Indias Society and Culture

Indias Society and Culture Official Summary The way of life of India is among the universes most established, coming to back around 5,000 years. Numerous sources portray it as Sa Prathama Sanskrati Vishvavara †the first and the incomparable culture on the planet. India is an exceptionally assorted nation, and various areas have their own particular societies. Language, religion, food and expressions of the human experience are only a portion of the different parts of Indian culture. Here is a short review of the way of life of India. Presentation Significant determinants of social and political association in India today are: Religion, Caste, and Language. There are more openings for work in the private part and better odds of upward social portability now, consequently India has started a peaceful social change here. The legislature has perceived 18 authority dialects; Hindi, the national language, is the most broadly spoken, albeit English is a national most widely used language. About 80% of the populace is Hindu; India is the home of in excess of 138 million Muslims, the third biggest Muslim populace on the planet. India’s populace additionally incorporates Christians, Sikhs, Jains, Buddhists, and Parsis. The Caste System The station framework depends on word related and socially characterized chains of importance. There are 4 positions: 1) Priests (Brahmin), 2) Warriors (Kshatriya), 3) Traders/craftsmans (Vaishya), and 4) Farmers/workers (Shudra). These classes are commonly comprehended all through India. The standing framework does exclude the inborn individuals and those outside the station framework some time ago known as untouchables†, or dalits. As a general rule, Indian culture is separated into a huge number of jatislocal, endogamous gatherings dependent on occupationand sorted out progressively as indicated by complex thoughts of immaculateness and contamination. Separation dependent on standing is formally unlawful, yet stays pervasive, particularly in provincial regions. Government exertion, growing training, land change and monetary open door through access to data, correspondence, transport, and credit are assisting with reducing the harshest components of the standing framework. The Hindu Worldview Idea of dharma †following one’s obligation; being compelled by a sense of honor Karma †activity and result (as we sow, so we procure) Samsara †pattern of life Moksha †discharge from the progressive patterns of life, demise and resurrection Hindu Weddings Hindu weddings are a holy observance. For the most part, they last a couple of days. They are exceptionally ritualized. Fire is a holy and focal component of the Hindu wedding. Weddings are bubbly, with bunches of music, moving, food, desserts, endowments, and incorporate numerous family conventions. Dark or plain white is NEVER worn at a wedding as both are the shades of distress, grieving or widowhood. Not every single Hindu wedding are pompous, loud, and long. Numerous elements influence wedding customs: Region Caste Socio-monetary standing Education level Urban versus provincial Family make-up Workforce Work power: 487.6 million (2011 gauge) Work power by occupation: Farming: 52% Industry: 14% Administrations: 34% Joblessness rate: 9.8% (2011 gauge) Named a low pay nation by the World Bank with a GNI (net national salary) of $450. Incredible imbalance in the circulation of riches: the most extravagant tenth of family units hold 33% of riches, while the least fortunate tenth just hold 3%. 29% of the populace lives beneath the neediness line; 70% of these individuals dwell in country territories; 86% of the populace lives under $2 every day; 44% lives under $1 every day; 25% of the populace needs more cash to eat enough. Dos and Donts in India 1) Do drink filtered water as it were. 2) Dont extend to pay-offs to complete any employment opportunity. Pay off accepting hush money giving are a typical practice in India however they are proposed to accelerate things or win some help that non-Indians are not qualified for. Plan well ahead of time. Use experts or exchange and industry affiliations. In the event that you anticipate favors, let them come free or not in the slightest degree. Caution anybody (even in government) who approaches you for a pay off that you would report him to the Anti-Corruption Bureau or the closest police headquarters. 3) Don’t show delight at Indian English, inflections or selection of words. The reality remains that numerous Indians talk and compose preferable English over numerous local English speakers. 4) Do focus on the Indian gesture. Numerous Indians are prone to shake their head over the span of discussion or taking guidelines. The gesture for the most part implies I hear you. Namaste. This is a welcome finished with joining of your palms as during petition. 5) Do say namaste, collapsing your hands together, as though asking. This is a typical welcome surely known across India, regardless of semantic contrasts. 6) Don’t warmly greet ladies on the off chance that they don't broaden their hand out first. Numerous ladies may not wish to shake hands when met, so a ‘Namaste’ welcoming is fitting, followed with a Kaise hai? (How right? in Hindi.) Indian Food Wide territorial variety An assortment of flavors and nuts add sensitive flavor to the food Vegan food is regular in India There are numerous kinds of curries (vindaloo, Madras, and so forth.) Try not to mistake curry for sauce. No meat! (Bovines are viewed as blessed in India.) Chicken and sheep/lamb are regular meats, as is fish. Indian pickles are presented with each dinner; they are made with oil, flavors and an assortment of vegetables (mango, lemon, chilies, and carrots.) Plain yogurt is overwhelmed by pretty much every supper. Indian Cinema The greatest film creating industry on the planet is the Mumbai-based Bollywood. It is additionally called Hindi Cinema, since numerous territorial language films are likewise created in India. Acting and sentiment are regular elements of Bollywood films. Indian Music India has a past filled with music that traverses centuries. Music fills in as profound motivation, social articulation and unadulterated amusement. Sorts of music: People †country, ethnic, local music Well known †Bollywood and provincial film music Traditional music †two branches: Carnatic) Southern India) and Hindustani (Northern and Central India) Universe of Musicians by Raja Ravi Varma portrays Indian ladies wearing local clothing playing an assortment of instruments well known in various pieces of the nation. Indian Dance In Hindu folklore, move is accepted to have been brought about by Brahma, who motivated the sage Bharata Muni to compose the Natya Shastra, a treatise on performing expressions, from which a systematized practice of move and dramatization rose. The most popular of Hindu deitiesâ€Shiva, Kali and Krishnaâ€are ordinarily spoke to moving. Shivas vast move, Kalis move of creation and obliteration, and Krishnas hit the dance floor with the gopikas (dairy animals group girls)â€Rasa Lilaâ€are mainstream themes in Hindu folklore. End To finish up with, there are various parts of the Indian culture. Every angle is rehearsed by individuals yet not every person puts stock in the various perspectives. As should be obvious it is an extremely conventional culture, everybody has their assessment towards it, positive and negative. Thusly the Indian Culture is an exceptionally extraordinary culture and has different practices. In spite of the fact that the adolescent don't have faith in the conventional viewpoints, the way of life will fluctuate with time and won't be customary any longer as a result of the cutting edge world. With everything taken into account the perspectives are oftentimes drilled yet tomorrow’s age are going to transform it.

Compare and contrast mesopotamia and egypt Essay

Both Mesopotamia and Egypt have distinctive all inclusive perspectives, which at that point influenced their way of life. The Tigris and Euphrates streams of Mesopotamia have eccentric flood designs. This influenced their perspective on the universe in light of the fact that the failure to get ready for floods drives the Mesopotamians to accept that the world was cruel and unforgiving. Interestingly, the anticipated, ideal surges of the Egyptian Nile prompted a trust in otherworldly powers. These total inverse perspectives additionally were seen in and influenced the strict assessments of the great beyond. Because of the records Gilgamesh, a legend in an Egyptian epic, life following death is found in a threatening light, though Mesopotamians anticipated it. A gigantic division in these Middle Eastern civilization’s societies were the arrangement of urbanization, and class frameworks. In Mesopotamia, an organized 3-section class framework was created, alongside Hammurabiâ€⠄¢s Law Code. The top class included land claiming guys and craftsmans, just as royals and warriors. The white collar class contained ward individuals connected to land, and at the base was slaves utilized for local work. Likewise the opportunities and a few privileges of ladies were lost around the subsequent thousand years. In Egypt, there too were classes, yet they weren’t as authorized and organized. Lady were held at a better quality here in light of the fact that they weren’t detached during the time spent urbanization and class structure, similar to they were in Mesopotamia. Monetarily, the two locales took part in exchange that was under state control, and their financial development was identified with business. Despite the fact that, Mesopotamia depended entirely on imports, while Egypt had an import trade framework inside its area along the Nile. Mesopotamia was poor in assets. Interestingly, Egypt was blessed by the gods with assets, yet rehearsed neutrality, which made worldwide financial exchange through trade unimaginable. <p

Facts About the Psychoactive Drug Ecstasy (MDMA)

