Mythological Heroes Achilles and Hercules - 1394 Words

Mythological Heroes: Achilles and Hercules The subject of mythology deals mainly with the notion of battle, or good versus evil. In this struggle many individuals are singled out for either the evil they cause, or from the good they bring to people. When you mention heroes in mythology, there are two distinct names that a majority of people bring up, those names are Achilles and Hercules. Achilles was born to King Peleus and the sea-nymph Thetis. Soon after Achilles was born his mother dipped him in the River Styx, she was told, by doing this, that the water would make every part of his body that it touched invincible. Little did she know that the one part of his heel which he was held by would not touch the water. When†¦show more content†¦When Deianeira was captured by a centaur named Nessus, Hercules shot the centaur with a poisoned arrow. With the centaurs dying breath he gave Deianeira a vial of his poisoned blood telling her she could use it to rekindle Hercules love for her if it ever faded. One day when she felt that his lovewas fading, she made him a robe that was dipped in the blood. When Hercules receivedShow MoreRelated Mythological Heroes: Achilles And Hercules Essay1389 Words   |  6 Pages Mythological Heroes: Achilles and Hercules nbsp;nbsp;nbsp;nbsp;nbsp;The subject of mythology deals mainly with the notion of battle, or good versus evil. In this struggle many individuals are singled out for either the evil they cause, or from the good they bring to people. When you mention heroes in mythology, there are two distinct names that a majority of people bring up, those names are Achilles and Hercules. nbsp;nbsp;nbsp;nbsp;nbsp;Achilles was born to King Peleus and the sea-nymphRead MoreClassical Mythology Of The Greek And Roman Societal Views2237 Words   |  9 PagesHeroes are a common theme in both modern and ancient works, and are often referenced as people who have influenced society in some way. Disney’s Hercules incorporates Classical Mythology within a number of scenes and includes a variety of typical mythological themes, yet fails to accurately characterize Hercules and reproduce his role in the Greek and Roman societal views, while neglecting major aspects surrounding his existence in the mythological world. The modern work does make use of ClassicalRead MoreThe Importance of Greek Mythology1650 Words   |  7 Pagesancient Greek myths still fascinate readers throughout the world. There are thousands of books written about the importance of Greek mythology in the formation of modern-time societies. There are hundreds of movies created about the adventures of Greek heroes. Apparently, the events, creatures, and people described in the ancient Greek myths were not real; however, their mythical nature does not undermine the importance of Greek mythology in defining the world of fantasies and in everyday life of peopleRead MoreGreek Mythology8088 Words   |  33 Pages5  m  (64  ft)  high,  these  ruins   suggest  the  former  grandeur  of  the  ancient  temple.   Bernard  Cox/Bridgeman  Art  Library,  London/New  York   Greek  Mythology,  set  of  diverse  traditional  tales  told  by  the  ancient  Greeks  about  the  exploits  of  gods   and  heroes  and  their  relations  with  ordinary  mortals.   The  ancient  Greeks  worshiped  many  gods  within  a  culture  that  tolerated  diversity.  Unlike  other  belief   systems,  Greek  culture  recognized  no  single  truth  or  code  and  produced  no  sacred,  written  text  like  Read MoreGreek Mythology Throughout The Ages916 Words   |  4 PagesGreek Mythology throughout the Ages Greek mythology is the culmination of myths and teaching that began in Ancient Greek. These myths are diverse in the stories that they tell ranging from their gods, their heroes and the nature of the world. They also reveal much about their religious beliefs and practices during Ancient Greece. Today modern scholars study these myths in an attempt to better understand the religious and political practices of Ancient Greece and its civilization of way back whenRead MoreHades and the Odyssey1451 Words   |  6 PagesHades, also known as Aides and Aidoneus, was the son of Kronos and Rhea, and the youngest brother of Zeus and Poseidon. He was the ruler of the mythological subterranean region called the underworld, which was inhabited by the â€Å"shades† or spirits of the dead. It was also home to dethroned or exiled deities who had been overthrown by Zeus and his allies. Hades and his brothers, Zeus and Poseidon, dethroned Kronos and the other Titans and then divided up earth among the three of them. Zeus reinedRead MoreThe s Opinion Of Life3374 Words   |  14 Pagesphysical features that he could use against animals. Hercules is one of the best examples of this notion. He is considered the greatest Greek hero ever to live. Through a tragic sequence of events, he killed his sons and wife, but was doomed to live on in order to undergo a series of trials to redeem himself. His first predicament was to â€Å"kill the lion of Nemea. Hercules solved [that] by choking the life out of [the lion]† (Hamilton 231). Hercules also had to drive out the â€Å"Stymphalian birds, whichRead MoreAnalysis of Percy Jackson and the Olympians2772 Words   |  12 PagesOlympus with the help of his fellow demigods. The aim of this paper is to discuss his Hero’s Journey throughout the series, provide an in depth character analysis, and draw parallels between Percy and the three classic Greek heroes of mythology: Perseus, Theseus, and Hercules. The first novel of the series, Percy Jackson and the Lightning Thief , is where Percy’s Hero’s Journey begins, encompassing the first five stages. The Ordinary World, the first stage, is the introduction of the main heroRead MoreBuddhism Versus Greek Mythology Essay3667 Words   |  15 Pagesphysical features that he could use against animals. Hercules is one of the best examples of this notion. He is considered the greatest Greek hero ever to live. Through a tragic sequence of events, he killed his sons and wife, but was doomed to live on in order to undergo a series of trials to redeem himself. His first predicament was to â€Å"kill the lion of Nemea. Hercules solved [that] by choking the life out of [the lion]† (Hamilton 231). Hercules also had to drive out the â€Å"Stymphalian birds, whichRead More Percy Jackson and the Olympians: The Lightning Thief Essay3103 Words   |  13 Pageswrong. After watching the movie again and researching the different hero myths my opinion has changed. My new thoughts are that the movie is not influenced by the myth of Perceus any more than other hero myths. The movie ties together many different heroes’ stories and mixes them together to make a wonderful story about a young boy. The movie was based on a book series written by Rick Riordan. Percy Jackson and the Olympians: the Lightning Thief the movie is about a young boy who has just discovered

The Grapes of Wrath, by John Steinbeck and To Kill A...

â€Å"And they [migrants] stand still and watch the potatoes float by, listen to the screaming pigs being killed in a ditch and covered with quicklime, watch the mountains of oranges slop down to a putrefying ooze; and in the eyes of the people there is a failure; and in the eyes of the hungry there is a growing wrath† (Steinbeck 349). John Steinbeck, the author of The Grapes of Wrath, portrays the migrant’s resentment of the California land owners and their way of life and illustrates that the vagrants from Oklahoma are yearning for labor, provisions, and human decency. Similarly in To Kill a Mockingbird, Harper Lee elucidates the concept that people should be treated with inclusive human dignity and be affected and influenced by good aspects†¦show more content†¦Scout comprehends this message from her father when she tells him that hurting Arthur â€Å"Boo† Radley would be like shooting a mockingbird (Lee 276). As a result, Lee is able to project chara cters like Tom Robinson and Arthur â€Å"Boo† Radley as â€Å"mockingbirds† because both of them are destroyed by evil depicted by Maycomb’s racial prejudice and social discrimination, â€Å"Tom Robinson’s a colored [black] man, Jem. No jury in this part of the world’s [South] going to say, â€Å"We think your [Tom Robinson] guilty, but not very,† on a charge [rape] like that† (Lee 219). Scout realizes this from her own experience and from her father, Atticus. Because Scout was raised by her father, the â€Å"moral voice† of Maycomb, she too understands the differences in people and that even though there are bad qualities in society, good exists as well when you truly understand individuality, â€Å"Atticus, he [Arthur â€Å"Boo† Radley] was real nice†¦.† †¦ â€Å"Most people are Scout, when you finally see them† (Lee 281). To Kill a Mockingbird and The Grapes of Wrath share a corresponding thema tic conception about people’s atrociousness to the weaker, ignorant members of society. In The Grapes of Wrath, John Steinbeck conveys the essence of human ethics at times of crisis. For this reason, Steinbeck is enabled to construct a theme that reveals humanity’s consistency to take advantage of the feeble and destitute community. ForShow MoreRelatedComparing The Grapes of Wrath, by John Steinbeck and To Kill A Mockingbird, by Harper Lee1327 Words   |  6 Pagesin the eyes of the people there is a failure; and in the eyes of the hungry there is a growing wrath† (Steinbeck 349). John Steinbeck, the author of The Grapes of Wrath, portrays the migrant’s resentment of the California land owners and their way of life and illustrates that the vagrants from Oklahoma are yearning for labor, provisions, and human decency. Similarly in To Kill a Mockingbird, Harper Lee elucidates the concept that people should be treated with inclusive human dignity and be affectedRead MoreThematic Message: Good vs. Evil1546 Words   |  7 Pagesin the eyes of the people there is a failure; and in the eyes of the hungry there is a growing wrath† (Steinbeck 349). John Steinbeck, the author of The Grapes of Wrath, portrays the migrant’s resentment of the California land owners and their way of life and illustrates that the vagrants from Oklahoma are yearning for labor, provisions, and human decency. Similarly in To Kill a Mockingbird, Harper Lee elucidates the concept that people should be treated with inclusive human dignity and be affectedRead MoreAnalysis Of George Orwell s The Lord Of The Rings 747 Words   |  3 Pages1) To Kill A Mockingbird by Harper Lee 2) 1984 by George Orwell 3) The Lord Of The Rings Trilogy by J.R.R Tolkien 4) The Catcher In The Rye by J.D Sallinger 5) The Great Gatsby by F.Scott Fitzgerald 6) The Lion, The Witch, And The Wardrobe by C.S Lewis 7) Lord Of The Flies by William Golding 8) Animal Farm by George Orwell 9) Catch-22 by Joseph Heller 10) The Grapes Of Wrath by John Steinbeck 11) Gone With The Wind by Margaret Mitchell 12) Slaughterhouse-Five by Kurt Vonnegut 13) Lolita by VladimirRead MoreWilliam Harper Lee s Today s World Essay1816 Words   |  8 PagesJustice in Today’s World Setting in the 1930’s, Harper Lee’s fictional portrayal of the typical black man in To Kill a Mocking Bird set off what has happened to hundreds if not thousands of African-Americans in those times. Her book was generally about the racism that existed in the southern states of the U.S. â€Å"In scripting Mockingbird, Lee sought to document the region s historic problem with racism and expose the anatomy of segregation at the moment of its legal dismantling. In doingRead MoreComparing Rosemarie Seus And John Steinbeck s Of Mice And Men2004 Words   |  9 PagesRosemarie Seus John Steinbeck’s Of Mice and Men John Steinbeck On Feb. 27, 1902, in Salinas, California, John Ernst Steinbeck Jr was born.His father, John Ernst Steinbeck worked several jobs, while his mother, Olive Hamilton Steinbeck was a former schoolteacher. Steinbeck had a mostly happy childhood – he grew up with three sisters, was smart, and formed an early appreciation for the land. Steinbeck decided to become a writer at the age of 14, writing many poems and stories. He enrolled in StanfordRead MoreStories2682 Words   |  11 Pages 2011 AND 2012 CONTENTS Introduction: How to use these notes 1. The Signalman Charles Dickens 2. The Yellow Wallpaper Charlotte Perkins Gilman 3. How It Happened Arthur Conan Doyle 4. There Will Come Soft Rains Ray Bradbury 5. Meteor John Wyndham 6. The Lemon Orchard Alex la Guma 7. Secrets Bernard MacLaverty 8. The Taste of Watermelon Borden Deal 9. The Third and Final Continent Jhumpa Lahiri 10. On Her Knees Tim Winton 1 These notes are intended to give some backgroundRead MoreBelonging Essay4112 Words   |  17 PagesAnderson, Laurie Twisted YA Anderson, M.T The astonishing life of Octavian nothing YA Atwood, Margaret The handmaid’s tale AF Auel, Jean Clan of the cave bear AF Baranay, Inez Pagan SF Barrie, J.M. Peter Pan JF Binchy, Maeve Circle of friends AF Boyne, John, The boy in the striped pyjamas AF YA Braithwaite, E.R. To sir with love SF YA Brashares, Ann Sisterhood of the travelling pants YA Brooks, Geraldine March AF http://www.geraldinebrooks.com/march.html Burgess, Anthony A clockwork orange AF Carroll

