way that barely qualifies herself for the job as the childrens governess. The initial narrator, Douglas describes the governess as young, untried, nervous (James 121). From the first chapter the governess suggests that she is a somewhat moody person describing her past as a succession of flights and drops (James 123). It makes her seem like taking the job as a governess would be a bad idea because she is quite sensitive and fickle. By making us aware of her changes in mood, it makes her come across as nervous, emotional, and not necessarily reliable. Her instability creates a feeling of uncertainty to the readers which makes us uncertain that we can trust her point of view in the narrative. While the instability makes us, the readers doubt her, the uncle does not pick up on that unstableness at all for all he wants is someone to keep his niece and nephew out of his way so he can continue his life as an eligible bache lor. She even doubts herself, saying she feels she is making a mistake, felt all my doubts bristle again, felt indeed sure I had made a mistake.'(James123). It is the uncle who makes the mistake because he hires her even though she has no experience and does not know much about the job. When she arrives to Bly, she becomes irrational when she discovers that Miles, one of the children she is to care for has been expelled from school. As she constantly inquires about why he was sent away, Miles never answers her questions as to why he was expelled which makes her much more sceptical of him because he is acting like he is hiding something. Instead of writing to the school to investigate the real reason why Miles was expelled she conquers up her own reason rather than finding out the truth. She lets her imagination run wild about a little boy she barely knows concluding that Miles is an evil child which is why he was thrown out of school. The governess is very curious about the reason b ehind Miles expulsion but chooses to complicate the situation rather than just contacting the school. Her scepticism is obvious more in the film for she asks Miles quite frequently and never really responds. Without any proof she labels Miles and spends the rest of the novel and film trying to help him. In the end she discovers the truth finally; Miles was expelled because he said things to other boys at the school. The governess finally gets some answers when interrogating Miles in the last few chapters of the text although they are still vague: No, I didnt steal my handsshook him as if to ask him why, if it was all for nothing, he had he condemned me to months of torment. What then did you do? Well- I said things. Was it to everyone? I asked No- only a few. Those I liked. And did they repeat what you said? Oh yes, he nevertheless replied- they must have repeated them. To those they liked. (James 233-235). Even early on the novel she is proving herself to be unfit for the position she has acquired, in this particular scene she is interrogating Miles to find out answers. Instead of being the comforting caregiver like she was hired to be, the governess cross-examines the children similar to a criminal that is on trial. Even finding out the truth frustrates her because his answer is so vague. The governesses attitude towards the children makes her perspective as a narrator seemed biased and somewhat deceitful, she labels the children early on in the story which prevents us from seeing the childrens perspective as well. The technique James uses in his writing makes the text ambiguous for her chooses to tell the story from the perspective of the governess, an unreliable narrator which characterizes his writing. As Voltteler indicates in his argument, by using this technique the reader often witnesses events through the eyes of the character whose perception may be clouded by personal jealou sly, misunderstanding or self-deception (Votteler 263). In the case of the governess, her vision is clouded by her lust for the uncle. In addition to her desire for the uncle, she often sees Peter Quint or Miss Jessel but nobody else seems to acknowledge their presence when she points them out making it seem like she is the crazy one. In the film, the governess who is named Miss Gibbons goes looking for Flora by the lake and Miss Jessel appears and she tells Flora to look. When Flora indicates in the film that she has no idea what the governess is talking about she interrogates her and tries to force Flora into saying that she sees the ghost of Miss Jessel, someone whom Flora was close to and who died within the past year. When Mrs. Grose admits that she didnt see the ghost either, she is accused of betraying her for Mrs. Grose never did disagree with Miss Gibbons claims in neither the novel nor the film. In the novel, the governess calls Flora you little unhappy thing (James 213) and points Miss Jessel out from across the lake implying that Flora sees her. Flora replies scared and horrified that Miss Jessel was eve n brought up. I dont know what you mean. I see nobody. I see nothing. I never have. I think youre cruel. I dont like you!'(James 215). In the film, Clayton accentuates this scene by making Flora seem like she is corrupted not by the ghost but by Miss Giddons. In the film Flora seems like an innocent young girl and when Miss. Giddons questions her Flora looks as if she really does not see Miss. Jessel and it makes her quite upset. This scene emphasizes that Flora now sees that her governess is unfit and is corrupted. In forcing Flora to admit that she sees her previous governess, Flora then begins to think that Miss Giddons is wicked and cannot be trusted anymore. According to Wilson, there is never any reason for supposing that anybody but the governess sees the ghosts. She believes that the children see them, but there is never any proof that they do (Wilson 117). Not many questions are answered in the novel and the film; Clayton keeps with the ambiguous tone that is evident in the novel. Even the title of the film, The Innocents gives the viewer the idea that the governess is crazy and the children are merely just being children, a concept which the governess chooses to ignore. So when the children act in way that the governess does not understand she thinks that the children are corrupt and she must save them. In keeping with a similar representation among both the film and novel, it allows the viewer to decide for themselves. Either she is a crazy, hallucinating governess or the ghosts are real and the children are in on the plan to drive her out of Bly. Additionally, in the novel the governess has a fascination with gothic literature therefore she is hallucinating because she is a disturbed because she reads dark stories in her free time. What the governess first does after she sees Quint is compare it to her reading of gothic novels with romantic heroines. Was there a secret at Bly- a mystery of Udolpho or an insane, an unmentionable relative kept in unsuspected confinement?'