Facts About the Psychoactive Drug Ecstasy (MDMA) Addiction Drug Use Ecstasy/MDMA Print Facts About the Psychoactive Drug Ecstasy (MDMA) By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Medically reviewed by Medically reviewed by Steven Gans, MD on May 09, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on September 25, 2019 DEA More in Addiction Drug Use Ecstasy/MDMA Cocaine Heroin Marijuana Meth Hallucinogens Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery In This Article Table of Contents Expand Overview Use Effects Hazards Addiction Common Additives Neurotoxicity Drugs Similar to Ecstasy View All Back To Top Ecstasyâ€"the street name of the chemical 3,4-Methylenedioxymethamphetamine, shortened as MDMAâ€"is a synthetic, psychoactive (mind-altering) drug with hallucinogenic and amphetamine-like properties. Its chemical structure is similar to two other synthetic drugs, DA, and methamphetamine, which are known to cause brain damage. Overview Street Names Ecstasy is also known as Molly, Adam, Xtc, X, Hug, Go, Hug Drug, Beans, and Love Drug. What Is Ecstasy? Ecstasy  was originally developed as a diet aid but was also used experimentally during counseling because of its ability to remove an individuals inhibitions.   Sources Although some clandestine labs have been discovered operating inside the United States, most of the MDMA sold in the U.S. is manufactured in Canada and smuggled into the U.S. A small percentage of Ecstasy in the U.S. is manufactured in the Netherlands. Use Ecstasy comes in a tablet form that is often imprinted with graphic designs or commercial logos. It is usually swallowed as a pill but it can also be crushed and snorted, injected, or used in suppository form. Ecstasy is popular among middle-class adolescents and young adults. It is sold at bars, underground nightclubs, and at raves, which are all-night parties. Effects It is known for its energizing effect, as well as distortions in time and perception and enhanced enjoyment from physical experiences. The effect, per use, lasts from three to four hours. Its popularity grew in the late 1980s in the rave and club scenes and on college campuses because of its reputation for producing high energy and a trusting and opened  effect among those who take it. Hazards Ecstasy can produce some problems similar to those found among amphetamine and cocaine users. Immediate effects may include: AnxietyRestlessnessIrritabilitySadnessImpulsivenessAggressionPanic AttacksSleep DisturbancesLack of appetiteThirstReduced interest in and pleasure from sexSignificant reductions in mental abilities Health consequences of the drug may involve: Nausea??ChillsSweatingInvoluntary jaw clenching and teeth grindingMuscle cramping??Blurred visionMarked rise in body temperature (hyperthermia)Dehydration??High blood pressureHeart failure??Kidney failureCardiac arrhythmiasLoss of consciousnessSeizures These medical consequences can be serious and potentially life-threatening. The physical side effects that occur while taking it can last for weeks. Users often experience muscle tension, involuntary teeth-clenching, nausea, blurred vision, rapid eye movement, faintness, and chills or sweating. MDMA is very dangerous if you live with circulatory or heart disease because the drug increases heart rate and blood pressure. Addiction Almost 60 percent of people who use MDMA report withdrawal symptoms, including fatigue, loss of appetite, depressed feelings, and trouble concentrating. Some users may require  treatment for drug abuse. Common Additives According to the U.S. Drug Enforcement Agency, many Ecstasy tablets seized by law enforcement officials have been found to contain other drugs or a combination of drugs that can be harmful. MDMA is often mixed with other drugs such as: Ephedrine (a stimulant)Dextromethorphan (DXM, a cough suppressant that has PCP-like effects at high doses)Ketamine (an anesthetic used mostly by veterinarians that also has PCP-like effects)CaffeineCocaineMethamphetamine Combining or using drugs with MDMA, including marijuana and alcohol, is dangerous and will put users at higher physical risk.?? Neurotoxicity In a study using monkeys, exposure to Ecstasy for four days caused brain damage to serotonin nerve terminals that could still be seen up to seven years later, providing evidence that people who take Ecstasy may be risking permanent brain damage. Research has shown that MDMA can damage serotonin-containing neurons, which may lead to long-lasting mood changes as well as potentially affecting attention, memory, and other cognitive functions.?? Drugs Similar to Ecstasy The parent drug to Ecstasy is MDA, an amphetamine-like drug that has a similar chemical structure to MDMA. PMA (paramethoxyamphetamine, associated with fatalities in the U.S. and Australia) is also sometimes sold as MDMA. Mephedrone is also a new designer drug with similar effects.