Intellectual Studies Reflection for Devotions -myassignmenthelp

Question: Discuss about theIntellectual Studies Reflection for Devotions and Morals. Answer: Culture has a significant influence on our opinions, expectations, devotions, morals, fears, and concerns which made it a strong part of our lives. Therefore, understanding of other individuals culture help us while interacting or building a relationship with them. The goal of intellectual studies course is to improve intercultural communication skills of learners by focusing on different communication strategies used by people from different cultural backgrounds. In this course, I learned about the matter relating to intercultural conflict, perspectives, cultural learners, acculturation, assimilation, cultural shock, identity, Hofstede 6 dimensions, stereotype, bias, cultural critics and high/low context cultures. Ms. Lamba Payab class has taught me many great things. In the class, I have learned how to analyze and think correctly and effectively. Now I accept and understand new things because I have a new perspective. During the course, I have learned the way to take better decisions in life that opens new opportunities for me. Learning and understanding new culture open the eyes of many people. Now, in case I have a conflict with another person from a different culture than me, I know how to appropriately deal with the issues from what I have learned in the course regarding multiple conflicts, and how to understand and analyze them (which is a bit difficult). I have learned about my identity and the identity of other individuals through the interactions I have with peers, family, media, corporations, institutions and other connection I have in my everyday life. Knowing and understanding my identity means respecting my and others passions and fears, strengths and weaknesses, tolerances and limitations, opinions and feelings, preferences and hates, and wishes and ideas. During the course, I learned about my perspective and changing it to include others as well which assist me in solving problems and thinking differently. For example, in next group project, I will listen and understand the perspective of other team members and include them in the project because they may see things differently than me and it may provide a solution to the problem. During the course, I was interested in Culture learners and cultural critic topic. The lessons I have learned in the class will help me throughout my life and my workplace when I interact with other individuals that may be from a different culture and background than me. I am not able to avoid cultural difference, but I can effectively manage it by becoming cultural learner. Being a cultural learner can result in quick problem solving, high innovation, high trust, information sharing and strong team building. Further, I learned during the course that meeting and interaction of two or more culture bring new changes to both cultures. Acculturation and assimilation are referred as two significant and distinct changes in cultures. Acculturation defines as adaptation and acceptance of other cultures customs instead of losing ones own culture. In assimilation, there is a loss in ones cultural customs (some or all) when such person giver more value to other majority communitys culture. Learning about both acculturation and assimilation assists me in distinguish people who adopt other culture by changing their own and people who accept other cultures customers without even changing a little bit of their culture. In Hofstede 6 Dimensions and high, I learned about different people and their behavior and how it creates conflicts. For example, I can understand that my friend has low power distance because she involves others while making a decision. The individuals that did not prefer interaction of other people in his/her personal life and liked freedom comes under the category of high individualism dimension. My father has high Masculinity because he prefers to keep himself busy all the time. My manager, on the other hand, is high uncertainty avoidance because he prefers to make prior plans for future tasks and held meeting early to collect necessary information quickly. I have also learned to distinguish people based on high or low context culture which helps me avoid conflicts relating to money. If I apply this principle globally, then I can say that people who prefer guilt and innocence belong to low context culture, and people who prefer power fear and honor sham belong to high culture c ontext. For example, Emma from my workplace belongs to high context culture because she prefers to solve others problems and take decisions on her own. Finally, I realized the intellectual studies course is fascinating. I learned about multiple cultural conflicts, understanding and analyzing them to come up with a solution. I also learned about high/low context culture, Hofstede 6 dimensions and people that are divided based on different behavior, values, beliefs and culture and how to effectively deal with such individuals. In summarizing I have already started to implement the lessons that I have learned from the course in my personal and professional life.

Universal Declaration of Human Rights Essay Example For Students

Universal Declaration of Human Rights Essay On December 10, 1948 the General Assembly of the United Nations adopted and proclaimed the Universal Declaration of Human Rights Essay the full text of which appears in the following pages. Following this historic act the Assembly called upon all Member countries to publicize the text of the Declaration and to cause it to be disseminated, displayed, read and expounded principally in schools and other educational institutions, without distinction based on the political status of countries or territories. PREAMBLE Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, We will write a custom essay on Universal Declaration of Human Rights specifically for you for only $16.38 $13.9/page Order now Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people, Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law, Whereas it is essential to promote the development of friendly relations between nations, Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom, Whereas Member States have pledged themselves to achieve, in co-operation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms, Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge, Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. Article 1. All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. Article 2. Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Article 3. Everyone has the right to life, liberty and security of person. Article 4. No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms. Article 5. No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. Article 6. Everyone has the right to recognition everywhere as a person before the law. Article 7. All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination. .ud603116c2c772e702f1e27b5f6d3b514 , .ud603116c2c772e702f1e27b5f6d3b514 .postImageUrl , .ud603116c2c772e702f1e27b5f6d3b514 .centered-text-area { min-height: 80px; position: relative; } .ud603116c2c772e702f1e27b5f6d3b514 , .ud603116c2c772e702f1e27b5f6d3b514:hover , .ud603116c2c772e702f1e27b5f6d3b514:visited , .ud603116c2c772e702f1e27b5f6d3b514:active { border:0!important; } .ud603116c2c772e702f1e27b5f6d3b514 .clearfix:after { content: ""; display: table; clear: both; } .ud603116c2c772e702f1e27b5f6d3b514 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud603116c2c772e702f1e27b5f6d3b514:active , .ud603116c2c772e702f1e27b5f6d3b514:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud603116c2c772e702f1e27b5f6d3b514 .centered-text-area { width: 100%; position: relative ; } .ud603116c2c772e702f1e27b5f6d3b514 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud603116c2c772e702f1e27b5f6d3b514 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud603116c2c772e702f1e27b5f6d3b514 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud603116c2c772e702f1e27b5f6d3b514:hover .ctaButton { background-color: #34495E!important; } .ud603116c2c772e702f1e27b5f6d3b514 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud603116c2c772e702f1e27b5f6d3b514 .ud603116c2c772e702f1e27b5f6d3b514-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud603116c2c772e702f1e27b5f6d3b514:after { content: ""; display: block; clear: both; } READ: Is There Another Earth Out There? EssayArticle 8. Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law. Article 9. No one shall be subjected to arbitrary arrest, detention or exile. Article 10. Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him. Article 11. (1) Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public .