(James 138). Since she loves reading such dark stories, they are all she has to compare what is happening in Bly to. When she first sees a man walking along the roof of the house all she can describe is what the figure looked like, but on her second sighting she feels that Quint was looking for someone other than her. This is important because as the story progresses her claims about the ghosts get more biased. Even though in the film there is no mention of her fascination with gothic books we still grasp that Miss Giddons mentality is not stable, making her an unfit caretaker. Afterwards the governess claims to know many things that cannot be proven, ridiculous claims based on her senses undermine her trustworthiness as a narrator in the novel. As well, when she sees these ghosts she is not certain that they are the deceased governess and valet until Mrs. Grose tells her that Miss Jessel, the previous governess and Peter Quint, the valet died nearby the house in Bly. The governess has no proof in the novel, whereas in the film an addition point is added, while playing hide and seek with the children, Miss Giddens finds an old photo of a man who Mrs. Grose identifies as Peter Quint. The additional proof added in the film makes the plot more believable because it means that Miss Giddens had some evidence to back up her claims. In the novel, all we are told about Quint is that he is handsome but it is really impossible to know how much the ghost the governess sees resembles Quint. According to Wilson, James knew what he was doing and he int ended the governess to be suffering from delusions. The governess could have learned about Quints appearance from the people in the village who with whom we know she had talked and who had presumably also told her of the manner of Quints death (Wilson 153).There are many ways she could have found out more information about the deaths of these two former employees which could have made her more delusional. Although neither the novel nor the film discuss her speaking to the other people in the town, we must not assume that the mansion is the only home in that part of England. So in conclusion, in both novel and film there is a recurring theme of unreliability of perception. The governess is shown as an unreliable narrator preventing us from seeing more than just her perspective. Her vision is contaminated by her lust for the childrens uncle who she falls head over heels in love with. From the beginning she is described in terms which make her perspective not trustworthy since she is described as moody. Throughout the novel and the film the governess is certain that she sees ghosts and tries to convince Mrs. Grose and the children that the ghost of Peter Quint and Miss Jessel are a reality. Lastly, her fascination with gothic literature enables her to see aspects of evil which may not be really there. As she imagines scenes from her book, she believes she is seeing ghosts which are not really there. So on the whole, many incidents contribute to the belief that the governess is just hallucinating the ghosts and corrupting Flora and Miles by frightening them .

The Effects of Color And Organization on the Web :: Website Design Internet Essays Papers

The Effects of Color And Organization on the Web The Sci-Fi network's WorldWide Web (WWW) site, on the Internet, is organized to advertise its channel and navigate you through its information easily. It achieves this by constructing its site simply and effectively using graphic designs. Because it is a commercial site, it uses appealing visual graphics associated with science fiction, and the channel, to receive your attention, and get you interested to explore its sources. However, attracting the viewer's attention with fancy graphics doesn't necessarily make it a good Web site. What makes it effective is its format of graphic designs which moves you through its information without any difficulties. The Sci-Fi network achieves this by using proper organization and use of color to design their graphics, in order to establish a successful Web site on the Internet. The Sci-Fi network uses graphic designs to organize its home page in order to produce an image that illustrates relevant logos and information about the site simultaneously. The fact that the Sci-Fi network is a commercial site on the Internet, contributes to its structure of organization. As a result, the network uses visual designs to publicize the Sci-Fi channel and help link you to its sources of information with an interesting yet effective style. The Sci-Fi network places a science fiction logo in the center of the background, which is arranged with sources along the sides and corners of the boxed image. This logo is used for illustration, and the links, (represented by small squares with titles written in them), are used for locating information of categories found within the site. The Sci-Fi network also manages to incorporate two flashing boxes which link to information about the network's TV listings, on the top two corners of the same image, and incorporates an advertiseme nt of the channels logo around the same centered image. All of this information is crucial to this commercial site, because it manages to advertise its channel and offer a concise structure of visual designs to link you to information quickly. The site is organized in this structure for these purposes and successfully manages to achieve an effective structure through this proper organization. This approach has some benefits in comparison to the use of written text in other sites, which usually contain lengthy information that may or may not interest you. For example, when you look at the Cyberpunk FAQ site, which resembles this type of organization, and compare it to the structure of the Sci-Fi WWW site, you can see the benefits of using relevant graphics to enhance a commercial Web site.

Persuasive Speech: Do Not Eat Fast Food -- Persuasive Speech

Specific Purpose Statement: To persuade the audience not to eat fast food. Relevance: You all have probably experienced fast food sometime throughout your life. Credibility: The first thing that comes to mind when mentioning fast food is greasy, oily, unhealthy garb, yet most of us consume junk food on a daily basis anyway. There are over 300,000 different fast food restaurants in the US. People frequent them because of convenience (quick and usually cheap). In such a fast-paced society, people are eating more fast food than ever before (Stefanov, Sebastien). Preview: I am now going to inform you about what fast food is, what a typical meal contains, why fast food is unhealthy. Body I. A. What is fast food? 1. Fast food is any food that is quick, convenient, and usually inexpensive (Fast Food Facts). a. Fast food is the term given to food that can be prepared and served very quickly. The term "fast food" refers to precooked foods such as fries or pizza that typically must be used within a few hours, or they become dried out and unpalatable (Ali, Sam). b. Fast food places like McDonalds, Burger King, Jack-in-the-box, Wendy’s, Whataburger, etc., are all considered fast food restaurants. II. A. A typical meal and some facts 1. According to the "Nutritional Facts" that are posted on McDonald's web site, one Big Mac contains 540 calories and 29 grams of fat, which is 45 percent of the national recommended daily value based on a 2,000-calorie diet, according to McDonald's. One large order of fries contains 500 calories and 25 grams of fat, which is 38 percent of the recommended daily value. The 32-ounce Coca-Cola Classic adds another 310 calories (Ali, Sam). a. Harvested potatoes contain about 80 pe... ...com/article/7532/>. "Fast Food Facts." Center for Young Women's Health. N.p., n.d. Web. 23 Apr. 2011. . "Fast food facts from the Super Size Me Web site ." The VivaVegie Society, Inc. . N.p., n.d. Web. 24 Apr. 2011. Manohar, Uttara. "Fast Food Facts: Effects of Fast Food." Buzzle Web Portal: Intelligent Life on the Web. N.p., n.d. Web. 23 Apr. 2011. . Stefanov, Sebastien. "fast food calories - AskMen." AskMen - Men's Online Magazine. N.p., n.d. Web. 23 Apr. 2011. . White, Janice. "Why Fast Food is Bad for You." HubPages. N.p., n.d. Web. 23 Apr. 2011. .