The School-to-Prison Pipeline Definition and Evidence

The school-to-prison pipeline is a process through which students are pushed out of schools and into prisons. In other words, it is a process of criminalizing youth that is carried out by disciplinary policies and practices within schools that put students into contact with law enforcement. Once they are put into contact with law enforcement  for disciplinary reasons, many are then pushed out of the educational environment and into the juvenile and criminal justice systems. The key policies and practices that created and now maintain the school-to-prison pipeline include zero tolerance policies that mandate harsh punishments for both minor and major infractions, exclusion of students from schools through punitive  suspensions and expulsions, and the presence of police on campus as School Resource Officers (SROs). The school-to-prison pipeline is supported by budgetary decisions made by the U.S. government. From 1987-2007, funding for incarceration more than doubled while funding for higher education was raised by just 21 percent, according to PBS. In addition, evidence shows that the school-to-prison pipeline primarily captures and affects Black students, which mirrors the over-representation of this group in Americas prisons and jails. How It Works The two key forces that produced and now maintain the school-to-prison pipeline are the use of zero tolerance policies that mandate exclusionary punishments and the presence of SROs on campuses. These policies and practices became common following a deadly spate of school shootings across the U.S. in the 1990s. Lawmakers and educators believed they would help to ensure safety on school campuses. Having a zero tolerance policy means that a school has zero tolerance for any kind of misbehavior or violation of school rules, no matter how minor, unintentional, or subjectively defined it may be. In a school with a zero tolerance policy, suspensions and expulsions are normal and common ways of dealing with student misbehavior. Impact of Zero Tolerance Policies Research shows that the implementation of zero tolerance policies has led to significant increases in suspensions and expulsions. Citing a study by Michie, education scholar Henry Giroux observed that, over a four-year period, suspensions increased by 51 percent and expulsions by nearly 32 times after zero tolerance policies were implemented in Chicago schools. They jumped from just 21 expulsions in the 1994–95 school year to 668 in 1997–98. Similarly, Giroux cites a report from the Denver Rocky Mountain News that found that expulsions increased by more than 300 percent in the citys public schools between 1993 and 1997. Once suspended or expelled, data show that students are less likely to complete high school, more than twice as likely to be arrested while on forced leave from school, and  more likely to be in contact with the juvenile justice system during the year that follows the leave. In fact, sociologist David Ramey found, in a nationally representative study, that experiencing school punishment before the age of 15 is associated with contact with the criminal justice system for boys. Other research shows that students who do not complete high school are more likely to be incarcerated. How SROs Facilitate the Pipeline In addition to adopting harsh zero tolerance policies, most schools across the country now have police present on campus on a daily basis and most states require educators to report student misbehavior to law enforcement. The presence of SROs on campus means that students have contact with law enforcement from a young age. Though their intended purpose is to protect students and ensure safety on school campuses, in many instances, the police handling of disciplinary issues escalates minor, non-violent infractions into violent, criminal incidents that have negative impacts on students. By studying the distribution of federal funding for SROs and rates of school-related arrests, criminologist Emily G. Owens found that the presence of SROs on campus causes law enforcement agencies to learn of more crimes and increases the likelihood of arrest for those crimes among children under the age of 15. Christopher A. Mallett, a legal scholar and expert on the school-to-prison pipeline, reviewed evidence of the pipelines existence and concluded that the increased use of zero tolerance policies and police...in the schools has exponentially increased arrests and referrals to the juvenile courts. Once they have made contact with the criminal justice system, data show that students are unlikely to graduate high school. Overall, what over a decade of empirical research on this topic proves is that zero tolerance policies, punitive disciplinary measures like suspensions and expulsions, and the presence of SROs on campus have led to more and more students being pushed out of schools and into the juvenile and criminal justice systems. In short, these policies and practices created the school-to-prison pipeline and sustain it today. But why exactly do these policies and practices make students more likely to commit crimes and end up in prison? Sociological theories and research help answer this question. Institutions and Authority Figures Criminalize Students One key sociological theory of deviance, known as labeling theory, contends that  people come to identify and behave in ways that reflect how others label them. Applying this theory to the school-to-prison pipeline  suggests that being labeled as a bad kid by school authorities and/or SROs, and being treated in a way that reflects that label (punitively), ultimately leads kids to internalize the label and behave in ways that make it real through action. In other words, it is a self-fulfilling prophecy. Sociologist Victor Rios found just that in his studies of the effects of policing on the lives of Black and Latino boys in the San Francisco Bay Area. In his first book,  Punished: Policing the Lives of Black and Latino  Boys, Rios revealed through in-depth interviews and ethnographic observation  how increased surveillance and attempts at controlling at-risk or deviant youth ultimately foster the very criminal behavior they are intended to prevent. In a social context in which social institutions label deviant youth as bad or criminal, and in doing so, strip them of dignity, fail to acknowledge their struggles, and do not treat them with respect, rebellion and criminality are acts of resistance. According to Rios, then, it is social institutions and their authorities that do the work of criminalizing youth. Exclusion from School, Socialization into Crime The sociological concept of socialization also helps shed light on why the school-to-prison pipeline exists. After family, school is the second most important and formative site of socialization for children and adolescents where they learn social norms for behavior and interaction and receive moral guidance from authority figures. Removing students from schools as a form of discipline takes them out of this formative environment and important process, and it removes them from the safety and structure that the school provides. Many students who express behavioral issues at school are acting out in response to stressful or dangerous conditions in their homes or neighborhoods, so removing them from school and returning them to a problematic or unsupervised home environment hurts rather than helps their development. While removed from school during a suspension or expulsion, youth are more likely to spend time  with others removed for similar reasons, and with those who are already engaged in criminal activity. Rather than being socialized by education-focused peers and educators, students who have been suspended or expelled will be socialized more by peers in similar situations. Because of these factors, the punishment of removal from school creates the conditions for the development of criminal behavior. Harsh Punishment Further, treating students as criminals when they have done nothing more than act out in minor, non-violent ways weakens the authority of educators, police, and other members of the juvenile and criminal justice sectors. The punishment does not fit the crime and so it suggests that those in positions of authority are not trustworthy, fair, and are even immoral. Seeking to do the opposite, authority figures who behave this way can actually teach students that they and their authority are not to be respected or trusted, which fosters conflict between them and students. This conflict then often leads to further exclusionary and damaging punishment experienced by students. The Stigma of Exclusion Finally, once excluded from school and labeled bad or criminal, students often find themselves stigmatized by their teachers, parents, friends, parents of friends, and other community members. They experience confusion, stress, depression, and anger as a result of being excluded from school and from being treated harshly and unfairly by those in charge. This makes it difficult to stay focused on school and hinders motivation to study and desire to return to school and to succeed academically. Cumulatively, these social forces work to discourage academic studies, hinder academic achievement and even completion of high school,  and push negatively labeled youth onto criminal paths and into the criminal justice system. Black and American Indian  Students Face Harsher Punishments and Higher Rates of Suspension and Expulsion While Black people are just 13 percent of the total U.S. population,  they comprise the greatest percentage of people in prisons and jails—40 percent. Latinos are also over-represented in prisons and jails, but by far less. While they comprise 16 percent of the U.S. population they represent 19 percent of those in prisons and jails. In contrast, white people make up just 39 percent of the incarcerated population, despite the fact that they are the majority race in the U.S., comprising 64 percent of the national population. Data from across the U.S. that illustrate punishment and school-related arrests show that the racial disparity in incarceration begins with the school-to-prison pipeline. Research shows that both schools with large Black populations and underfunded schools, many of which are majority-minority schools, are more likely to employ zero tolerance policies. Nationwide, Black and American Indian students face far greater rates of suspension and expulsion than do white students. In addition, data compiled by the National Center for Education Statistics show that while the percentage of white students suspended fell from 1999 to 2007, the percentage of Black and Hispanic  students suspended rose. A variety of studies and metrics show that Black and American Indian students are punished more frequently and more harshly for the same, mostly  minor, offenses than are white students. Legal and educational scholar Daniel J. Losen points out that, though there is no evidence that these students misbehave more frequently or more severely than do white students, research from across the country shows that teachers and administrators punish them more—especially Black students. Losen cites one study that found that the disparity is greatest among non-serious offenses like cell phone use, violations of dress code, or subjectively defined offenses like being disruptive or displaying affection. Black first-time offenders in these categories are suspended at rates that are double or more than those for white first-time offenders. According to the U.S. Department of Educations Office for Civil Rights, about  5 percent of white students have been suspended during their schooling experience, compared with 16 percent of Black students. This means Black students are more than three times as likely to be suspended than their white peers. Though they comprise just 16 percent of the total enrollment of public school students, Black students comprise 32 percent of in-school suspensions and 33 percent of out-of-school suspensions.  Troublingly, this disparity begins as early as preschool.  Nearly half of all preschool students suspended are Black, though they represent just 18 percent of total preschool enrollment. American Indians also face inflated suspension rates. They represent 2 percent of out-of-school suspensions, which is 4 times greater than the percentage of total enrolled students that they comprise. Black students are also far more likely to experience multiple suspensions. Though they are just 16 percent of the public school enrollment, they are a full 42 percent of those suspended multiple times. This means that their presence in the population of students with multiple suspensions is more than 2.6 times greater than their presence in the total population of students. Meanwhile, white students are under-represented among those with multiple suspensions, at just 31 percent. These disparate rates play out not only within schools but also across districts on the basis of race. Data shows that in the Midlands area of South Carolina, suspension figures in a mostly-Black school district are double what they are in a mostly-white one. There is also evidence that shows that the overly harsh punishment of Black students is concentrated in the American south, where the legacy of slavery and Jim Crow exclusionary policies and violence against Black people manifest in everyday life. Of the 1.2 million Black students who were suspended nationwide during the 2011-2012 school year, more than half were located in 13 southern states. At the same time, half of all Black students expelled were from these states. In many of the school districts located in these states, Black students comprised 100 percent of students suspended or expelled in a given school year. Among this population, students with disabilities are even more likely to experience exclusionary discipline. With the exception of Asian and Latino students, research shows that more than one out of four boys of color with disabilities... and nearly one in five girls of color with disabilities receives an out-of-school suspension. Meanwhile, research shows that white students who express behavioral issues in school are more likely to be treated with medicine, which reduces their chances of ending up in jail or prison after acting out in school. Black Students Face Higher Rates of School-Related Arrests and Removal from School System Given that there is a connection between the experience of suspensions and engagement with the criminal justice system, and given that racial bias within education and among police is well-documented, it is no surprise that Black and Latino students comprise 70 percent of those who face referral to law enforcement or school-related arrests. Once they are in contact with the criminal justice system, as the statistics on the school-to-prison pipeline cited above demonstrate, students are far less likely to complete high school. Those that do may do so in alternative schools for students labeled as juvenile delinquents, many of which are unaccredited and offer lower quality education than they would receive in public schools. Others who are placed in juvenile detention centers or prison may receive no educational resources at all. The racism embedded in the school-to-prison pipeline is a significant factor in producing the reality that Black and Latino students are far less likely than their white peers to complete high school and that Black, Latino, and American Indian people are much more likely than white people to end up in jail or prison. What all of these data show us is that not only is the school-to-prison pipeline very real, but also, it is fueled by racial bias and produces racist outcomes that cause great harm to the lives, families, and communities of people of color across the United States.