Study of the 2009 Influenza H1N1 emergence Pandemic The WritePass Journal

Study of the 2009 Influenza H1N1 emergence Pandemic Introduction Study of the 2009 Influenza H1N1 emergence Pandemic IntroductionConclusionRelated Introduction Pandemic influenza is an epidemic of infectious disease that can spread among human population across the world. Its first appearance was in 1918 (Spanish Influenza H1N1), where it caused an epizootic outbreak in swine causing the most devastating and terrifying pandemic in history. Pandemic influenza H1N1 was then re-emerged again in 2009 (Swine Flu).   According to the World Health Organization (WHO) several factors must be present to be considered a pandemic such as:   infected droplets released into the air and breathed in by others or close contact with infected pigs. Swine influenza is caused by Influenza A virus, which belongs to family orthomyxoviridae. They are pleomorphic-enveloped viruses therefore Influenza viruses are named based on the major surface antigens: Hemagglutinins (HA) and Neuraminidase (N).   Neuraminidase is an enzyme that is responsible for releasing the progeny virus from infected cells, by cleaving sugar molecules that bind to the virus. By contrast, hemagglutinin is a lectin that mediates binding of the virus to the host cell and entry of the viral genomes into the host cell. Overall, there are at least 16 different HA subtypes named H1 through H16.  The first three hemagglutinins, H1, H2, and H3 are the main HA subtypes present in Influenza viruses. It is important to understand the emergence of 2009 pandemic influenza, for which one has to recognize its genetic origins. Influenza A viruses are composed of a protein-studded coat that surrounds a genome made up of eight single-stranded RNA segments (PB2, PB1, PA, HA, NP, NA, MP and NS).   These RNA segments of pandemic 2009 have resulted from co-mingling of genomes from two influenza viruses- N. American H1N1 and Eurasian swine H1N1. This concept helps to explain how viral genetic re-assortment has resulted in the emergence of the pandemic strain, with a mixture of swine, human and avian influenza viruses. One would predict that changes in the genetic makeup of this virus requires us to develop new vaccines on an annual basis to attempt to prevent this virus especially in those that are elderly or chronically ill, since for them, influenza can be extremely fatal.   According to CDC (Centers for disease control and prevention) epidemiological data indicates that elder people (65 years) tend to be less affected by H1N1 virus. Perhaps this explains the age-related pre-existing immunity. Figure 1- shows age groups most affected by the H1N1 influenza reported to CDC in the United States from April 15 to July 24, 2009.As can be seen, the number of reported cases per 100,000 population was highest among individuals five to twenty-four years of age group (26.7 per 100,000). Recent research on the crystal structure of the HA from the pandemic virus A/California/04/2009 has revealed the similarity of the Sa antigenic site located on the hemagglutinin molecule, in particular, of the 2009 H1N1 virus with the early 1918 human H1 viruses.   Exposure to older viruses circulating from 1918 through the 1930s or 1940s are likely elicited 2D1-like antibodies that can cross-react with the 2009 viral protein HA. As a result individuals exposed to these viruses, now over the age of 65 have some protection from swine flu by antibodies originally elicited more than 50 years ago.   Further research has shown that 2D1- antibody can bind to identical Sa antigenic site in the 1918 and 2009 pandemic and cross-neutralize both 1918 and 2009 pandemic viruses  in vivo.   Perhaps this provides a strong explanation for the age-related pre-existing immunity and the low levels of mortality rate in elder people, in the current H1N1 pandemic. Today in this 21st century, new advanced vaccines and antiviral drugs have been introduced to prevent this virus especially in those who are unable to produce immunity against Influenza viruses. Compare to the third world where only small proportion of people were fortunate to have vaccines as a safety precaution. Even then, 3% of the worlds population (1.8 billion people) at the timedied of the disease. Nowadays scientists and many health organizations such as CDC or WHO are intensely looking in to whether or not the same virus will strike again.   They have the knowledge and the discipline to get the world ready. Recently, CDC recommended a seasonal flu vaccination (trivalent seasonal influenza vaccine) as the most important step in protection against influenza viruses. This seasonal influenza vaccination has been recommended for every individual from the age of 6months onwards as not only it protects against H3N2 virus but also Influenza B and H1N1 Influenza A virus. This proves that seasonal influenza vaccine can still be used to protect against various viruses including 2009 H1N1 Influenza and H3N2. Recent research on neutralising influenza antibodies also proves that seasonal influenza vaccine can lead to increase in the production of neutralizing antibodies up to 80%. But vaccination with plasmid DNA encoding H1N1 influenza (HA) and boosting with seasonal vaccine can stimulate a greater than 50 fold increase in neutralizing antibody than that produced by one does of seasonal vaccine alone or DNA alone. Conclusion The future impact of the 2009 H1N1 influenza virus is not yet possible to predict as to which strain will cause the next pandemic or epidemic.   On the one hand, the 2009 H1N1 influenza virus is still expected to continue to circulate as a seasonal influenza strain. Due to this, more people will now develop immunity to this current version of the virus. Despite of that, the World Health Organization (WHO) has warned many countries including Africa and Asia to prepare for more devastating flu epidemics in the future. This concern has been promoted due to the possible mixture of swine flu viruses with seasonal strains during the winter months and can transform in impulsive ways. The best possible way for an individual to protect against 2009 H1N1 influenza virus and other influenza viruses is through defensive measures such as covering mouth when sneezing or coughing, good hygiene and vaccinations against H1N1 influenza virus when possible.

Free Essays on Nathaniel Hawthornes The Birthmark (Point Of View Essay)

The Birthmark Nathaniel Hawthorne wrote The Birthmark in the 3rd person omniscient point of view in order to clearly illustrate the story’s theme, which is the protagonist’s, Aylmer, inability to deal with his wife’s imperfection, a small birthmark on her cheek. Hawthorne uses Aylmer’s insecurity as an example of how a person’s pursuit of perfection is not only impossible, but in some cases, destructive. Hawthorne wants the reader to understand that the individual should learn to deal with and adjust to other people’s imperfections, not other way around. Hawthorne also wants the reader to realize that a person can only find the truth if they learn to accept other people’s shortcomings, as well as their own. Failing to do this and trying to mold people into what they want is not only wrong, but shallow. Aylmer is a scientist who stops his study when he fell in love and married his wife, Georgiana. She has a birthmark on her right cheek described as a â€Å"Crimson Hand†. Georgiana is very beautiful, but Aylmer becomes obsessed with the birthmark and eventually is â€Å"repulsed at the sight of her.† He is completely absorbed with his wife’s birthmark and it begins to have a negative effect on their relationship â€Å"With the morning twilight, Aylmer opened his eyes to his wife’s face, and recognized the imperfection; and when they sat together at the evening hearth, his eyes wandered stealthily to her cheek†¦Ã¢â‚¬  The reader is informed that the birthmark is not repulsive, but is very small. In the beginning of the story the reader is told that men still find her attractive and that women try to use the birthmark against her because she is so beautiful. Aylmer’s displeasure is to much and Georgiana finally gives into her husband and agree s to allow her husband to attempt to remove the birthmar! k. â€Å"If there be the remotest possibility of it, let the attempt be made, at whatever risk. Danger is nothing to me; for ... Free Essays on Nathaniel Hawthorne's The Birthmark (Point Of View Essay) Free Essays on Nathaniel Hawthorne's The Birthmark (Point Of View Essay) The Birthmark Nathaniel Hawthorne wrote The Birthmark in the 3rd person omniscient point of view in order to clearly illustrate the story’s theme, which is the protagonist’s, Aylmer, inability to deal with his wife’s imperfection, a small birthmark on her cheek. Hawthorne uses Aylmer’s insecurity as an example of how a person’s pursuit of perfection is not only impossible, but in some cases, destructive. Hawthorne wants the reader to understand that the individual should learn to deal with and adjust to other people’s imperfections, not other way around. Hawthorne also wants the reader to realize that a person can only find the truth if they learn to accept other people’s shortcomings, as well as their own. Failing to do this and trying to mold people into what they want is not only wrong, but shallow. Aylmer is a scientist who stops his study when he fell in love and married his wife, Georgiana. She has a birthmark on her right cheek described as a â€Å"Crimson Hand†. Georgiana is very beautiful, but Aylmer becomes obsessed with the birthmark and eventually is â€Å"repulsed at the sight of her.† He is completely absorbed with his wife’s birthmark and it begins to have a negative effect on their relationship â€Å"With the morning twilight, Aylmer opened his eyes to his wife’s face, and recognized the imperfection; and when they sat together at the evening hearth, his eyes wandered stealthily to her cheek†¦Ã¢â‚¬  The reader is informed that the birthmark is not repulsive, but is very small. In the beginning of the story the reader is told that men still find her attractive and that women try to use the birthmark against her because she is so beautiful. Aylmer’s displeasure is to much and Georgiana finally gives into her husband and agree s to allow her husband to attempt to remove the birthmar! k. â€Å"If there be the remotest possibility of it, let the attempt be made, at whatever risk. Danger is nothing to me; for ...

Intergroup communication final paper Term Example | Topics and Well Written Essays - 2000 words

Intergroup communication final - Term Paper Example Moreover, more women are working outside the home, or while in the home, including low-income mothers (Gassman-Pines, 2011). Around 29% of working mothers were employed in jobs with non-standard schedules (versus standard schedules of fixed daytime hours from Monday to Friday) in 2004 (Gassman-Pines, 2011). In developing countries, working mothers show an increasing trend, with some working mainly due to economic needs, while others, especially the educated ones, choose to work to attain personal fulfillment from their work-life identities and to pursue further education and upward career/business goals (Jabbar, 2014; Parà © & Dillaway, 2005). Furthermore, having the option to work, instead of staying at home, is a hallmark of the modern age, particularly, in line with feminist and gender equality movements (Parà © & Dillaway, 2005). Working women develop political power when they increase their contribution to decision-making at home, and when they rise in their organizations as top managers (Ruderman, Ohlott, Panzer, & King, 2002). In addition, they also improve social and cultural power, as they gain social approval for being independent individuals who should be able to work without being judged as neglecting their traditional gender roles and responsibilities (Jabbar, 2014). Nevertheless, working mothers continue to face work-life issues that impact career advancement (King, Botsford, & Huffman, 2009). In other words, not getting enough social support and lack of balance in family and work life can derail women from attaining topmost management positions and attaining a balanced family life-work balance (King et al. , 2009). Some studies investigated the effects of employment outside the home on working mothers and their children and found mixed results. On the one hand, Jabbar’s (2014) interviews with Jordanian mothers and teachers and maids from other countries revealed that working mothers and teachers did not agree that having

Alexander and Diogenes Essay Example | Topics and Well Written Essays - 500 words