The Mind of Someone Who Uses Drugs :: essays papers

The Mind of Someone Who Uses Drugs In the mind of someone who does drugs there is always a reason to take that hit of acid, that pill of ecstasy, that line of coke or that bump of crystal. Justification is a powerful tool of persuasion, it’s a manipulation tool that others can use on you but more commonly you use on yourself. You don’t have to go to work for ten hours and the acid trip will only last about seven hours so as long as you don’t go to sleep you’ll be fine. You’ll not sleep for twenty-four hours and you’ll be cracked out as all hell at work but hell, it’s worth it. Most people that do drugs will say that they have great will power and only do a drug when they know they have the time and energy. I have heard and said that phrase so many times. The more drugs you do the less will you have to say no and the easier it is for people to persuade you to take that pill with them. Friends don’t persuade you because they want you to be â€Å"bad† like they are or any of that other crap you see on anti-drug commercials on television. Your friends want you to be there so that they can have fun with you while on the drugs together.. It is generally true that I have had most of my drug experiences with friends and it is also true that I have made some true bonds with people while on drugs. The question I use to always ask myself is â€Å"who are my real friends and who were friends that I made simply because we were on a substance†. It is so easy to bond with someone while on drugs, especially ecstasy. On the drug ecstasy it’s possible to bond with someone while that you have never gotten along with and probably never will again. My girlfriend who I dated for about three months, while knowing that I was gay, I met through drugs. Since she and I were generally high on something at all times our relationship was completely ( what does this meanthrough) and because of drugs. I have not spoken to her for over five months and if we did speak we would probably have little interest in each other.

Year Round Education Program

Imagine a child, on a hot summer day†¦ no baseball, no swimming, no picnics or amusement park rides. Instead of spending time doing all of the things kids like to during summer vacations, this child, is attending school. Year round education (YRE) has been around since 1904, with 3,000 schools and 2 million students currently using the program (National Association). Students in year round schools go to school the same 180 days that traditional schools attend. In YRE, the summer vacation is eliminated, replacing it with shorter, more frequent breaks. There is a number of ways the year round school can operate, including: 90/30, 45/15, and 60/20. The most popular of these calendars is the 45/15, where the year is divided into 4 nine week terms, separated by 4 three week vacations (National Association). YRE has been a debated issue in education almost since it began. Supporters of YRE say this schedule improves the learning process. The biggest debate, however, comes from the parents and teachers who believe there are no proven studies that YRE helps the learning process at all. So, is year round schooling a good choice for the education of your children? YRE will not only hurt the education system, but it will create chaos for the lives of the students attending and their families. Supporters of YRE believe year round schools are more cost effective than traditional schools. With population in some districts rising rapidly, YRE is said to reduce overcrowding of schools and classrooms. In many cases, school calendars are changed in response to population growth. By running schools all year, districts can pack in more students and postpone building new schools (Endless Summer). Supporters of YRE say that by staggering vacations and schedules, schools can increase capacity by 25-50 percent (Should Kids go). Supporters argue that the costs for the transition form a traditional calendar to year round schools are modest compared to the construction costs of new schools (Inger, Morton). However, those against YRE feel that expenses will only be reduced temporarily. According to a â€Å"Year Round Education Study† conducted by the Lewisville, Texas Independent School District, â€Å"Findings of a year-long study concluded that there is no financial benefit to operating a Single Track System. The system would cause a modest increase in operational expenses without providing any instructional benefits† (Time to Learn). In Iowa, the Carroll School Board found that the costs of the district moving to a year round education system could range from $16,786 to $32,412. Taylor Elementary School, in Cedar Rapids, spends more money according to the classroom teachers that any other elementary school. Schools in Davenport reported that the switch to YRE will cost an additional $36,000 in salaries, $3000 per year for equipment, and supplies, and $22,300 as a one time expense for teacher training. Plus, the move to YRE would also cost the district an extra $92,626 to fully air condition the school building. In Des Moines, Moulten schools spend about $80,000 annually for year round schooling. If YRE were implemented, Indianola school districts would spend an additional $3,655 for middle school and $5,000 for elementary school to pay for the additional secretarial, administrative, and custodial time during the summer (Time to Learn). Costs will not only be incurred with the schools, but also with the state and with taxpayers. Cost savings for one of these groups may create cost increases for the other (Naylor, Charlie). Contrary to what supporters of YRE claim, there are definitely extra costs to implementing and maintaining a year round education system. Supporters of YRE say that year round schools would promote continuous learning. The belief is that students forget a lot of what they learn while on long summer vacations. This is seen more in slower learning students and for those who know English as their second language. It is also thought that because students retain more when the learning process is interrupted for only short periods of time, teachers in year round schools need to spend less time reviewing pre-vacation material (Inger, Morton). Although this seems true, opponents believe that there is research that needs to be addressed. Mary Lee Smith and Gene V. Glass have done extensive research in year round schools since 1974. In a study conducted by Smith and Glass, in a school district in Colorado, the learning loss in the students was evaluated. They