Bolshevik Consolidation of Power - 1760 Words

How successful were the Bolsheviks in consolidating their power from 1917-1924? Was Communist ideology compromised during this period? On 24-26 October, the Bolshevik Party seized power from Kerensky’s Provisional Government. This was achieved with surprising ease. Retaining their newly acquired power, however, was to prove difficult. Nonetheless, the Bolsheviks proved successful in consolidating their power from 1917-1924, achieving this through a combination of pragmatic reforms and ruthless terror. This ultimately led the Bolsheviks far from their original goals and ideologies, and by 1924, the Soviet Union was a highly centralised one-party state. Immediately after the October revolution, the Bolsheviks consolidated their power using†¦show more content†¦The Bolsheviks also built a new police system and a ruling group that portrayed the same discipline and unity that had characterised Russia’s traditional ruling elites. As well as pragmatic reforms, the Bolsheviks also used terror in order to consolidate their power from 1917-1924. In December 1917, the Bolsheviks created a new secret police institution (the Cheka) to provide security, encourage class warfare and bring the army under tighter control. An attempt on Lenin’s life in August 1918 saw the Cheka take harsh reprisals against all suspected enemies in what became known as the ‘Red Terror’. The middle class, former nobility and the clergy were key targets. During the Civil War, the Kadet party was outlawed and its leaders arrested. Russia had become a one-party state. The Cheka also killed the Tsar and his family to prevent them being used as a symbolic rallying point for counter-revolution. Despite compromising Communist ideology, these ruthless measures were successful in suppressing internal opposition and thus consolidating Bolshevik power. War Communism was introduced in 1918 as a means of consolidating Bolshevik power. 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Instead they modified Marx’s teachings, becauseRead MoreStalin in Power Essay1364 Words   |  6 PagesThe leadership capabilities give a person freedom to decide which way to use them. One can use them to reach the power; another can use them to enrich others. In Stalin’s case having leadership resulted in policies that had negative effect on country stabilization. The millions of people lost due to Stalin’s regime was a devastating blow to the Soviet Union. Although, the Soviet Union made more progress under Stalin than under any other leader of the Soviet Union, but it happened at a great cost

Leadership order Free Essays

NO. I differ with him since one should not assume a problem while hoping that solutions will be found after sometime. The partnership had grown from having 2 to 27 people in one town and has spread into three separate towns. We will write a custom essay sample on Leadership order or any similar topic only for you Order Now The partnership being a law firm has increased the number of attorneys to 18 resulting into increased number of cases being handled by the firm, increased number of employees and increased number of clients. Hiring a General Manager-operations (G.M) was intended to assist in promotion of production in the company. Instead he was sending away clients without accepting the liabilities. Further efforts showed be put into place into retain them as well as bring back those who had already left. These clients have been with the company for a long time and the firm could not afford loose because of a mistake of one individual. This is because the firm was likely to face problems key among them being, loss of jobs for its employees as a result of reduced number of clients. Additionally, the company will not be able to run its day to day business since there will be reduced income. The partners should insist on meeting the clients and ask them to return to their firm since they knew their services. The partners should first deliberate on the issue of retaining the general manager because he was not result oriented. The G.M-operations overstepped is mark and instead of improving the customer relations, expanding the customer base as well as enhancing the relations with the local communities he severed both the customer and client relations. The top management team should move very fast and replace the general manager immediately so as to save the company. Power sharing is a very important aspect of leadership since, the problems facing the junior staff, decision-making and implementation is increased. De-concentration of power also promotes efficiency and effectiveness since the leaders involved will have few responsibilities to shoulder and thus they will perform their duties to the maximum for the advantage of the group. Leadership is not about directing and guiding people to do a particular task but is an issue where a group member influences the rest of the group to accomplish an objective. A leader should direct the organization towards greater cohesiveness and coherence (Schriesheim, Chester A. 221-228, Lewin, K, LIippit, R and White R.K. 271-301). The authority that a leader possesses should be directed to accomplishment of the groups’ goal. Good leadership should be one that makes the followers and the junior staff desire to achieve higher goals rather than to simply ride over the juniors. The manner and approach in which an individual provides direction, implement plans and motivate people normally defines the leadership style his/her leadership style. A General Manager-operations of a fast growing firm should be one not limited to a specific leadership style. He should however be ready to employ all styles depending on the situation. Â  Participatory/democratic leadership style which involves one or more members of the group in making decisions has been found to be very appropriate. This style should have worked very well since the G.M-operation was new in the legal firm as he had come from insurance company where he had worked for long. Instead of spending a lot of time of learning about the organization, its members and books of account he would have instead involved the longest serving employees in decision making. This style would allow members to own the decisions reached upon since the were part of their generation. This leadership style is so pronounced in individuals who are cooperative, dedicated and team players as well as solely motivated to achieve tangible results not for their benefit but that of the larger firm. However, since a formal organization is prone to have employees of different skills, personalities and temperaments, a leader should be well conversant with all leadership styles which include: authoritarian/autocratic, participative/democratic and delegative/free reign and be ready to use any of them alternately depending on the surrounding circumstance Although I have used all the leadership styles very successfully the most pronounced style that I posses is autocratic/authoritarian which I demonstrate without a lot of struggle .With this style I prefer being a leader of newly formed group member of whom giving directions and receiving advice is never a problem. I also prefer leading new team members since I derive a lot of pleasure in showing off my capacities. It also reduces deliberation time and decision making since the members are rarely consulted and decision making is top down. However, I will never prefer leading a group composed of highly skilled and knowledgeable members since they have a potential of critiquing my style. They may require participation in decision-making as well as delegation of duties. Additionally since I desire being recognized as a boss I will rather be a leader for an inexperienced group. References Schriesheim, Chester A. The Great High Consideration – High initiating structure Leadership myth: Evidence on its generalizability. The journal of social Psychology, April 1982, 116, pp 221-228 Mind tools: Leadership styles, using the right one for your situation. Accessed online on Lewin, K, LIippit, R and White R.K. Patterns of aggressive behavior in experimentally Created social climates. Journals of social psychology 1999, 10, 271-301 How to cite Leadership order, Essay examples

Life free essay sample

Sight came first, an artists palette of grays and blues. Clouds large and billowing. A horizon hidden, gilded with a single sheet of silver leaf. Then came feel, a subtle shift in temperature. Ripples of wind upon the water. Trenchant winds buffet me. With elan, the storm rushes forward. The far shore of the bank dips out of sight. All landmarks disappear. And then the first rain drop touches my skin. Thirty feet ahead can I see, and no more. * Days such as this can only be described with one word: surreal. For a moment one can vaguely grasp at an understanding of something bigger, something that cares so little for human trivialities. They stand as hints of raw power that remind us that we are not quite as important as we fancy ourselves. And on that day, in those ephemeral moments, my life changed. It is sobering to realize that day would not have differed from any other, save for one cause: the little choices. We will write a custom essay sample on Life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page On that day, instead of watching the television set in a mindless stupor, I chose to go outside, down to the dock, and to live, truly live. The mundane can be the bane of a full existence because of this, I am firmly of the opinion that in order to truly live, one must be doing something worth living for. By playing video games or watching television, one can burn through the small hours of the day, never realizing what he has missed. We have so little time to live that to squander even a second is to do a disservice to the thing we supposedly appreciate the most — our own lives. When I discovered this train of thought, I realized a dramatic overhaul was in order. I stopped watching television, I stopped playing video games, I even broke up with the girlfriend I had long since stopped enjoying being with. I devoted my time to making every conscience second to be more fabulous than the last. I was significantly altered, for good or ill. Ironically, I would probably have been happier without such thoughts. I probably would have been content. I probably could have continued on with nothing but a nagging sense to tell me something was wrong. However, for the sake of appreciating this one-in-a-thousand chance to exist, I will live on. * The brunt of the storm is upon me in its full eclat. The experience becomes ineffable. All internal sensation disappears. The ego is lost. My self now rides somewhere upon the storm. In the thunderclaps. On the roaring wind. In the drops of rain that drench my now-abandoned body. An endless ten minutes passes. Then a distant shout. I am jerked back to my body. My father is calling for me to get off of the dock. He is worried for my safety from the lightning. Before turning to go back, I look back across the water. I glance once more into the natural brilliance and sheer power. â€Å"Ill return,† I promise it. I smile. Life free essay sample I think that these events foreshadowed Okonkwo’s and the Ibo tribe’s demise because every single one of the events affected Okonkwo negatively and led to some of change in his life. It starts with Okonkwo’s father being a bum in the tribe and neglecting his responsibility to his family. His death was also degrading because his body was thrown in the forbidden forest and Okonkwo always worked towards not becoming someone like him. However, at the end Okonkwo’s â€Å"burial† is the same and he becomes the failure he tried to avoid. He considered himself a failure because he was unable to rid the tribe of the colonists because he could see that the culture was diminishing but he failed to bring the tribe to fight after his exile. He was exiled because he killed a boy at the wedding which he was invited to after he killed Ikemefuna so that he could clear his mind with a distraction. We will write a custom essay sample on Life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Overall, every event led to something which foreshadowed Okonkwo’s demise as well as the tribe’s. 13. How does the last chapter of the book differ from the other chapters? Why do you think Achebe chooses to narrate the last chapter from the point of view of someone who has et to be introduced in the novel? The last chapter of the book is different from the rest because Achebe allows the colonists to have the last words which were, â€Å"The Pacification of the Primitive Tribes of the Lower Niger,† the name of another book that would be in the perspective of the colonists which degraded the Africans as uneducated and barbaric individuals who lacked the basic understanding of religion and government. The title refers to the killing of numerous Africans to take their resources and â€Å"pacifying† the people because they were savage and didn’t know the ways of civil life. The pacification is not peace, but it the ruin of the culture and tradition set forth so long ago and trampled on by the colonists. Achebe’s focus throughout the novel was to debate the colonist’s view on his people and the reader can see that the colonists were people who took over and negatively impacted some tribes with the biased viewpoint from Achebe which is good and bad. The positive aspect is that we get to see how many Africans felt about the colonists and how power-hungry they might’ve been. On the other hand, the negative part is that we do not know the colonists’ perspectives on the same events that Okonkwo sees such as the killing of the messenger. Achebe wants to change the focal point of the last chapter to other novels written by the white men who he wrote about because he wants to leave a biased impact on the reader. The reader can see how the commissioner is â€Å"evil† when Obierika gets mad which is weird for him because he is usually so neutral/calm. He blames him for Okonkwo’s death and praises his friend’s greatness. The commissioner decides to honor the group’s request, but he leaves and orders his messengers to do the work. As he departs, he congratulates himself for having added to his store of knowledge of African customs. Achebe makes the colonists seem like the villains with this biased view and the reader feels resentment towards them and sympathy towards the tribes. We do not know the colonists’ point of view on everything just from this chapter. It is true that the colonists brought change upon the tribes but they brought both good and bad, however, Achebe chose to focus on the bad.