Alexander and Diogenes - Essay Example Alexander was greeted by everyone when he met Diogenes, except Diogenes himself, who spoke to Alexander rudely when the former asked the latter if he could do anything for him. Highet (10) writes that Diogenese said, â€Å"Stand to one side. You’re blocking the sunlight†. Although the crowd awaited Alexander’s reaction to this rude remark, they were amazed to hear him say that he preferred being Diogenes if he were not Alexander. â€Å"If I were not Alexander, I should be Diogenes† (Highet 10). This meant that he considered Diogenes as a free person, unafraid and bold, not thinking about what effect his saying would have on the listener. He, sort of, saw his own image in the beggar’s style and pride. He came to know that, on earth, it was either Alexander, the King, or Diogenes, the beggar, who were free and independent in their choice of speech and action. Highet made this historical story even more compelling, by giving it the form of an essay. The message that can be extracted through this is that the real human being is one who is bold enough to use his free will. When we say that a person is free, we mean that he lives by his own value system, which is so strong that he is not afraid of whether the people around him approve of or disapprove his speech and actions. The main theme is about simplicity. One must not get indulge in the complexities of life. Simplicity is what makes life beautiful, and also makes one understand his true self, because it is in simplicity that one collides with nature and recognizes his worth. â€Å"He knew that of all men then alive in the world only Alexander the conqueror and Diogenes the beggar were truly free† (Highet, 10), means that even Kings realize the importance of those people whom they consider as inferior, just because of strong values and confidence. It also means that even beggars a re considered as inspirational, if they are free and

Healthcare Issues in America Essay Example for Free

Healthcare Issues in America Essay Some of the healthcare issues that share the limelight with politicians nowadays are the skyrocketing cost of drugs, health insurance system, the ever growing cost of hospitalization fees and the low coverage of insurance for malpractices for doctors. Debates and plans have been made so as to improve the quality of service to the people. But really, are these the real issues that an average American or a politician should give much emphasis on? There is a growing epidemic that is invading the country in silence†¦ And because it doesn’t make much noise as that of an aggrieved patient filing for a case against a physician, who by mistake, has distorted her nose in some way, that doesn’t mean this epidemic is not worth our time. For some reason these issues aren’t given much attention when in fact it threatens the very life of countless citizens therefore endangering the future of the country. Obesity, Alcohol Abuse, Mental Health, unhealthy foods†¦ These are real issues that could very well be the cause of more deaths and unhappy citizens of this country†¦Though these issues have been around for decades much of the efforts to address these problems are often not enough or simply useless. To further impress the gravity of the situation, it is therefore right to discuss these issues one by one. In the next few decades Scientists conclude that life expectancy for an average American could decline by as much as 5 years unless the government do something to decrease the rates of obesity (Dollemore 2005). With the rise of capitalism which gave way to consumerism, more and more goods make it to the hands of an average American. Life has also been fast phased which led to the success of over the counter dinners and lunches, ready to cook meals, watching television , playing video games, using computers and etc. The youth has been living a very sedentary lifestyle which lessens their interest in physical activities. Much worst is that there has been a sudden influx of quality computer games that has taken much of their time. They are also bombarded with fast foods, high fat, high sugar meals which are made available at every corner store. These factors lead to obesity that has taken the world aback with a staggering 20% increase in obesity rates among the youth. Diabetes is one of the complications that can sprout from Obesity. Cardiovascular diseases are also common to those who have diabetes. Emotional stress is also experienced by those who are obese are society tend to discriminate these people giving them less chances to enjoy life. The irony of it is that the government provides services to treat obesity rather than preventing it. It is a growing epidemic and unless we get to its roots, it will continue to rot away the future if countless American youth. According to surveys approximately 11 million current drinkers are in the ages of 12-20. Half of these drink excess to the point of losing total control to the outside environment. These drinkers are the American Youth who at a tender age finds solace in beer bottles. Alcohol abuse can lead to different kind of injuries such as alcohol related accidents, date rape, fire and etc. Automobile crashes, suicides, homicides, and unsafe sex leading to teenage pregnancies are one of the gruesome after effects of teenage drinking that are often overlooked by their fragile minds. Underage drinking is a widespread problem which can be attributed to the free access to liquor by minors. Substance abuse is very much widespread especially in impoverished areas in the country and this eventually lead to mental incapacity.   One need not look deeper to know that these issues are interconnected in someway. Teenage drinking and Obesity are discussed in detail to show that all the rest of the issues find its roots on the two events. The rest are just offshoots from these problems. Given the above issues, I guess it would be more appropriate for the government to give more attention to the cause of the problem rather than spending billions for rehabilitation facilities, diet programs and etc. As the saying goes, prevention is better than cure. It is indeed pretty much logical to answer the question on why the youth is engaging in substance abuse rather than put them in rehabilitation centers.   The thing is, the government is spending large amount of money to improve healthcare services to the populace not taking into consideration that these ailments that they are treating could not have found its way to the average American citizen in the first place. Now if by the end of the century this epidemic is not yet cured, then worst comes to worst, this country should expect more sickly citizens needing healthcare services to address their plight for good health. This is where my thoughts go in full circle†¦ if the government spend as much time, money and effort in addressing the problem of healthcare improvements and that of actually improving the health of its citizens, then I guess there is better hope for the future Americans. Come to think of it, if the epidemic is not stopped, more and more citizens will need healthcare services from the government. As a consequence, no matter how we try to improve the healthcare services and insurance system it will never be enough. Laws of supply and demand holds true even in this situation. More sick people, more hospitals, more doctors, more healthcare services, more chances for politicians to exploit the scenario by adding â€Å"improved healthcare† in their platforms. This is a vicious cycle, and unless we recognize the need to focus on individual health rather than health care services, we will never be able to actually address the problem of healthcare in this country. References Dollemore, D. (2005). Obesity Threatens to Cut U.S Life Expectancy. Retrieved April 10, 2007, from http://www.nih.gov/news/pr/mar2005/nia-16.htm.

Significance of Fog in Long Days Journey into Night Eugene by ONeill

Long Days Journey: The Significance of Fog (8) A Long Day’s Journey Into Night, by Eugene O’Neill, is a deeply autobiographical play. His life was rampant with confusion and addictions in his family. Each character in this play has a profound resemblance, and draws parallels and connections with a member of his own family. The long journey that the title of the play refers to is a journey into his past. Fog is a recurring metaphor in the play; it is a physical presence even before it becomes a crucial symbol of the family’s impenetrable confusion. It is referred to in the text as well as stage directions in this play. It sets the mood for the play in all its somber hues. He uses the fog outside the house as an atmospheric element that has an ominous presence throughout this play. His parents and the surroundings that he grew up in were tainted by broken dreams, lies, disease, past issues, alcoholism and drug addiction. There was this web of darkness and fogginess that encased his life and past that is portrayed in this play as well as others by O’Neill. The symbolic implications of fog in the play are descriptive of the struggle in the minds of this deeply conflicted family. The significance of fog in O’Neill’s writing can be examined in two forms. The first is what type of emblematic quality does the fog provide in this play, and the second is what are other plays in which O’Neill has used fog in a similar way. This play takes place through an entire day where the climate mirrors the mood of the family. â€Å" The play begins at 8:30 in the morning with a trace of fog in the air, and concludes sometime after midnight, with the house foghorn.† (Brustein 1020). The intensity of the fog continuously increases throughout the day, directly correlating to the murkiness in the household. The family’s mood significantly intensifies with the intensity of the fog. There are copious connections between the life of the fog and that of the Tyrone family. All throughout the play there is a conflict between past vs. present, truth vs. lies, and addiction vs. sobriety. This family lives amidst a haze of denial and as the fog gets thicker, they continue to get further lost. The fog has a polarity that directly relates to Mary, â€Å"†¦ the mood changing from sunny cheer over Mary’s apparent recovery to gloomy despair over her new descent into hell † (Brustein 1020). The fog is fi... ...n clarities. The fog is created out of pain in order to dilute clarity. The individuals in this play needed to escape themselves but didn’t succeed. O’Neill expresses the same fear of truth and uses the imagery of fog in The Iceman Cometh. The Iceman Cometh is written in the same time period as Long Day’s Journey Into Night, and is a parallel in the struggle of the past vs. present. The use of the fog imagery is not as direct in this play, but there are subtle mentions of fog in the play, such as â€Å" the gray subdued light of early morning in a narrow street† (O’Neill 660). This grayness is almost identical to the morning that the Tyrone family experiences after being awakened by the foghorns. Both stories spell the gloom and dreariness of these characters and their lives. The imagery of fog wasn’t as prominent in the rest of his plays. O’Neill had a great amount of turmoil in his life and the Long Day’s Journey Into Night story reflected perfectly the fogginess and daze he lived through. His dark life experiences have given him a rich, emotionally charged place, from which to write. The fog serves as a tool to paint the dreary picture and symbolize this darkness through his plays.