found that although teachers in year round schools spent less time reviewing pre-vacation material than teachers in traditional schools did, the actual achievement differences were insignificant on tests designed specifically to measure district objectives (Glass, Gene V). According to Don Patterson, a member of the Albuquerque, New Mexico School Board that tried and rejected year round schooling, â€Å"Short term memory loss is very acute. Studies show that the only discernible summer loss occurs in the first two to three weeks. So, by introducing all these multiple breaks, all you†re doing is maximizing forgetting. † It has also been proven that forgetting and relearning are part of the learning process. Gaps in student†s learning begin with loss of context retention in the subject area, which begins within 24-48 hours, unless the new information is reinforced or applied immediately. After a month without reinforcement, about 80% of what a student has learned is recently lost. Research indicates what we retain depends on student motivation and teacher-effectiveness and isn†t limited to a time factor (Time to Learn). It is quite obvious that YRE does not improve the learning process, as those who support YRE claim. Supporters of the year round school system believe there are many benefits in the program for students and teachers. Advocates of YRE say families have greater flexibility in planning vacations that often cost less. Parents that support YRE feel that the shorter, more frequent vacations allowed students to remain focused and enthusiastic (Prisoners of Time). Angie Maniscalco, a 5th grade student at Fairmount Elementary in St. Louis, says, â€Å"Kids should go to school nine weeks and be off three because, kids get bored in the summer. They get sick of swimming every single day going skating or basically doing anything. I go to school for nine weeks, then get off three† (Should Schools). Supporters also believe parents who are working outside the home can take advantage of year-round care for their children. Teachers that support the idea of YRE feel that the more frequent breaks reduce burnout, and that the frequent breaks during the school year enable teachers to visit and learn from other programs and other teachers (Prisoners of Time). Those against YRE have different views about what year-round schooling will do for the students and the teachers. In year round schools, middle, elementary and high school students often have different schedules. While vacationing in the off-season may work well, when children are on different schedules, vacations can be more of a problem. YRE can certainly disrupt family life. With different ages of students, vacations are difficult to schedule. For example, children on non-traditional schedules may miss out on Boy Scout Camp, because their summer vacation falls in the month of August and the activity is programmed for July. School activities can suffer as well. One study found that band, chorus, drama, and student government were particularly hit hard (Never Ending School). While there may be some benefits to YRE, it is obvious that there are many situations where the year round calendar will cause confusion in the lives of those involved. Perhaps the most debated issue in YRE is that of the achievement scores. Supporters of YRE claim that student performance in year round schools is much greater. They believe that year round schools will yield higher achievement scores that traditional schools. Many advocates for YRE claim there are studies by the National Association for Year Round Education that report that year round schools have a very positive impact on student grades. Although supporters boast high achievement scores on tests, and higher student grades, those against YRE disagree (Year Round Education: Is). Critics of YRE say there is no evidence for higher academic gains under YRE as compared to traditional schools. Studies and test scores repeatedly show little improvement by students in year round schools. When test scores do increase, many educators hesitate to attribute increases to the new calendar (Time to Learn). Many of these studies, have been conducted by the National Association for Year Round Education (NAYRE), a highly biased organization, whose consultants earn significant amounts of income by promotion YRE. Robert Rosenfield, a systems analyst from Potomac, Maryland, was so concerned at what he considered to be misrepresented data by the NAYRE that he analyzed a substantial number of YRE evaluations in a 1994 paper. He concluded, â€Å"Each study presented in the NAYRE review has either been incompletely characterized, or otherwise contradicted by other studies within the same state or district. Nothing in the NAYRE review demonstrates any academic achievement gain by changing to a year-round calendar. In a 1993 Resnik study of Oakland Unified School District, California, concluded, â€Å"Students at year-round schools show on average a lower academic achievement level than those at other schools, and their achievement has decreased for the period, while it increased for schools in the regular calendar. † Overall, as you can see, there is little difference in student achievement between year-round and traditional calendars (Year Round Education: Is). As evidence has shown, year round education will not improve the education of our children. YRE will cost more money for schools. YRE will not promote continuous learning. YRE won†t create benefits for students and teachers, but will create chaos in the lives of the people around them. Achievement scores in schools with YRE will not increase, but in fact, in some cases, get worse. A few spoken views on YRE say it best. Sheila Duty Gibson says, â€Å"Many students show that year-round schools do not improve education. Changing the days students attend school does not address what many believe are the real problems in education such as a lack of parental involvement, teacher development, effective teaching methods and curriculum. An anonymous editorial in a North Carolina newspaper says, â€Å"It†s time to face the truth. The year-round schedule is a personal preference, not the answer to our educational problems. Year-round school doesn†t work for everyone. † Executive Editor of Elizabethton Star in Tennessee, said it well when he said, â€Å"Summertime offers our youngsters an extended time to experience life in such a way that will never again be afforded. If we are going to do anything with respect to school scheduling, we should extend the summer vacation to Labor Day† (Time to Learn).