A Glossary of College Greek Letters

A Glossary of College Greek Letters Greek-lettered organizations in North America date back to 1776, when students at William and Mary College founded a secret society called Phi Beta Kappa. Since then, dozens of groups have followed suit by drawing their names from the Greek alphabet, sometimes choosing letters that represented their mottoes (also in Greek). The fraternal organizations of the eighteenth century started out as secret literary societies, but today, people most commonly associate Greek-letter groups with the social fraternities and sororities on college campuses. Many collegiate honors societies and educational groups chose Greek letters for their names, as well. The letters below are shown in their capitalized forms and are listed in alphabetical order, according to the modern Greek alphabet. Modern Greek Alphabet Greek Letter Name Alpha Beta Gamma Delta Epsilon Zeta Eta Theta Iota Kappa Lambda Mu Nu Xi Omicron Pi Rho Sigma Tau Upsilon Phi Chi Psi Omega Thinking of joining a fraternity or sorority? Learn how to decide if its right for you.

The Best AP Human Geography Review Plan

The Best AP Human Geography Review Plan SAT / ACT Prep Online Guides and Tips Half the battle in reviewing for AP tests is knowing where to begin and how to structure your time. How do you successfully switch from preparing for in-class tests to gearing up for the more comprehensive AP exam? In this guide, I'll give you a list of all the topics you'll see on the AP Human Geography exam, go through a detailed review plan, and provide some tips for acing the test. What’s on the AP Human Geography Exam? There are seven main topics covered by the AP Human Geography exam.Every topic should show up in roughly the same number of questions (except for the first topic on the basics of what geography is, which will only make up 5-10 percent of questions). Like other AP exams, the AP Human Geography test has a multiple-choice and a free-response section. You have an hour to answer 75 multiple-choice questions and 75 minutes to answer three free-response questions. I’ll list all the topics covered by the course along with links to key terms and notes to go along with them so that you can use this article as a resource for your AP Human Geography review. The â€Å"Additional Notes† I've included are from CourseNotes, â€Å"Key Terms† are from Quizlet flashcards created by students for each unit of the course, and the â€Å"Important Things to Know† notes are PowerPoints in pdf form from an AP teacher.I’d recommend using a review book and/or your notes from class to supplement the information in this article. AP Human Geography Topics Topic #1: Geography: Its Nature and Perspectives Key Terms Geography and Human Geography Topic #2: Population Key Terms Important Things to Know - Topics 1 and 2 Additional Notes: The Earth As Humanity’s Home Fundamentals of Population: Location, Distribution, and Density Processes and Cycles of Population Change Where and Why People Move Topic #3: Cultural Patterns and Processes Key Terms Additional Notes: Cultures, Environments, and Regions A Geography of Languages Diffusion of Languages Modern Language Mosaics Origins and Distribution of Religions Religion: Location, Diffusion, and Cultural Landscape Religion, Culture, and Conflict Topic #4: Political Organization of Space Key Terms Important Things to Know - Topics 3 and 4 Additional Notes: Political Culture and the Evolving State State Organization and National Power Multinationalism on the Map The Changing Global Political Landscape Topic #5: Agricultural and Rural Land Use Key Terms Additional Notes: The Livelihoods of Rural Peoples Rural Settlement Forms Commercial Agriculture Global Disparities in Nutrition and Health Topic #6: Industrialization and Economic Development Key Terms Important Things to Know - Topics 5 and 6 Additional Notes: Industrial Activity and Geographic Location Resources and Regions: The Global Distribution of Industry Concepts of Development From Deindustrialization to Globalization Topic #7: Cities and Urban Land Use Key Terms Additional Notes: Civilization and Urbanization Urbanization and Location Urban Pattern and Structure Changing Civic Experiences Here’s a comprehensive document (from an AP teacher's public site) that covers all the topics in AP Human Geography so you can review everything in one place if you want. There is also a bit of a science aspect to AP Human Geography, so you should know how to read the different types of models.I’ll get more into this (with corresponding links) in the section on study tips at the end of this article. Grids are a staple of urban planning, unless you live in Boston. I have no idea how anyone found their way around here before GPS. Then again, my sense of direction is so bad that I've resorted to cheating to escape from corn mazes more than once. AP Human Geography Review Plan Even if you know what’s on the test, it’s not always easy to come up with a good plan of attack.This section will walk you through a study process that will get you up to speed with everything the test might throw at you. Step 1: Take and Score a Full Practice Test Your first move should be to take a full practice test so you can get a better idea of your current score level.When you take the test, time it to the specifications of the real AP exam so that you’ll be able to tell if you have any issues with time management.Circle any questions where you don't feel totally confident in your answer.Even if you end up getting them right, you’ll want to reexamine that content later in your review.Remember, there are no points taken off for incorrect answers. You just get a point for every question you answer correctly.Ultimately, you should fill in every bubbleeven if you end up guessing. Score your test by adding up all the points you earned and plugging the results into this online calculator.You’ll be able to see approximately where you fall in the AP score range (although keep in mind that the calculator uses the 2006 exam curve, so you shouldn’t take the results as gospel).Then, you can set a goal for improvement and decide how many hours you’ll need to put into your prep. If you’re already scoring in the 5 range on an official practice test, you might not even need to go through all the rest of these steps.You can just do a couple of hours of light review before the test.If you’re not satisfied with your score, you should go through all the steps at least once.If you want to improve by one AP point, I’d say going through this process seriously once or twice should be enough to get you up to speed.If you’re shooting for an improvement of two points or more, you’ll probably need to devote a bit more time to studying the material and taking practice tests.Depending on how quickly you pick up on things, you may cycle through the process two, three, or even four times. For more advice on setting a goal score, read these articles on whether you need a 5and how AP credit works at colleges. Every cycle through this review plan will become progressively more radical. You can get some sweet air going through your mistakes. Step 2: Go Through Your Mistakes Assuming you’ve decided that your score could use some improvement, you should go through your mistakes on the practice test and categorize them.If you want to see real improvements, this is the most important stage of the entire study process.This is how you’ll decide which content areas to focus on in your review.There’s no point in studying concepts and terms that you’ve already mastered. You might also note whether certain question formats gave you more trouble than others.Did you have more problems on questions that asked directly about definitions or regional characteristics, or did you struggle more with logical reasoning questions that required you to apply intuition on top of your knowledge?To show you what I mean by the latter, here’s an example: You need to know what â€Å"physiological population density† is, but you should also understand on a deeper level why it’s considered to be a useful measurement (the answer is A).If these types of questions were a problem for you because of the extra layer of analysis, try shifting your focus onto doing practice questions rather than memorizing content. Step 3: Study Appropriate Content and Do Practice Questions After you finish categorizing your mistakes, start looking at notes that correspond to the areas where you had the most trouble on the test.Make sure that you’re fully absorbing the information as you read.In this case, flashcards might be useful because there are so many terms to remember for AP Human Geography.If you had problems identifying specific regions and connecting them to topics on the test, you might review a world map as well. If you found the free response questions especially challenging, you should also practice a few more of them before you move on from this step.You can use some of the sites I list in my study guide for this exam to review specific topics with short multiple-choice quizzes.I’d recommend getting a review book if you feel that you would like more structure and want to see all the content together in one place.Check out my article on the best review books for AP Human Geography to get a better idea of which one will fit best with your needs. You should consider