Marriages and Families Essay

Course Description Welcome to Marriage and the Family Online (SOCIO 210-IN1/IN2)!! As the course title suggests, we will explore key sociological concepts related to the social institution of marriage and the family. Individual success in this online course will come to those who are self-disciplined and work collaboratively to make the course a success. I look forward to working with all of you as we try to make sense of the world’s social forces and their impact on individual lives within marriages and the family. The College’s formal course description for SOCIO 101 states: â€Å"This course provides an understanding of sociological concepts, theories, and research methods in relation to marriage and family issues. It focuses on the ever-changing dynamics of relationships and the influence of contemporary society on family life. Special emphasis is placed on communication in relationships, dating and mate selection, love, parenting, balancing work and family, violence in relationships, and divorce† (Official Course Description, Prairie State College 2012-2014 Catalog). Course Objectives Students who complete SOCIO 210 will be able to: 1. Apply the major sociological perspectives to marriage and family issues. 2. Discuss the importance of communication, power, and gender in shaping relationships and family dynamics. 3. Explain the diversity of experiences for couples and families, with attention to issues of social class, race/ethnicity, age, sexual orientation, and the life course. 4. Describe the impact of other social institutions—such as the economy, education, religion, and the legal system—on marriages and families. 5. Identify the key issues related to family violence, divorce, and successful marriages. 6. Discuss the trends involving single-parent families, remarriage, and blended families. 7. Demonstrate skills of public deliberation within context of on-line classroom discussions. 8. Demonstrate critical thinking skills through writing. 9. Articulate viewpoints on contemporary sociological issues affecting marriages and families. Classroom Policies Absence Policy: As stated in the Prairie State College Board policies: â€Å"Regular class attendance is an essential component of successful learning. Students are responsible for prompt attendance and participation in all class meetings of every course for which they are registered. Students have the responsibility to contact professors in case of unavoidable absence.† Attendance in this online course is linked to your consistent and meaningful participation in online discussions and timely completion of assignments and chapter quizzes. Late or Missed Work/Plagiarism: In order to receive full credit, all assignments must be completed and submitted by the due date. Partial credit may (or may not) be accepted for work submitted after the deadline. Plagiarism, or other forms of cheating, will not be tolerated and students in violation will fail the assignment and face possible failure of the course. Meeting deadlines is an essential element of this online course. Once a deadline passes, there is no longer access to the course assignment. For example, if a student fails to complete an attempt on a 45-point Chapter Quiz, then that student earns zero points for that assignment. Missing 45 points may have significant negative consequences on a final grade. Evaluation of Student Performance Online Chapter Quizzes (630 points) Our text includes 16 chapters. For each chapter, there is a Chapter Quiz. Each Chapter Quiz includes 15 multiple choice or true/false questions and each question is worth 3 points (45 points/quiz). For the first half of the course, which covers Chapters 1-8, I count the best 7 Chapter Quiz scores toward your final grade. The Chapter 8 Quiz is an opportunity to improve on an earlier quiz score on one of the previous seven quizzes. For the second half of the course, which covers Chapters 9-16, I also count the best 7 Chapter Quiz scores toward your final grade. The Chapter 16 Quiz is an opportunity to improve on an earlier quiz score for Ch. 9-15. In total, I count 14 quiz scores, each worth 45 points for a total of 630 points. Please note that there is a time limit of 15 minutes (with a 2-minute grace period) to complete each Chapter Quiz. The purpose of this is so that students do not rely on their textbooks for answering all of the questions. You may use your book, but you must read the chapter prior to taking the quiz so that you can move fairly quickly through the 15 questions and finish within the time limit. In fact, given the high value of these Chapter Quizzes—accounting for over 60% of the total points in the course—I strongly recommend that you read the chapter closely twice prior to taking the quiz. Points will be deducted for going past the 2-minute grace period (one point deduction for each minute over). I do allow two attempts, with the highest score counting toward a student’s final grade. I encourage reading the chapter a third time if you are disappointed with the outcome of your first attempt. Deadlines for Chapter Quizzes are typically on Sundays at 11:59 p.m. Examinations (200 points) There is a Mid-Term Examination covering Chapters 1-8 and there is a Final Examination covering Chapters 9-16. Each exam includes 40 questions, worth 2.5 points apiece. Each exam is valued at 100 points. There is a 45-minute time limit with a 5-minute grace period. For each minute taken beyond grace period, one point will be deducted from score. Online Class-based Discussions (170 points) For this part of the course, students participate in weeklong online conversations about the textbook material or about sociological assignments that are connected to the course material. The intent of these conversations is to encourage a close reading of our Henslin text and to reach a deeper understanding the sociological perspective on human behavior. Past students have really enjoyed hearing the thoughts and perspectives from their fellow classmates. There are several class-based Discussions throughout the course. The first one involves Student Introductions and takes place during Week 1 (worth 20 points). The next five Discussions are spread out over the course of the semester (Weeks 3, 5, 7, 11, and 13). Each of these Discussions is valued at 30 points and takes place across a 7-day period running from Monday-through-Sunday. The Discussion forum is split into two stages, with the first stage ending on Thursday (11:59 p.m.) and the second stage ending on Sunday (11:59 p.m.). First stage posts of 300 or more words are due on Thursday (worth 15 points), and at least three second stage posts of 50-75 words each (5 points each; 15 points total) are due on Sunday. Your first stage posts will respond to the writing prompt I post for each Discussion, typically a question or set of questions. Again, as with the completion of chapter quizzes, the key challenge is meeting the deadlines. I will do my best to post points earned for the Discussions on the Monday morning following the Sunday night deadline for second stage posts. There will be a make-up Discussion offered during Week 15 of the semester. Here is a breakdown of the components of the course and point value: Online Chapter Quizzes (14 at 45 points each)630 points Online Discussions (5 at 30 points plus 20 points for Intros)170 points Mid-term Examination (40 questions at 2.5 points each)100 points Final Examination (40 questions at 2.5 points each)100 points   When assigning Final Grades, I will use the following point ranges: A=900-1000 points B=800-899 points C=700-799 points D=580-699 points F=0-579 points Some Final Thoughts: One of the challenges of online learning involves the issue of communication. In a traditional face-to-face course, everyone meets on a weekly basis and those meetings are reminders of our course commitments. In the online environment, communication is different. I communicate frequently via email, with Email Updates almost every week and sometimes more than once a week. The D2L system links your PSC email accounts to the class so when I send an email to â€Å"all users† the information is sent to the PSC email accounts of the 40+ students enrolled in this course. This information is very important and your accessing it is essential. Please note that it is possible to have your PSC email forwarded to another email address—maybe even to your mobile phone—but I want to make clear that it is your responsibility to access the information I send to you. Whenever you have questions, contact me by email (cmulling@prairiestate.edu[->1]) or by phone (709-3625). Keep in mind that it is essential that you participate on a consistent basis throughout the course in order to be successful. Good luck, hold on to you hats, and enjoy what I hope will be a challenging and meaningful learning experience!

The Empire Company Limited

In the Empire Company Limited Case, James Vaux, the associate director at Scotia Capital is the main decision maker. It is his job in September of 1998 to decide on a price at which The Oshawa Group Limited will sell their company/accept a takeover offer at. The Oshawa Group Limited (Oshawa) is a food retail, wholesale, and distribution firm. The Empire Company wants to expand beyond their Atlantic Canada roots; however, there are a few catches. The Wolfe family owns 100% of the voting shares of the company, and not only know the value of their company and expect to receive at least that much, but also a premium on top of that.Greg Rudka is the Managing Director at Scotia Capital; he has extensive background in the history of the grocery industry and was the one who noticed this opportunity as well as the person who assigned James Vaux to his assignment of the value of Oshawa. ISSUES There are two main issues at hand. First, Vaux needs to determine a value for both classes of shares that Empire would be willing to pay to the Wolfe family and Oshawa equity holders to acquire a position in the Oshawa Company without starting a bidding war.The second issue is that Vaux needs to find a way to finance the deal. There are a few minor issues in this case, starting with competition. The grocery industry is very competitive. There are only a few large firms involved in the industry. Of course, there are mom and pop stores all over North America, but they only make enough to live themselves and they are not bringing in the same profits as the major chains, so they are not legitimate threats to Empire. Next, the Oshawa Company’s entire voting shares are owned by the Wolfe family as mentioned above.This will add to the level of difficulty in the purchase or acquisition of Oshawa. Finally, the last issue is that in the grocery industry, it is cheaper to acquire a competitor’s company and chains than it is to open a new store. In other words, horizontal acquisi tions were the primary source of growth on the revenue side for the grocery business. People don’t like change and because of this, creating or changing the name of their â€Å"local grocery store† may upset or disrupt their previous shopping experiences.