Attila the Hun †Short Story Essay

Why were the military campaigns of Attila the Hun successful? Attila’s military success will be explained through his ability to lure the Romans into war on a pretext whenever the Romans were vulnerable. His motives behind each war was to abstract as much money from the Romans as possible. Also to be explored will be his ability to assert psychological domination over the Eastern Emperor at a time when the two Empires were at peace. Furthermore to be examined will be his ability to portray himself as diplomatic through treaties and embassy consultations between the Romans and the Huns. Also to be looked at will be how successful was Attila’s at creating and seizing opportunities This will be done by looking at Attila’s campaigns in the east and west Roman Empires. After the death of their Uncle Rua 435/6, Attila and his brother Bleda took control of the Hunnic Empire. The two brothers decided to renegotiate the relationship that existed between their Uncle Rua an d the Eastern Roman Empire based in Constantinople. The Treaty set up by Rua, stipulated that, the Romans paid him an annual subsidy of 350 lbs of gold. He also demanded fugitives who had fled to the Romans and threatened war if they were not returned. The negotiations took place near the city of Margus in 438. According to Priscus the meeting took place according to both parties’ customs. The Huns would hear what the Romans had to say while mounted on horseback while the Romans discussed the meeting on foot. The Huns dictated the new terms of the treaty, referred to as the Peace of Margus. The Huns decided the annual subsidy was to be raised to the sum of 700lbs. The treaty also fixed that for every Roman captive who had escaped from the barbarians, the Romans must pay eight pieces of gold. The treaty also predetermined that all fugitives must be returned to the Huns. Furthermore the emperor Theodosius was to relinquish any ongoing treaties with enemies of the Huns. Moreover the Huns were to conduct the way the free markets on the northern side of the Danube were controlled. Attila used the markets as a pretext to wage war on the east. The free markets were attacked by Hunnic traders in 441/2 killing Roman merchants during the raid. Theodosius complained that the Huns had violated the â€Å"Peace of Margus†. The Huns reported to the Romans that the Bishop of Margus had crossed over to their territory and robbed their royal tombs. They complained that the Romans had not honoured the Peace of Margus by refusing to return fugitives to them. Additionally, they demanded the Bishop be handed over as well. The significance of these allegations was central to the Huns plan for an attack during the campaigning season. The Romans refused both claims and war was declared. Having successfully provoked the Eastern Romans into a war had been a strategic move by the Hunnic leader. Attila knew the eastern Roman field forces were based in Sicily on a joint expedition with the Western Empire to recapture Carthage from the Vandals led by king Geseric. The North African campaign was partially why Theodosius readily agreed to the treaty of Margus. He thought it would give the east breathing space. Moreover Carthage was crucial to the Western Empire as it provided Rome with grain. Knowing that the east was vulnerable, the Huns would cause carnage throughout the Balkans. Margus was a key city that opened up the Balkans for the Hunnic invasion of the east. The Bishop of Margus defected to the Huns. In return for clemency he handed over the Episcopal city. The Huns swept through the Balkans raising cities to the ground. The key fortified city of Naissus was besieged and taken. Priscus gives an account of the siege. He states â€Å"†¦a large number of [Hunnic siege] engines had been brought up to the wall†¦the so called rams were brought up also†¦A beam is suspended by slack chains†¦Ã¢â‚¬ . However, Professor E.A Thompson disputes that the siege occurred and that Priscus borrows heavily on Thucydides’ account of the Battle at Plataea. Professor Thompson states four reasons to argue his point, among them the Huns inept ability to construct such machines and also it is unlikely that the Hunnic archers, who rarely dismounted, would on this occasion have left their horses for a totally alien form of warfare. On the other hand, they may have been quite capable of such construction for it is well documented they had enslaved many tradesmen. As for example in the bath which was made for the Hunnic noble Onegesius by a craftsman who was captured at Sirmium. Nevertheless the Huns ransacked and pillaged the Balkans taking fortified cities along the way such as Viminacium, Illy ricum and defeated the Roman army at Chersonese. According to Brian Croke, In 441 the Huns invaded Illyricum only and in 442 broke into northern Thrace . The Romans sued for peace and the Treaty of Anatolius was agreed. Attila terms demanded that the annual tribute be tripled to 2,100 pounds of gold. He also compelled the Romans to surrender all Hun deserters and to ransom their own deserters at a rate of twelve solidi each. The treaty, however, contained one provision that had no precedent. Attila forced the Romans to make an immediate payment of 6,000 pounds of gold. Attila’s plan to force a war to bring about higher subsidies had worked. He would devastate the Balkans for a second time in 447 when he came looking for subsidies that were in arrears. When Atillas second campaign of the Balkans began in 447 he was sole leader of the Huns after having his brother Bleda killed in 445/6. A year later an embassy was sent by Attila to the Imperial court to address the issue of arrears and fugitives. The Romans were now feeling in a stronger position. They had introduced a new law in 443 which insured Military readiness for the Eastern Field forces. They had been strengthened by a recruitment of a large number of Isaurians – traditionally bandits- from the highlands of Cilicia in south-west