devoting some extra time to reviewing if you took this as a first semester class and haven't revisited the material in a while. Some schools offer AP Human Geography over the course of just one semester because it doesn't cover as much material as most other AP classes. Step 4: Take a Second Full Practice Test When you feel that you’ve fully addressed all of your mistakes on the first test, you can take a second timed practice test to check if you’ve managed to improve.After you score this new test, compare your score to the goal you set in the first step.Then, decide whether you want to go through the study process again or are happy with your current score.If you find that you haven’t improved, you need to reevaluate how you conducted this process and make some changes in the next round.Were you in an environment that was too distracting? Did you skim over the terms and your notes instead of really absorbing them? These are the kinds of things that might cause your efforts to stall. Here’s the estimated time required for each of the steps in this process: Step 1: 2.5 hours Step 2: 1 hour Step 3: 2 hours Step 4: 2.5 hours Total Time: 8 hours You can always spend more time reviewing content and answering practice questions if you find that you’re rusty on many different topics or want to ensure a dramatic improvement on the next test. Sometimes you have to try a few different study methods before you find the one that does the trick. AP Human Geography Study Tips and Strategies In this section, I’ll provide some study tips that are specific to this class and will help you successfully navigate your AP Human Geography review. Tip #1: Memorize the Terms Your knowledge of terminology is very important on the AP Human Geography exam.Many multiple-choice questions will ask you to rely on your understanding of terms to choose the correct answer.Take this question, for example: If you hadn’t studied the term â€Å"formal region† you’d be hard pressed to answer correctly (the answer is C, in case you’re wondering).Many of the sample multiple-choice questions in the course description are similar to this one.Out of the 23 questions, I could count ten that asked you to identify (directly or indirectly) the correct definition of a term or match a term with a definition. Likewise, on free-response questions, often the first part of the question asks you to define a term, and the rest of the question builds off of that definition.You could find yourself totally lost on these questions if you forget the definitions at their roots. Tip #2: Practice Free-Response Questions Free-response questions for this test are different from those you might see on many other AP exams.Human Geography falls into a subject realm between science and the humanities, and the free-response questions reflect that.You’ll need to write explanations and provide examples, but you won’t have to come up with actual essays with introductions and conclusions.You should practice getting right to the answer on these questions and avoiding too much fluff.It’s best to make it as easy as possible for the grader to award you points! Tip #3: Time Yourself Another thing you should know about AP Human Geography is that it’s a pretty fast-paced exam.You have to answer 75 multiple-choice questions in an hour, which means less than a minute for each question.Before you’re faced with the real test, you should make sure you can get through that many multiple-choice questions in such a short time span.You should also time yourself on the three free-response questions, for which you are given an hour and 15 minutes.Aim to spend no more than 20 minutes on any individual free-response question to leave yourself a reasonable time cushion. Tip #4: Understand Geographic Models and Theories Geographic models and corresponding theories will also play a big part in the exam.I found a document that lists the most important models you need to know for the exam.I’d also recommend taking a look at this comprehensive Prezi that describes the main theories and models covered by the AP Human Geography curriculum (I apologize in advance for any motion sickness you might experience when viewing information in this unnecessarily turbulent medium).The Crash Course review book also has a great chapter that summarizes all the models you need to know for this exam. Geographers have come up with many different models to measure the growth and dispersal of the human population around the world. They know exactly how far away we are from a Wall-E situation. Conclusion The AP Human Geography exam has 78 questions that you'll answer over the course of two hours and 15 minutes. The questions cover seven main topics. These topics include: Basics of Human Geography (Geography: Its Nature and Perspectives) Population Cultural Patterns and Processes Political Organization of Space Agricultural and Rural Land Use Industrialization and Economic Development Cities and Urban Land Use To prepare for the test, you should take a practice exam and evaluate your mistakes. Based on where your mistakes happened, you can study content selectively. The essential steps of your review plan should be: Step 1: Take and Score an Initial Practice Test Step 2: Go Through Your Mistakes Step 3: Review Appropriate Content and Do Practice Questions Step 4: Take a Second Practice Test This review process can be repeated as many times as necessary for you to feel happy with your score level. Some tips you should keep in mind as you study are: Memorize Terms Practice the Free-Response Questions Time Yourself Understand Geographic Models and Theories By following these steps and strategies, you can ensure that you arrive at test day fully prepared and confident in your abilities! What's Next? What score do you need to get on the AP test to make it worth your while? Learn more about how AP credit works in college classes. Are you self-studying for this or other AP exams? Follow our seven-step plan for self-studying to get the most out of your time. How late is too late to prepare effectively for an AP test?Read this article for some helpful advice on when to start studying based on your goals. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Strategic Marketing-Forecast and Budget Essay Example | Topics and Well Written Essays - 1000 words

Strategic Marketing-Forecast and Budget - Essay Example The portable button will reduce cases of insecurity but the current challenge is to design. Product Development and Testing Hire expertise to develop product 45 Prototype development costs: 140 Labour 240 Materials 130 Subcontracting 210 Special Purpose Equipment 300 Miscellaneous 230 Fees for lab testing 212 Field Trial costs 125 Patent Application Fees 43 Legal Fees re IP 233 Additional marketing research activity 50 Development of technical manuals 65 Development of User training manuals 210 Packaging Design 65 Travel Costs 120 Staffing Costs 230 Update business plan 50 Search for Venture Capital 210 Other related costs: 250 The product marketing and promotion programs are not captured in the product development because they are under the marketing budget. These components are not part of the development process. The development of a gadget connecting security organization with the people demands that the bodies must understand how the system operates. The role of security organ i s to develop the necessary security structure support workability of the product. The success of the whole process depends on the ability to address pertinent issues affecting the product. The trial costs must be monitored because trials are very expensive to address or handle leading to serious challenge for the product development process. ... The product is an IT related programs that must be addressed in issues of communication and the issues of security of the communication practice Market Research & Technical Feasibility costs Product Management Training $100 Other HR training costs $100 Focus Group Costs $100 Brochure Development $145 Costs gathering market intelligence $350 Product mock-up costs $230 Staffing Costs $340 Consulting Costs (idea evaluation, marketing assistance) 210 Technical Review of Product Concept 120 Legal/Professional fees 120 End-user visits 230 Other related costs: 300 New product launch support services New product development and completion do not guarantee success of the product, unless the implementation process is undertaken in a way that will encourage the target market to try out the product. Several launching programs exist, but the company needs to engage in tactical launch of new products. During the process of planning of new product launch, support is required from the top management on the dates of launch, and the facilitation required, in the process to achieve success (Sandhusen, 2000, p. 34). In order to support the tactical and the strategic launch of products, market research must be conducted so as to determine the efficiency of the method chosen for the product launch. Market testing is vital throughout the new product development process. Market testing will allow the organization to finalize the planning process of the product launch. Additionally, the feedback collection process will be efficient if the customers are allowed to give their opinion during the product launch leading to the ease of product improvement in the process