An Introductory History of Zambia

An Introductory History of Zambia The indigenous hunter-gatherer occupants of Zambia began to be displaced or absorbed by more advanced migrating tribes about 2,000 years ago. The major waves of Bantu-speaking immigrants began in the 15th century, with the greatest influx between the late 17th and early 19th centuries. They came primarily from the Luba and Lunda tribes of southern Democratic Republic of Congo and northern Angola Escaping the Mfecane In the 19th century, there was an additional influx by Ngoni peoples from the south escaping the Mfecane. By the latter part of that century, the various peoples of Zambia were largely established in the areas they currently occupy. David Livingstone at the Zambezi Except for an occasional Portuguese explorer, the area lay untouched by Europeans for centuries. After the mid-19th century, it was penetrated by Western explorers, missionaries, and traders. David Livingstone, in 1855, was the first European to see the magnificent waterfalls on the Zambezi River. He named the falls after Queen Victoria, and the Zambian town near the falls is named after him. Northern Rhodesia a British Protectorate In 1888, Cecil Rhodes, spearheading British commercial and political interests in Central Africa, obtained a mineral rights concession from local chiefs. In the same year, Northern and Southern Rhodesia (now Zambia and Zimbabwe, respectively) were proclaimed a British sphere of influence. Southern Rhodesia was annexed formally and granted self-government in 1923, and the administration of Northern Rhodesia was transferred to the British colonial office in 1924 as a protectorate. A Federation of Rhodesia and Nyasaland In 1953, both Rhodesias were joined with Nyasaland (now Malawi) to form the Federation of Rhodesia and Nyasaland. Northern Rhodesia was the center of much of the turmoil and crisis that characterized the federation in its last years. At the core of the controversy were insistent African demands for greater participation in government and European fears of losing political control. The Road to Independence A two-stage election held in October and December 1962 resulted in an African majority in the legislative council and an uneasy coalition between the two African nationalist parties. The council passed resolutions calling for Northern Rhodesias secession from the federation and demanding full internal self-government under a new constitution and a new national assembly based on a broader, more democratic franchise. A Troubled Start for the Republic of Zambia On December 31, 1963, the federation was dissolved, and Northern Rhodesia became the Republic of Zambia on October 24, 1964. At independence, despite its considerable mineral wealth, Zambia faced major challenges. Domestically, there were few trained and educated Zambians capable of running the government, and the economy was largely dependent on foreign expertise. Surrounded by Oppression Three of Zambias neighbors – Southern Rhodesia and the Portuguese colonies of Mozambique and Angola- remained under white-dominated rule. Rhodesias white-ruled government unilaterally declared independence in 1965. In addition, Zambia shared a border with South African-controlled South-West Africa (now Namibia). Zambias sympathies lay with forces opposing colonial or white-dominated rule, particularly in Southern Rhodesia. Supporting Nationalist Movements in Southern Africa During the next decade, it actively supported movements such as the Union for the Total Liberation of Angola (UNITA), the Zimbabwe African Peoples Union (ZAPU), the African National Congress of South Africa (ANC), and the South-West Africa Peoples Organization (SWAPO). The Struggle Against Poverty Conflicts with Rhodesia resulted in the closing of Zambias borders with that country and severe problems with international transport and power supply. However, the Kariba hydroelectric station on the Zambezi River provided sufficient capacity to satisfy the countrys requirements for electricity. A railroad to the Tanzanian port of Dar es Salaam, built with Chinese assistance, reduced Zambian dependence on railroad lines south to South Africa and west through an increasingly troubled Angola. By the late 1970s, Mozambique and Angola had attained independence from Portugal. Zimbabwe achieved independence in accordance with the 1979 Lancaster House agreement, but Zambias problems were not solved. Civil war in the former Portuguese colonies generated refugees and caused continuing transportation problems. The Benguela Railroad, which extended west through Angola, was essentially closed to traffic from Zambia by the late 1970s. Zambias strong support for the ANC, which had its external headquarters in Lusaka, created security problems as South Africa raided ANC targets in Zambia. In the mid-1970s, the price of copper, Zambias principal export, suffered a severe decline worldwide. Zambia turned to foreign and international lenders for relief, but as copper prices remained depressed, it became increasingly difficult to service its growing debt. By the mid-1990s, despite limited debt relief, Zambias per capita foreign debt remained among the highest in the world. Source Text from Public Domain material, US Department of State Background Notes.

One Foot through the Door, One essays

One Foot through the Door, One essays One Foot through the Door, One Foot Out There was change in the air, a fresh noted difference between the world I left and the one I reentered. You lack noticing these small details with daily routine and repetition, but they exist for the whole world to see. Little things like the city, commerce, afternoon sunshine, and chaotic downtown traffic just seemed accurate for the life of your regular urbanite. It came to me that these differences were what made me truly happy about being a civilian again. All was going quite well, I was getting my feet on the ground and reintegrating myself back into civilian life, until the day of darkness came and again a call of the world I left behind tried to drag me back to miserable drudge and mayhem. The day of darkness came with sounds of people screaming and sharp metallic crash of glass and steel and fires roaring and the sky line falling from the heavens. News reporters flashed on every channel on television,...one plane just hit the Trade Towers... people are still in the building. Interviews with people in full-flight terror and hungering retribution scarred into their souls plagued the newspapers. Even counting all this, the tremendous fire that claimed so many American lives and the families they were cruelly ripped away from, I couldnt go back. Its not as if I lack spirit for I have given more of myself than most could in that past life, the world I left behind. A world where any and all I did was sacrificed to others, taken and credited in their name. Honor, courage, and commitment were more like paltry jokes than words to live and die by. It is a world that tears the being of a person down to be structured in the views of a long dead president, so they can go out and die by the sword or arms. I dont think I could ever go back. In a closet in my apartment, I have kept what little belongings from that life in case there came a time when I would rem...

Personal Nursing Philosophy Essay Example | Topics and Well Written Essays - 1250 words

Personal Nursing Philosophy - Essay Example In most literature of nursing practice, the paradigm of nursing has been equated to caring, which makes the definition of nursing fit as a hands-on support that is delivered from a nurse or a health professional to a patient, based on medical interventions (Yong, 1998). This paradigm may be said to be a multi-variant paradigm meaning it has several aspects and scopes. For example nursing encompasses the task of a nursing professional to offer help to people and also to help reduce suffering and pain among people. Nursing as a paradigm has therefore been said to have come about as a result of the fundamental reason that people train to be nurses. This means that nursing is rooted in the need for a practicing nurse to seek the wellbeing and improved health of her patient as his or her sole source of satisfaction and reward (Walker et al, 19990). This paradigm was therefore used or employed by making attempts to serve humanity through professional application of medical health. Health: Health has been explained to be a relative state of wellness and wellbeing (Lynn and Oliver, 2003). The term relative is used to depict two major ideas. The first is that health can be interpreted from different perspectives according to the person needing it. A typical example of this is two patients, one of whom is suffering from cancer and the other from malaria. For the patient suffering from cancer may deem a day that he finds himself alive and in less pain as a day that health was achieved. The other patient suffering malaria would also find a day he achieved health as one in which the symptoms of cold and fever were down for him. The other idea of health as being relative is that health is measurable. This means that a person can rate health such as being good, better, best, bad, worse, and so on. This paradigm was employed as a concept of ensuring equality in the provision of health care to people so that at the end of the day, all can enjoy some level of health delivery. Environment: The Environment has been explained to be an embodiment of everything that to the recovery of the patient (Pender et al, 1990). This means that the environment is basically every health and medical phenomenon around the patient. This may therefore include both logistics and human resource. Logistics may refer to the availability of medicines, standardized patient beds, laboratory services, and other tangible materials used in the delivery of health care. Human resources on the other hand may refer to people like laboratory technicians, nurses, doctors, pharmacists and ward attendants. In some

Kitchen demo Assignment Example | Topics and Well Written Essays - 750 words

Kitchen demo - Assignment Example The study will further provide a discussion of a food service system to be employed. Menu that illustrates proper and sufficient utilization of the existing kitchen In this study a menu to be employed will involve a blue print on how the available kitchen will be utilized to prevent overlapping and under utilization of the available space and equipment (Baraban & Durocher, 2010). The menu may help to determine the level of skills required among the Chefs, the purchase prices for the items as well as energy cost to be incurred (Walker & Lundberg, 2007). Connectively it is important to that a commercial kitchen should be designed in such a manner that mobility of employees in the kitchen is easier. This may help in ensuring that there is maximum safety and efficiency (Baraban & Durocher, 2010). Whereby the available walking space left can allow employees to move easily and respond quickly to customer’s request. Below is a presentation of how the available kitchen space may be ut ilized and annual maintenance cost for the available space as well as revenues break down. ... Amount of unit sale if $850 is to generated=850?Y.units=Ä ¬,000 Y=353units sale Amount of unit sale if $1000 is to generated=$1000?Yunits=$300,000 Y=300unit sales Maintenance cost for the remaining space per month=$50?200 =10,000 Maintenance cost for the remaining space per year=($50?200)12 =$120,000 Total annual revenues and maintenance expenditure $300,000 $6000+120,000=$126000 Net revenue after deduction of space expenditure on spa $174,000 Rent per square feet annually = $50,000 Rent per year =$300,000 Amount to be generated per day to make profits ($850-$1,000unit sales) = $300,000per year Total space for the room = 30?20=300unit Kitchen (1/3?300) = 100units Remaining floor space= 200 to be used for setting up seats for customers who will be to buy meal. Discussion of a food service system to be employed The commercial food service system will employ various techniques to ensure that different food menu is available on daily basis to meet dynamics needs of the customers. Additi onally both unskilled and skilled labor will be required in the system. In above connection, the food service model will employ some energy efficient measure to ensure that the energy cost is minimized while maximizing profits at the same time (Lewis & Slack, 2003). The commercial services equipments will be pre tested to determine water and energy consumption pattern. This measure will help to ensure there is efficiency in the amount of water and energy utilized (Wentz, 2007). Additionally, the model utilize modern equipments for cooking and for preserving food staffs in order to ensure that there will be effectiveness and efficiency on the services rendered to the customers (Wentz, 2007). Among the cooking equipments that will be employed include: Large vat fryers, steam cookers,

Leadership Essay Example | Topics and Well Written Essays - 2000 words

Leadership - Essay Example They have to sense the opportunities on the right time so that they can act on them. He highlights three important steps in order to become a successful leader which are to notice the opportunity, deciding about it and then determining as to what is to be done. This whole process requires interpretation and a leader should successfully be able to interpret. Bolman and Deals presents a somewhat similar situation of leadership in their article. They put forward that the most important aspect of leadership is the dealing with challenges. In other words the leaders have to act in the right manner to handle these challenges as Gallos has said. Bolman and Deals have further clarified the concept of Gallos by introducing the aspect of reframing leadership. Reframing according to them is a process through which leaders can analyze the situation from different perspectives. This process can help the leaders to take a competitive step by analyzing the whole situation and in other words carry o ut the process of sense making. Kouzes and Posner on the other hand put five principles which should be followed by the leaders to become a successful leader. Their view of organizational leadership revolves around these five principles. The leaders should model the way, inspire a shared vision, challenge the process, enable others to act and encourage the heart to be successful. Kouzes and Posner like other authors give a specific way through which they can be successful. In the principle of challenging the process they talk about experiments through which the leaders can sense as to what they have to do in the future. a.What are the primary differences?   The differences between their views is significant. Kouzes and Posner believe in following the five principles of leadership whereas Bolman and Deals believe in reframing leadership by analyzing a situation from different perspectives. Gallos on the other hand believes that a successful leader has to have the right sense making capabilities to take advantage of the situation. Kouzes and Posner give certain steps which can be further exemplified with other leadership styles. They give a step by step commitment process which has to be followed by the leaders whereas Gallos and Deals do not give a step by step process. b.How can B & Ds work and that of Gallos be used to strengthen the perspective of the Kouzes and Posner leadership model? Be sure to provide enough explanation to let me know that you understand the intricacies of each of these authors perspectives.    The work of Kouzes and Posner is a piece which gives specific guidelines to the leaders so that they can be successful. But on the other hand the theories of B & D and Gallos can be integrated into the work of Kouzes and Posner to strengthen it. The work of Kouzes and Posner revolves around the ethics of the leader and involves a lot of risks if they challenge the process as it may result in mistakes. It tells that all the workers should work as a team with the leader so that he can be successful. The leader should create a shared vision with his followers so that they are interested in working as much as the leader is. Power and discretion should also be shared by the leader so that their interest is created. And lastly encouragement is also necessary as put forward by Kouzes and Posner. All these steps are necessary for an effective leader but the process of reframing and sense making can be introduced in these