Asia Minor. Moreover the Eastern army had been forced to return from Sicily after Attila’s first campaign. Attila turned as far south to Thermopylae and then west, ransacking Marcianople, Arcadiopolis, and Callipolis. An earthquake at Constantinople had occurred, Attila decided to turn back. The Imperial City was heavily fortified with triple walls that had been repaired hastily after the earthquake. The legislated Military Readiness law was of little use to the Romans as Attila wreaked havoc on an unprecedented scale. The results were the same as the first campaign, the Romans sued for peace and the second treaty of Anatolius was agreed. More subsides was agreed and a large track of land to act as a buffer zone between the Huns and the Romans was approved. Attila had succeeded at luring the Eastern Empire into war on a pretext to extort more subsidies. He was also adept at asserting his psychological domination, by humiliating the Eastern Emperor Theodosius at Constantinople. Theodosius was humiliated in 449 when his Eunuch Chrysaphius hatched a plot to assassinate Attila. The Plot was unbeknown to the Roman ambassador Maximinus, and his escort Priscus. They were sent to Attila’s camp to discuss issues in the treaty such as the ongoing fugitives case and the issue of the land used as a buffer zone. To give a picture of the devastation Attila caused in the Balkans. Prisucus relates how when travelling to Attila’s court in 449 they stopped at Naissus to pitch tent, he states how the pl ace was littered with bones from Attila’s first campaign. Attila’s refusal to meet the missionaries irritated Maximinus and Priscus. He ordered them to leave then ordered them to stay. Maximinus and Priscus were at a loss to Attila’s behaviour. Maximinus was frustrated and urged Priscus to arrange a meeting with Attila. Priscus succeeded by offering gifts to Onegesius’ brother Scottas to secure them a meeting with Attila. The two missionaries were shocked when it was revealed to them by Attila’s men the purpose of their mission. After nothing left to stay for they departed home despaired. They met their interpreter Bigilas travelling back to Attila’s court whom he had dismissed earlier. When they had initially left Constantinople, Chrysaphius had persuaded Edeco to kill Attila. Edeco had arrived in Constantinople the previous spring as a Hunnic ambassador and was now returning to Attila’s camp along with Maximinus and Priscus. Edeco a faithful and trustful servant to Attila had revealed the details at once. When Bigilas arrived he was immediately set upon by Attila’s men a nd a bag with 50lbs of gold was found in his possession. It was the reward money to Edeco if he had succeeded in killing Attila. Bigilas’ son was threatened with death if he did not come back with another 50lbs of gold. Attila sent his Roman secretary Orestes as a Hunnic ambassador to Constantinople with the empty bag around his neck. His instructions were to ask Theodosius if he recognised the bag. Priscus gives a clear account of the humiliation when he states â€Å"Eslas was to say directly that Theodosius was the son of a nobly born father, and Attila too was off noble descent†¦whereas Attila had preserved his noble linage, Theodosius had fallen from his and was Attila’s slave bound to the payment of tribute†. Attila had succeeded at psychologically humiliating Theodosius. Furthermore, as the interpreter returned with the 50lb of gold to free his son, Attila had gained more subsidies in the form of 100lbs gold even though the two sides were at peace. Priscus observed an interesting point at Attila’s cou rt. He noticed Attila was asking western ambassadors to hand over a silver plate dealer who resided in Rome, named Silvanus. Attila claimed Silvanus had stolen gold vessels from him. Silvanus maintained he had bought the vessels from Attila’s secretary Constantius. Attila had Constantius crucified and called for the surrender of the Silvanus. The Roman General Aetius refused Attila’s demand. Aetius declared that Silvanus was Constantius’ creditor, despite the fact that he did offer to pay for the price of the vessels he would not hand over the innocent Silvanus. Attila had got his pretext to wage war in the west. Moreover in c.450 a Frankish succession crisis brought about a situation where one claimant appealed to the Huns and the other to the Vatican. In 451 Attila left the Hungarian plains and turned westwards to Gaul. The Hunnic invasion of Gaul was accompanied by allies such as the Rugian, Gepid, Burgundian, Scirian, Thuringian and Franks. They initially swept away defenceless cities such as Metz and Constantine’s’ old Imperial city at Trier. At the city of Orleans they met heavy resistance from the Alans who were in the service of the Romans. Aetius and Theodoric along with several other mercenary tribes manage to lure Attila away from Orleans. The following month was the Battle of Chalons on the Catalaunian fields. The battle of Catulaunian Fields is regarded as one of the decisive battles of the western world. Attila’s army was defeated by Aetius who represented the incapable Western Emperor Valentinian. Both sides suffered heavy losses, the Gothic king Theodoric had been killed in the battle. Aetius advised Theodoric’s’ son Thorismud to return home to defend his claim to the throne, as a result disabling Aetius’ pursuit of the battle against the Hunnic alliance. Attila retreated back to the Hungarian plains to plan his next move. Within a year the Huns were on the move again. The Western Emperor Valentinian’ sister Honoria had been caught having an affair and was bethrothed to another man named Herculanus. She sent her eunuch Hyacinthus to Attila before he entered Gaul offering herself as his wife and half the western Empire as her dowry. She had sent her ring as proof of her commitment. Attila waged war on Italy in 452 on the pretext he was entitled to half the Western Empire. Attila pillaged the wealthiest cities in northern Italy most notably