Liesel's overcoming abandonment and loss in Markus Zusak's The Book Essay

Liesel's overcoming abandonment and loss in Markus Zusak's The Book Thief - Essay Example In the beginning of the story Liesel, her mother, and brother are travelling to Molching, Germany on a train. Liesel’s brother dies on route causing the family to stop and bury her younger sibling. Liesel must have felt abandoned by her younger brother. Despite his leaving in death, her brother left her. In order to cope with his death Liesel takes a book dropped by the gravedigger. The Gravedigger’s Handbook was picked up at her brother’s grave. It was a memento of the event. She could not read at the time, but Liesel had something tangible to touch that reminded her of the brother’s death. Liesel’s father had left the family unit before the narrative in the graveyard. She must have felt abandoned by him as well. After her mother left Liesel with foster parents, Hans and Rosa Hubermann, Liesel was left without any biological family. She had emotional issues that were displayed through stealing books. At a book burning, Liesel stole a book. After th e mayor’s wife, Ilsa Hermann, gave Liesel permission to take any book in her library, Liesel preferred to steal the books. While in the mayor’s house Liesel and Rudy, her friend, would also steal food as well. The compulsion to steal what is given shows that Liesel has serious emotional problems. The act of taking is more enthralling than the actual possession of something necessary or new. The act of taking books is also symbolic. Words created the world Liesel lived in. Hitler’s speeches and the Nazi rhetoric allowed the violence and abandonment that was Liesel’s world. The theft of words would be impossible, but the closest thing would be stealing books. Liesel’s theft of books from one of the richest people in town, the mayor and his wife, was also symbolic. If Liesel could steal the words from influential people, maybe she could change the world. Words changed the world, thus the theft of words might change the world. While this might not make logical sense; to Liesel it made perfect emotional sense. Liesel also used words to soothe others. She would read stories in the bomb shelters. Her voice calmed the panicked bomb shelter residents. After hearing her read in the bomb shelter Frau Holtzapfel, a neighbor, asks Liesel to read to her. Frau Holtzapfel would not go to the shelter due to her depression over her son’s death. Liesel persuades her to come to the shelter by threatening never to read to her again. The words written by others soothed Liesel and the others. Max Vandenburg, a Jew hidden by Liesel’s foster family, teaches Liesel how to express herself though writing. He writes Liesel two books. Max felt a fondness for Liesel due to the fact she stayed by his bedside when he was sick. She brought him gifts and laid them next to him. Liesel was like his guardian angel. The first story Max wrote was The Standover Man. This story was about people that stand over others watching out for them. Liesel had be en Max’s ‘stand over man’ during his sickness. Liesel slowly realizes that stand over men can be as important as family. Even if her family, foster family, or friends leave, Liesel will always have someone that cares. She learned how everyone has a person to look out for them. It did not necessarily have to be family. This helps alleviate a little of the pain. The book had a positive impact on Liesel. The second story was The Word Shaker. This book showed how the power of words could cause a situation like Nazi

The Importance of Religion to American Slaves Essay -- Exploratory Ess

The Importance of Religion to American Slaves Whether one notices or not, each person has the right to make choices concerning his or her life. Being able to make these decisions is a God-given right that vibrates in the heart of every human being who claims possession and mastery over his or her own self. However, for slaves, this concept did not exist, and they became the property of someone else with no place to call their own. For this reason, many slaves turned to religion to comfort them in their darkest hour, to help them gain the strength to continue in their struggles, and to hope that a day would come when they would rise above their condition to a better place. For slave-owners, the Bible became a place where the institution of slavery was justified, but for the slaves, Christianity became a symbol of redemption in which they envisioned a future free from bondage, and if earthly escape was not possible, their faith would be rewarded in the afterlife, securing them a home of their own in a free heaven. While many white slave owners discouraged slaves from learning the Bible for fear it would encourage slaves to seek freedom, slaves, nevertheless, felt the Bible was their source for obtaining earthly freedom; thus "their persistent hope for the future was tied to their faith in God." (Stammering Tongue, 57). Their convictions gave them the ounce of hope they needed to believe that there was a better life awaiting them. "The Spirit of the Lord allowed black slaves to transcend the horizon of their immediate experiences and to hope for a future in which they would be free." (Stammering Tongue, 60). In Frederick Douglass’ "Narrati... ...ome of his own in a free heaven. WORKS CITED Cut Loose Your Stammering Tongue: Black Theology in the Slave Narratives. Ed. D. Hopkins and G. Cummings. New York: Orbis Books, 1991. Douglass, Frederick. "Narrative of the Life of Frederick Douglass, an American Slave." The Heath Anthology of American Literature. Ed. Paul Lauter. 3rd ed. Vol. 1. Houghton Mifflin Co., Boston, 1998. 1762-1813. Escott, Paul D. Slavery Remembered. Chapel Hill: University of North Carolina Press, 1979. Raboteau, Albert J. Slave Religion. New York: Oxford University Press, 1978. Stowe, Harriet B. Uncle Tom’s Cabin. The Heath Anthology of American Literature. Ed. Paul Lauter. 3rd ed. Vol. 1. Boston: Houghton Mifflin Co., 1998. 2310-2356. Wilmore, Gayraud S. Black Religion and Black Radicalism. Garden City: Doubleday and Co., Inc., 1972. The Importance of Religion to American Slaves Essay -- Exploratory Ess The Importance of Religion to American Slaves Whether one notices or not, each person has the right to make choices concerning his or her life. Being able to make these decisions is a God-given right that vibrates in the heart of every human being who claims possession and mastery over his or her own self. However, for slaves, this concept did not exist, and they became the property of someone else with no place to call their own. For this reason, many slaves turned to religion to comfort them in their darkest hour, to help them gain the strength to continue in their struggles, and to hope that a day would come when they would rise above their condition to a better place. For slave-owners, the Bible became a place where the institution of slavery was justified, but for the slaves, Christianity became a symbol of redemption in which they envisioned a future free from bondage, and if earthly escape was not possible, their faith would be rewarded in the afterlife, securing them a home of their own in a free heaven. While many white slave owners discouraged slaves from learning the Bible for fear it would encourage slaves to seek freedom, slaves, nevertheless, felt the Bible was their source for obtaining earthly freedom; thus "their persistent hope for the future was tied to their faith in God." (Stammering Tongue, 57). Their convictions gave them the ounce of hope they needed to believe that there was a better life awaiting them. "The Spirit of the Lord allowed black slaves to transcend the horizon of their immediate experiences and to hope for a future in which they would be free." (Stammering Tongue, 60). In Frederick Douglass’ "Narrati... ...ome of his own in a free heaven. WORKS CITED Cut Loose Your Stammering Tongue: Black Theology in the Slave Narratives. Ed. D. Hopkins and G. Cummings. New York: Orbis Books, 1991. Douglass, Frederick. "Narrative of the Life of Frederick Douglass, an American Slave." The Heath Anthology of American Literature. Ed. Paul Lauter. 3rd ed. Vol. 1. Houghton Mifflin Co., Boston, 1998. 1762-1813. Escott, Paul D. Slavery Remembered. Chapel Hill: University of North Carolina Press, 1979. Raboteau, Albert J. Slave Religion. New York: Oxford University Press, 1978. Stowe, Harriet B. Uncle Tom’s Cabin. The Heath Anthology of American Literature. Ed. Paul Lauter. 3rd ed. Vol. 1. Boston: Houghton Mifflin Co., 1998. 2310-2356. Wilmore, Gayraud S. Black Religion and Black Radicalism. Garden City: Doubleday and Co., Inc., 1972.