Eragon Essay Example for Free

Eragon Essay Often, heroic characters have to make tough choices in life; occasionally, the result of said choices is not to the individual’s benefit, but the outcome may bring joy to other people’s lives. In Christopher Paolini’s Eragon, coincidences, decisions, and desires combine to change Eragon’s life forever. Eragon is a hard working farm boy who shows a great deal of patience, honesty, and curiosity. He showcases these skills when hunting for food, and by coincidence he discovers a mysterious blue stone which he decides, out of curiosity, to take home with him. This â€Å"egg†, which happens to hatch into a dragon; this discovery becomes a turning point in Eragon’s life and he knows it could enable his way out of a long and tedious life. In fact, Eragon’s decision to keep and ultimately raise the dragon triggers his transformation from a boy to a dragon rider; forever altering his destiny, he will have to travel and meet new people. He will have to make sacrifices and must accept the consequences to bring peace to Alagaesia; and he will make the inevitable choice of raising this dragon (Saphira) and training himself and his dragon to kill the Ra’zac and overthrow the Empire. In this commitment, Eragon shows that a point in a person’s life where an event dramatically changes who or what he/she will become. Eragon’s decisions bring consequences and responsibilities’ compel him to fight for something in life and stand up for what one believes in. People can lead their lives one way and know what their destiny might be, only to have coincidences alter their lives for the better, or the worst. As Eragon’s quest begins he shows how any person with desire, passion, and hard work can prove himself to be a man of honour, and bravery. Coincidences can lead someone to meet different people, and see new places. A person’s life can ultimately be altered because of one coincidence and can change the course of his/her life in a good or bad way. Eragon’s life takes a dramatic turn after coincidently finding the egg while hunting for food, for his family. After finding the egg and realizing it is a dragon Eragon knows he has to do what he was destined to do: train Saphira and overthrow the Empire. â€Å"He raced home, trying to escape the dragon my dragon† (pg. 6) This mindset of Eragon shows that as much as he wants to escape the dragon, he can’t because he has made a special bond with the dragon and will inevitably raise her as his own, and because Eragon’s eye that catches the stone in the forest leads him to become the next dragon rider and to overthrow the evil reign of King Galbatorix. Also by coincidence, there is a story teller (Brom) who lives in Eragon’s village who has a great deal of knowledge about dragons and magic, and decides to aid Eragon in his journey. After Eragon is aware that Brom is willing to help him, this pushes Eragon to make the decision and to take the responsibility as the next dragon rider. Eragon learns a great deal from Brom, who becomes one of his closest friends who also ends up being a dragon rider many years ago. Being the good friends they become Brom aids him and Eragon has the knowledge and strength to defeat Durza (Galbatorix’s Shade). When captured by the Ra’zac and almost being killed, another coincidence occurs when a mysterious figure scares away the Ra’zac saving Eragon’s, Brom’s and Saphira’s lives. This mysterious person, whose name is Murtagh, also joins Eragon in his journey and assists him in killing the Ra’zac. This coincidence results in Murtagh saving Eragon’s life and continuing their journey, as well finding a helper in Murtagh to support him in his journey. †Who are you? † â€Å"Murtagh† (pg. 268) Not only does Murtagh save their lives but he plays a big role in helping Eragon, but shows how without Murtagh he would not make it as far as he did. Knowing Brom dies shortly after) Making a decision can alter someone’s life forever, and there is no going back especially when the decisions affects other people’s lives as well, making the decisions irreversible. Eragon makes the decision to keep the egg and when it hatches and to raise Saphira as his own, this leads to the Ra’zac coming to his doorstep and killing his uncle. This is a significant event because Eragon’s uncle was practically his father and making the decision to keep the egg results in his uncle’s death, and without him he feels lost; however, the bond he creates with Saphira is so immense, that only death can break it. The Empire is alerted that Eragon has the egg, and the send the Ra’zac to retrieve the egg back for the King. Making the decision to keep the egg is what instigates his entire journey and creates that special bond with his dragon. Eragon makes the decision to pursue the killers to avenge his uncle’s death and to bring peace to Alagaesia. He changes his life by pursuing the Ra’zac wanting the satisfaction of doing to the Ra’zac what they did to his uncle and feeling obligated to his uncle for all that he has done in his life to apprehend the murderers â€Å"What do you want me to do ursue the strangers? † (pg. 92) He asks this of Saphira, who agrees with Eragon to pursue the strangers. With this one decision of following the killers, he changes his life dramatically and if he succeeds, he can change everybody’s life for the better. Eragon decides that he cannot continue his journey without more help, so he travels to the Beor Mountains to seek help from the Varden, a rebellious group also against the Empire. After Brom dies, Murtagh helps him; however, this is not enough after he knows he has too many enemies: Urgals, the Ra’zac and Durza the shade. It is a desperate path to take We are desperate† (pg. 320). This decision is a great benefit to Eragon because he gets all the help he needs, meets the person who has been in his dreams in Arya (an elf from the Varden who is trapped) and eventually kills Durza. When a person desires something in life, he/she will do whatever it takes to achieve it, sometimes the desire is so strong that is can change someone’s life. Eragon has a desire to avenge his Uncle Garrow’s death after the Ra’zac brutally murders him. This eventually changes his life, because of chasing the killers. And what would give him more satisfaction than hunting down the strangers? †(pg. 93) He asks Saphira how he can satisfy himself, then realizes hunting them down and killing them would be the only way to achieve total satisfaction for his burning desire to avenge his uncle as well as finally feeling the sense of accomplishment of the commitment he made. Eragon has a desire to become the very best he can at magic, and swordsmanship, this pushes him to become the best so he can fend off for himself and not rely on others to help him. It is time for you to use the blade We’ll cut each other to ribbons Not so. Again you forget magic† (pg. 159) This is when Eragon and Brom have their daily sparring, where Brom teaches Eragon how to fight with a sword and magic, his desire to become the best shows when he wants to learn something new every time they spar. After seeing Arya imprisoned in his dreams, he is determined and has a desire to rescue her. Arya, who ends up being the elf that sent the egg to Eragon in the first place. â€Å"I expect the queen’s hostility will abate. The fact you rescued Arya will greatly help our case with her† (pg. 410) The queen is somewhat against having a dragon rider joining the Varden, but because he had a desire to rescue her and risked his life saving Arya, the queen allows Eragon to join. Sometimes in life people have to make tough choices that will positively or negatively affect others around them. The choices we make can change our and other people’s lives forever, there are many things that may change how our life is played out, coincidences, decisions, and desires just being a few.

The Power of Ambition :: English Literature Essays

The Power of Ambition An ambition is an eager, and sometimes an inordinate, desire for preferment, honor, superiority, power, or the attainment of something. To obtain object or goal that is immensely desired. It comes from the Middle English word â€Å"ambicioun,† meaning and excessive desire for power, money or wealth. Ambition is something that everyone, no matter their age or cultural background, has instinctively. Ambition can be a driving force for success, or in some cases a road to failure. Through ambitious undertakings we can set goals and find ourselves and our God-given talents. We are told never to cross a bridge until we come to it, but this world is owned by men who have 'crossed bridges' in their imagination far ahead of the crowd. I was watching the Doctor Phil Show the other day, and he was talking about the five reasons for why successful people are as successful as they are. Number one on the list was a plan. A goal. A destination. An ambition. Without an ambition we have no purpose in our lives. In contrast, a goal can help us get organized and take steps towards achieving what we want in our day-to-day lives. My friend Ryan always used to tell me, and still does; â€Å"My life's ambition is to be happy with my place in, and contribution to Society.† That might be a nice thought, but is there really a workable goal there? No! â€Å"The ambitious man is essentially a visualizer and an actualizer... He can visualize something, and when he visualizes it he sees exactly how to make it happen.† - Robert L. Schwartz A person who aims at noth ing is sure to hit it. We were given a brain for a reason, and this is a perfect excuse to use it. Keep away from people who try to belittle your ambitions. Small people always do that, but the really great make you feel that you, too, can become great. Following ones dreams and not giving a second thought to the comment of the people who put us down is what creates a successful entrepreneur. Spending time with people with a positive image and attitude can help one get motivated and realize their goals. Persistence can make everything possible, for persistence is an excellent demonstration of ambition. If one wants something to happen, one must, as a singer one put it, ‘pick themselves up and try again.