Aquileia and Milan. When he was marching towards Rome papal legend claims Pope Leo persuaded him to abandon his plan and not to attack Rome. More practical issues would be his incompetence in preparing a supply line of food for his huge army. It could also be said the army was suffering from breakouts of various diseases. Furthermore an Eastern Roman General also named Aetius had invaded Attila’s kingdom. Nonetheless, Attila decided to return home to his vast Empire north of the Danube where he died the following year on his wedding night. The Huns had been inadvertently responsible for creating the instability the Western Empire now faced. Attila’s predecessors had forced, Germanic, Alans, Suevi and other tribes into the Empire for sanctuary. In 376 the Romans were beseeched by Goths north of the Danube to be admitted into the Empire who had been retreating under Hunnic Pressure. They had been driven from their lands by the Huns and were now crossing the Danube to reach the Empire. When the Goths were admitted into the Empire during the late fourth century, the authorities gave them food and land to cultivate. The Eastern Emperor Valens viewed them as foedearti and more taxes; this would benefit the army and treasury alike. Moreover the rich landowners would benefit from their labourer. Too many refugees came across for the Romans to count, but it may possibly have been in the tens or hundreds of thousands. Many were dispersed to whether they were needed to stop them becoming a threat to the Empire. The displacement of the Goths by the Huns and acceptance by Emperor Valens is often viewed as the beginning of the end for the Western Roman Empire. The invitation quickly turned to attempted invasion when the Romans in the east suffered their worst defeat in 600 years at the battle of Adrianople in 378. The Goths led by king Fritergen killed the emperor Valens; not until the ninth century would another emperor die in battle. They slaughtered two thirds of the Eastern Roman army. It was a self inflicted wound, near crippling the east. If the Goths had been treated better in the east, they may have helped the Romans face the Hunnic hordes already closing in from the Steppes. Furthermore slightly more than three decades later the Visigoths led by Alaric would sack Rome in 410. These two conquests in the east and west is evident the once mighty Roman Empires glory days were almost at an end. By the time the Huns had turned west from the Hungarian plains into Gaul, the west was already a weakened Empire through lose of land, taxes and military power. By the time of Attila’s arrival the Western Empire was dominated by barbarian tribes. Germanic forces had fought and weakened the empire in northern Gaul. Consequently it seems to have become a patchwork of territories ruled by unrecognised chiefs, leaders whose authority was based upon Roman titles, and barbarian warlords. The tribes were dominant enough to conduct their own foreign policy and more importantly, alliances, without Roman approval. For example Theodoric married his one of his daughters to the heir of the Vandal throne and another to the Suevic king. In Gaul 406, 408, and 411, the Romans had fought among themselves and suffered heavy losses. Supported by the Huns in 425 they suffered further losses at the hands of the Vandals. In 439 Aetius was fighting the Goths in Gaul in and restoring order against local rebels named by Romans as Bagaudae at Aremorica. Geseric took advantage and took Carthage by surprise. Due to the manpower crisis the Empire could not afford to fight on two fronts. To protect Carthage, Aetius had to make peace with the Gothic king Theodoric to free himself in order to fight the Vandals. Aetius had increasingly become heavily depended upon recruiting barbarian allies outside the Empire.. Attila made unsuccessful attempts to extract wealth from the west. Attila’s campaigns can be measured as successful through his tactics, his ability to lure the Romans into war on a pretext. He tended to act diplomatic by negotiating treaties then he would dishonour his own treaty and blame the Romans, Attila repeatedly used the issue â€Å"fugitives† as a case to wage war. Attila’s success can be measured on his achievements through the raising of subsides with each treaty. Attila achieved what he had set out to do from the start and that was to get as much money from the Romans as possible. Attila never wanted to conquer Constantinople or Rome. He wanted to extract as much subsides as he could. The Eastern Empire collected taxes from Egypt to Asia Minor and the Huns had no navy to uphold this lucrative adventure. It was easier for them to collect of the Romans. His successful campaigns were planned strategically. His campaigns can be measured by breaking up an important joint East-West enterprise to save Carthage. This is also the case in the west. He knew it was in a factional position and politically unstable. It was an opportunity Attila Seized upon. Attila campaigns were thought out in advance and sometimes long before the enemy realised. Attila could also be tactful; evident to this was shown hen Attila humiliated Theodosius. ——————————————– [ 1 ]. W. Bayless, The Treaty with the Huns of 443. in The American Journal of Philology, Vol. XCV11, No. 2 (1976), p.178 [ 2 ]. W. Bayless, The Treaty with the Huns of 443., p.177 [ 3 ]. P. Heather, The fall of the Roman Empire: A new history of Rome and the barbarians (USA, 2006), p.301 [ 4 ]. E. Gibbon, (2012-05-12). History of the Decline and fall of the Roman Empire – Volume 3 (Kindle Locations 3917-3922). . Kindle Edition. [ 5 ]. P. Heather, The fall of the Roman Empire, p.301 [ 6 ]. W. Bayless, The Treaty with the Huns of 443., p.177 [ 7 ]. E. Gibbon, (2012-05-12). History of the Decline and fall of the Roman Empire – Volume 3 (Kindle Locations 3998-4001). . Kindle Edition. [ 8 ]. W. Bayless, The Treaty with the Huns of 443, p.178 [ 9 ]. P. Heather, The fall of the Roman Empire, p.302 [ 10 ]. R. Blockley, â€Å"Dexippus