Plot Analysis: Harry Potter and the Philosopher’s Stone Essay

Before the start of the novel, Voldemort, considered the most evil and powerful dark wizard in history, kills Harry’s parents but mysteriously vanishes after trying to kill the infant Harry. While the wizarding world celebrates Voldemort’s downfall, Professor Dumbledore, Professor McGonagall and Rubeus Hagrid place the one year-old orphan in the care of his neglectful and abusive Muggle (non-wizard) uncle and aunt: Vernon and Petunia Dursley, who have a son, Dudley, a spoiled and selfish boy. For ten years, Harry is tormented by the Dursleys. Shortly before his eleventh birthday, a series of letters addressed to Harry arrive, but Vernon destroys them before Harry can read them, leading only to an influx of more letters. To get away from the letters, Vernon takes the family to a small island. As they are settling in, Hagrid bursts through the door to tell Harry what the Dursleys have kept from him: Harry is a wizard and has been accepted at Hogwarts. Hagrid takes Harry to Diagon Alley, a magically concealed shopping precinct in London, where Harry is bewildered to discover how famous he is among wizards as â€Å"the boy who lived.† He also finds that he is quite wealthy, since a bequest from his parents has remained on deposit at Gringotts Wizarding Bank. Guided by Hagrid, he buys the equipment he needs for Hogwarts. At the wand shop, he finds that the wand that suits him best is the twin of Voldemort’s; both wands contain feathers from the same phoenix.[1] A month later, Harry leaves the Dursleys’ home to catch the Hogwarts Express from King’s Cross railway station. There he meets the Weasley family, who show him how to pass through the magical wall to Platform 9 ¾, where the train is waiting. While on the train, Harry makes friends with Ron Weasley, who tells him that someone tried to rob a vault at Gringotts. During the ride, they meet Hermione Granger. Another new pupil, Draco Malfoy, accompanied by his sidekicks Vincent Crabbe and Gregory Goyle, offers to advise Harry, but Harry dislikes Draco’s arrogance and prejudice. Before the term’s first dinner in the school’s Great Hall, the new pupils are allocated to houses by the Sorting Hat. Before it is Harry’s turn, he catches Professor Snape’s eye and feels a pain in the scar Voldemort left on his forehead. While Harry is being sorted, the Hat wonders whether he should be in Slytherin, but when Harry objects, the Hat sends him to Gryffindor. After a terrible first Potions lesson with Snape, Harry and Ron visit Hagrid, who lives in a cabin on the edge of the Forbidden Forest. There they learn that the attempted robbery at Gringotts happened the day Harry withdrew money. Harry remembers that Hagrid had removed a small package from the vault that had been broken into. During the new pupils’ first broom-flying lesson, Neville Longbottom breaks hi s wrist, and Draco takes advantage to throw the forgetful Neville’s fragile Remembrall high in the air. Harry gives chase on his broomstick, catching the Remembrall inches from the ground. Professor McGonagall dashes out and appoints him as the new Seeker for the Gryffindor Quidditch team.[a] When Draco tricks Ron and Harry, who are accompanied by Neville and Hermione Granger, into a midnight excursion, they accidentally enter a forbidden corridor and find a huge three-headed dog. The group hastily retreats, and Hermione notices that the dog is standing over a trap-door. Harry concludes that the monster is guarding the package Hagrid retrieved from Gringotts. After Ron criticises Hermione’s ostentatious proficiency in Charms, she hides in the girls’ toilet, crying. At the Halloween Night dinner, Professor Quirrell reports that a troll has entered the dungeons. While everyone returns to their dormitories, Harry and Ron rush to warn Hermione. The troll corners Hermione in the toilet but Harry and Ron clumsily save her. Afterwards, Hermione takes the blame for the battle and becomes a firm friend of the two boys. The evening before Harry’s first Quidditch match, he sees Snape receiving medical attention from Filch for a bite on his leg caused by the three-headed dog. During the game, Harry’s broomstick goes out of control, endangering his life, and Hermione notices that Snape is staring at Harry and muttering. She dashes over to the Professors’ stand, knocking over Professor Quirrell in her haste, and sets fire to Snape’s robe. Harry regains control of his broomstick and catches the Golden Snitch, winning the game for Gryffindor. Hagrid refuses to believe that Snape was responsible for Harry’s danger, but lets slip that he bought the three-headed dog and that the monster is guarding a secret that belongs to Professor Dumbledore and someone called Nicolas Flamel. Harry and the Weasleys stay at Hogwarts for Christmas, and one of Harry’s presents, from an anonymous donor, is an Invisibility Cloak owned by his father. Harry uses the Cloak to search the library’s Restricted Section for information about the mysterious Flamel, and he happens to find a room containing the Mirror of Erised, which shows him his parents and several of their ancestors. Harry becomes addicted to the Mirror’s visions until he is rescued by Professor Dumbledore, who explains that it only shows the viewer what he most desperately longs for. When the rest of the pupils return for the next term, Draco plays a prank on Neville, and Harry consoles Neville with a sweet. The collectible card wrapped with the sweet identifies Flamel as an alchemist. Hermione soon finds that he is a 665-year-old man who possesses the only known Philosopher’s Stone, from which an elixir of life can be extracted. A few days later, Harry notices Snape sneaking towards the outskirts of the Forbidden Forest. There he half-hears a furtive conversation about the Philosopher’s Stone between Snape and Quirrell. Harry concludes that Snape is trying to steal the Stone and Quirrell has helped prepare a series of defences for it, which was an almost fatal mistake. The three friends discover that Hagrid is raising a baby dragon, which is against wizard law, and arrange to smuggle it out of the country around midnight. Draco, hoping to get them into trouble, tells Professor McGonagall. Although the dragon is safely away, they are caught outside of their dormitory. Harry, Hermione, Draco, and Neville (who, trying to stop Harry and Hermione after hearing what Draco had been saying, was caught by McGonagall as well) are punished by helping Hagrid to rescue a badly injured unicorn in the Forbidden Forest. They split into two parties, and Harry and Draco find the unicorn dead, surrounded by its blood. A hooded figure crawls to the corpse and drinks the blood, then moves towards Harry, who is knocked out by an agonising pain in his scar. When Harry regains consciousness, the hooded figure is gone and a centaur, Firenze, offers to give him a ride back to the school. The centaur tells Harry that drinking a unicorn’s blood will save the life of a mortally injured person, but at the price of having a cursed life from that moment on. Firenze suggests Voldemort drank the unicorn’s blood to gain enough strength to make the elixir of life from the Philosopher’s Stone, and regain full health by drinking that. A few weeks later, Harry learns from Hagrid that the dragon egg was given to him by a hooded stranger who had asked him how to get past the three-headed dog, which Hagrid had admitted was easy – music sends it to sleep. Realising that one of the Philosopher’s Stone’s defences is no longer secure, Harry goes to inform Professor Dumbledore, only to find that the headmaster has just left for a meeting in London. Harry concludes that Snape faked the message that called Dumbledore away and will try to steal the Stone that night. Covered by the Invisibility Cloak, Harry and his two friends go to the three-headed dog’s chamber, where Harry sends the beast to sleep by playing a flute. After lifting the trap-door, they encounter a series of obstacles, each of which requires special skills possessed by one of the three, and one of which requires Ron to sacrifice himself in a game of wizard’s chess. In the final room Harry, now alone, finds Quirrell rather than Snape. Quirrell admits that he let in the troll and that he tried to kill Harry during the first Quidditch match. Snape had been trying to protect Harry all along. Quirrell serves Voldemort and, after failing to steal the Philosopher’s Stone from Gringotts, allowed his master to possess him in order to improve their chances of success. However, the only other object in the room is the Mirror of Erised, and Quirrell can se e no sign of the Stone. At Voldemort’s bidding, Quirrell forces Harry to stand in front of the Mirror. Harry feels the Stone drop into his pocket and tries to stall. Quirrell removes his turban, revealing the face of Voldemort on the back of his head. Voldemort/Quirrell tries to grab the Stone from Harry, but simply touching Harry causes Quirrell’s flesh to burn. After further struggles, Harry passes out. He awakes in the school hospital, where Professor Dumbledore tells him that he survived because his mother sacrificed her life to protect him, and Voldemort could not understand the power of such love. Voldemort left Quirrell to die and is likely to return by some other means. The Stone has now been destroyed. Harry returns to the Dursleys for the summer holiday, but does not tell them that under-age wizards are forbidden to use magic outside Hogwarts.

The Effects Of Mosquito Bites On The World - 1052 Words

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While efforts to vaccinate and treat mosquito-borne illnesses have been developing in areas such as Africa, due to the poor third world state of most of these countries, vaccinating and treating everyone is a logistical nightmare. To truly end the suffering of millions of people worldwide, we must address the root of the problem. To effectively employ the methods to combat mosquito-borne illnesses, first the countries that are affected need to figure out a way to treat those in veryShow MoreRelatedMalari Causes And Effects1728 Words   |  7 PagesMalaria is a disease related to millions of deaths around the world, precisely in Africa. This paper discusses malaria which is caused by parasites transmitted by mosquitoes. This report gathers medical and scientific information and gives general clarification about the disease from journals, articles, and websites. 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