and Priscus and the Thucydidean account of the siege of Plataea†. in Phoenix, Vol. XXV1, No. 1 (1972), p.25 [ 11 ]. R. Blockley, â€Å"Dexippus and Priscus and the Thucydidean account of the siege of Plataea†, p.25 [ 12 ]. W. Bayless, The Treaty with the Huns of 443., pp. 176-179 [ 13 ]. B.Croke, The Context and Date of Priscus Fragment 6. Classical Philology, Vol. 78, No. 4 (Oct., 1983), pp. 297-308 [ 14 ]. W. Bayless, The Treaty with the Huns of 443., pp. 176-179 [ 15 ]. P. Heather, The fall of the Roman Empire, p.302 [ 16 ]. P. Heather, The fall of the Roman Empire, p.302 [ 17 ]. Medieval Sourcebook, â€Å"Priscus at the court of Attila† (http://www.fordham.edu/Halsall/source/priscus1.asp) (30 Nov. 2012) [ 18 ]. Medieval Sourcebook, â€Å"Priscus at the court of Attila† (http://www.fordham.edu/Halsall/source/priscus1.asp) (30 Nov. 2012) [ 19 ]. P. Heather, The fall of the Roman Empire, p.324 [ 20 ]. Medieval Sourcebook, â€Å"Priscus at the court of Attila† (http://www.fordham.edu/Halsall/source/priscus1.asp) (30 Nov. 2012) [ 21 ]. G. Halsall, Barbarians Migrations and the Roman West 376-568 (UK, 2007), p.250 [ 22 ]. P. Heather, The fall of the Roman Empire, p.324 [ 23 ]. G. Halsall, Barbarians Migrations and the Roman West, p.253 [ 24 ]. E.A. Thompson, Romans and Barbarians, p.16 [ 25 ]. G. Halsall, Barbarians Migrations and the Roman West, p.252 [ 26 ]. G. Halsall, Barbarians Migrations and the Roman West, p.252 [ 27 ]. G. Halsall, Barbarians Migrations and the Roman West 376-568, p.254 [ 28 ]. P. Heather. The Huns and the End of the Roman Empire in The English Historical Review, Vol. 110, No. 435 (Feb., 1995), p.11 [ 29 ]. J. Moorhead, The Roman Empire divided 400-700 (UK, 2001), p12 [ 30 ]. E.A. Thompson, Romans and Barbarians: The decline of the Western Empire (USA, 1982), p.16 [ 31 ]. J. Moorhead, The Roman Empire divided, p.12 [ 32 ]. J. Moorhead, The Roman Empire divided, p.62 [ 33 ]. G. Halsall, Barbarians Migrations and the Roman West, p.243 [ 34 ]. G. Halsall, Barbarians Migrations and the Roman West, p.247 [ 35 ]. G. Halsall, Barbarians Migrations and the Roman West, p.245 [ 36 ]. G. Halsall, Barbarians Migrations and the Roman West, p.254 [ 37 ]. J. Moorhead, The Roman Empire divided, p.53

Human Essay

I find it is amazing how human is the only being ( by means of being able to be observed by common senses ) as the only independent object by which is not subjected , or bounded to , any limiting factors (except by the factor of capability of human itself ). If we are to study , why human are able to think independently , we go to the brain. Now, when you study the brain and view it from a philosophy spectrum, you will see that the brain is simply a bunch of chemicals ( in fact, everything is chemicals ) that collaborates together and form a very sophisticated and complicated active mechanism of maneuvering and solving variables of countless many ( think of it like this , you mix in a mixture of chemicals ( such as H(2)O,CO(2) and all kinds of other chemical component of the brain) , and find that the mixed chemicals are capable of thinking! ). As quoted from Oliver Sachs from the TED Talk ( forgive me if I’m mistaken),†Information in the form of energy , streams in simultaneously through all of our sensory systems , and then it explodes into this collaborative collage ( the collage here are used to signified the greatness of our brain , being each of the brain cell ability to think )†. Now , our brain has two very opposing parts , the passive and the active group. This two groups are very different in a manner such that it can even contradicts itself , although it being in a single organ in our body which is weird. That is the power of decision. We make decision in our daily life and in fact , every things make decision , even in the atomic level ( the attracting and discharge of electron itself by atoms is decision). But what makes us different from other things are that we are able to make decision even beyond the passive limitation ). For example , when you are running you will eventually gets tired. When you are tired , your passive group of brain make decisions to increase heartbeat and increase breathing process rate , and provide your active group of brain a decision to stop running (since running is an active process). You have now 2 options, firstly you agreed with the passive brain to stop running and get a rest. Secondly , you could countinue running and eventually dies. Now here’s the thing , the main objective of living thing is to , survive and dying is not a very good choice if you want to survive , but you , as a living thing , an independant living things has actually broke the very purpose of being a living thing (the fact that very aim of living things is to survive also intrigues me , how can a bunch of collaborative chemicals wants to live , to survive ). Unlike plants for example , they are subjected to boundaries or laws. For example , when they require sunlight and water , it will grow shoot and root respectively. They are unable to overcome this limitation of â€Å"thinking† because they are not independant , unlike we human. More amazingly, with this power of decision we are able to compute a very complicated mathemical problems , mechanical problems , and overcome flaws. Although that was a very bad example of decision but the point here is that we have the power to actually do something beyond the horizon and boundaries of passiveness. We human has this miracelous gift of being able to think actively. With this capability , we can do something good, or something bad. And it is for us to decide. Is it with this capability , that divide humans into levels of intelectuality and quality, it is this capability that can shape a single human capable of transforming and nourishing the whole entity of universe and when ignored , the most simpleton of blockhead, bonehead, dumbass, dunce, dunderhead, hammerhead, knucklehead, loggerhead, lunkhead, muttonhead, numskull kind of human.