Bleeding Kansas

In this paper I will point out some events leading to Bleeding Kansas, one of the cruelest wars in history. I would also like to include some facts about John Brown, an abolitionist who led his men to the Border Wars, which caused $400,000 worth of damage. I will also explain several wars that occurred leading up to the American Civil War. After reading my research paper readers will have a better understanding of the violence that occurred during these crucial times in Kansas.The Kansas-Nebraska Act of 1854 set the scene by allowing the new territories of Kansas and Nebraska to decide by popular sovereignty, an idea advocated by US Senator Stephan A. Douglas, if they would be free or slave states. The government assumed that few slave owners would attempt to settle in Kansas and make it a slave state, because it was thought to be too far north for profitable exploitation of slaves. Instead, it resulted in immigration to Kansas by activists from both sides, which began the bloody war s of slavery which lasted from 1854 to 1858.In October 1855, John Brown traveled to Kansas territory to fight slavery. November 21, 1855 the â€Å"Wakarusa War† began when Charles Dow, a free-stater, was shot by a pro-slavery settler. May 21, 1856 a group of Border Ruffians entered the Free-State town of Lawrence, where they burned the Free-State Hotel, destroyed homes, stores, two newspaper offices, and their printing presses in an effort to wipe out this â€Å"hotbed of abolitionism. † The next day Republican Senator Charles Sumner was brutally attacked by Democratic Congressman Preston Brooks as a result from Sumner’s fiery speech called â€Å"The Crime Against Kansas. These acts inspired John Brown to lead a group of men into the Kansas Territory on an attack at a pro-slavery settlement at Pottawatomie Creek. Here, John Brown and his men dragged five pro-slavers out of their homes and hacked them to death.John Brown had the opportunity to kill as many as ni ne men but he settled at five, the same number of antislavery men who had recently died at the hands of southern settlers. In August, thousands of proslavery Southerners formed into armies and marched into Kansas. Brown and several of his followers engaged 400 pro-slavery soldiers in the â€Å"Battle of Osawatomie. The last major outbreak of violence was the â€Å"Marais des Cygnes massacre† in 1858, where Border Ruffians killed five Free-State men. Brown fought off all attempts to apprehend him and maintained publicity that his acts were ordered and justified by God. Brown then led and armed his men to raid the US Federal arsenal at Harpers Ferry, Virginia. By doing so Brown had hoped to arm slaves and spark an uprising attack on the slaveholders. The abolitionists were overpowered by a company of US Marines under the command of Robert E. Lee. Ten of Brown’s group including two of his sons was killed.Five of them escaped and seven including Brown himself were capture d. Brown and the others were tried by the state of Virginia shortly after. Brown was convicted of murder, conspiring in a slave rebellion, and treason. On December 2, 1859 John Brown was executed by hanging in Charleston. Brown believed that the only way to overthrow slavery was by violence. On January 29, 1861 Kansas was admitted into the Union as a free state, as a result from the Wyandotte Constitution, a document presenting the abolitionist view. The four-year Civil War Began in April of 1861 which took more than 600,000 lives and abolished slavery.

Lushoto

Lushoto Helen Kejo Form 1 m 2012 TABLE OF CONTENTS TAFORI—————————-pg 3-5 Sakarani Vine yard——————-pg 6 Irente Biodiversity Reserve—————pg 7-8 Irente Biodiversity Reserve’s History—– pg 9-10 Irente children’s home——— pg 11-12 Irente School for the blind——– pg 13-14 Hiking Mount Usambara—– pg 15-19 The experience——- pg 20 In town—– 21-23 Soni falls——–24-25 TAFORI Lushoto Silviculture Research Centre (LSRC)The Centre is in Lushoto District, Tanga Region. It carries out forestry research in four departments namely; Forest Plantation Management and Agro forestry, Forest Ecology, Forest Genetics and Forest Protection. Forest Plantation Management and Agro forestry is responsible for conducting research related to plantat ion forestry and agro forestry. Forest Ecology mainly deals with research in Botany, Herbarium and Natural Forests. The forest Forest Genetics has two sections namely: Seed and Nursery and Tree Breeding.Seed and Nursery section is responsible for seed establishment of trials (species and provenances selection), collection, extraction, storage, and distribution and rising of seedlings while Tree Breeding is responsible for trials maintenance, data collection and evaluation of trials. Forest protection deals with research and consultancies on Entomology, Pathology and Fire Protection. Left: A forest in Lushoto. Right: Tree breeding. The Centre also has established a Desktop publishing unit with the objective of providing services related to typesetting, printing, and binding of documents.The unit provides services to TAFORI itself, Government institutions and other private institutions including individuals. TAFORI’S HISTORY TAFORI- Tanzania Forest Institute. TAFORI started by the Germans in 1902. A number of experimental plots established at that time can be seen today. In 1928, the British renamed the Amani Research Station to the East African Agricultural Research Station. In 1948 the Amani station was moved to Muguga – Kenya, to form the East African Agricultural and Forestry Research Organization (EAAFRO).The organization catered for research activities common to the three partner states. Research problems unique to the individual countries were attended to a national basis. This led to the establishment of the Silvicultural Research Station in Lushoto in 1951 and the Timber Utilization Research Station in Moshi at the same time. Following the collapse of the East African Community in February 1977, an immediate need to fill the vacuum became the apparent, as the two stations established in the early 1950’s were not well placed to act in EEAFRO’s stand. Sakarani VineyardTropical vineyard This one-acre vineyard is part of the St. Benedict's Religious House Sakarani near Soni in the Usambara Mountains in northern Tanzania. It's one of very few tropical vineyards at approximately 5 degrees south. Problems with growing wine grapes in the tropics include too short days and an unfavorable climate overall (too hot). This being in the mountains, at least the heat hurdle is partially overcome. They grow Chenin Blanc, which is the most commonly used white grape in South Africa, as well as a hybrid grape variety for their â€Å"port†.They plant grapes here and later on the grapes are used for wine. They make both sweet and white wine. Irente Biodiversity Reserve Irente Biodiversity Reserve is a nature reserve with a difference. Owned and managed by North-Eastern Diocese of the Lutheran Church in Tanzania, it incorporates both environmental conservation and sustainable organic agriculture. The Usambaras are one of Conservation International’s World Biodiversity Hotspots – that is, they are recogniz ed as an area with exceptional diversity of species.There is a project here to restore this biodiversity by replanting trees, shrubs and climbers native to the Western Usambaras. This in turn will attract more birds, butterflies, reptiles and small mammals. MORE INFORMATION: | Irente Biodiversity Reserve (former Irente Farm) is situated in the western Usambara Mountains, 5 km from Lushoto. It belongs to the north-eastern diocese of the Lutheran church in Tanzania. On the property there is an orphanage (Irente children’s home), a school for the blind (Irente school for the blind), and Rainbow school (a school for mentally retarded and autistic children). The farm is 200 ha with plantations of pines, eucalyptus, wattle and silver oak, interspersed with pastures and plots of maize and beans. There is a dairy herd, which supplies milk to a small-scale cheese, butter and quark production. Goat cheese is also produced. In addition rye bread, an assortment of jams and juices bring a n income. | The farm has a policy of biodiversity restoration that is to replant the rainforest that once existed here. | The climate is mild since the farm lies at 1400 m with a rainfall between 1000 and 1200 mm. The Irente viewpoint with a view over the Maasai Steppe is only 2 km away. | The foods produced at Irente Biodiversity Reserve IRENTE BIODIVERSITY RESERVE’S HISTORY The origin of the name Irente is obscure. Irente was one of the experimental coffee estates established in 1896 by the German colonial government? s plantation company (Deutsche-Ostafrikanische Plantagengeschellschaft). Other estates established in the same year were Gare, Maweni, Sakharani, and Mazumbai. The aim was to test coffee as a crop, but due to soil infertility, coffee as a plantation crop was abandoned by 1914.The Germans lost the colony to the British in 1918, and it was probably after this that Irente coffee estate came into the hands of a Greek farmer, Mr. W. J. Tame. By all accounts Mr Tame was a diligent farmer; he had 60 acres of coffee trees, a bacon factory and a dairy producing cream. With the coming of independence for Tanganyika in 1961 Mr. Tame sold up to the DKMS (Lutheran Church) for ? 25,000. The Lutheran church of Tanganyika converted the bacon factory into the Irente Mental Hospital and these patients worked on the farm in order to produce food in support of the hospital.Over the years different managers developed the farming infrastructure, and milk production started with the introduction of Fresian-type cows. However, farming never really showed a consistent profit, the excuse being drought or too much rain, diseases of crops and cattle, and low prices for produce. In 2004 all foreign assistance to Irente was stopped, but the reserve (as it is now called) had found its niche relying on four pillars †¢ Nature based tourism †¢ Food processing †¢ Biodiversity protection †¢ Farming The cows at Irente Farm; they are used for dairy produc ts.The enterprise has become more profit-oriented and conservation-centred, as it is indeed an income generating enterprise of the North Eastern Diocese of the Evangelical Lutheran Church of Tanzania (Ned ELCT). On the property there are now 3 institutions, Irente School for the Blind, Irente Children? s home, Rainbow school and Irente church. Irente Biodiversity Reserve seeks to integrate conservation, production and rural development by a mix of activities, taking into account the importance of both people and biodiversity. AREA: 200 hectaresHEIGHT: 1450 metres above sea level RAINFALL: 800 to 1280 millimetres (average 1060mm) TEMPERATURES: minimum 10 degrees (July- August) maximum 30 degrees (January-February) Irente Children’s Home Irente Children’s Home (hereafter abbreviated ICH) is an orphanage that has been operating for more than four decades in north eastern Tanzania. The orphanage is run by the Evangelical Lutheran Church in Tanzania; North-Eastern Diocese ( hereafter abbreviated ELCT-NED). ICH is one among nine institutions with a social service orientation run by the ELCT-NED.The diocese is acknowledged for having a long tradition of diaconic work, both in institutional form and in congregations. The first photo shows where the children live. The last photo shows one of the children. Other institutions with a social service orientation include: Irente School for the Blind, Kwemhafa and Hekalungu homes for Lepers, Bangala Lutheran Junior Seminary, Lwandai Secondary School, Bumbuli Hospital, Lutindi Mental Hospital and Agricultural Training at Irente Farm. Moreover, seven parishes within the diocese are running dispensaries. ICH has the capacity of receiving 35 children.They live in a u-shaped building where they are divided in 4 rooms according to age. Other people living at ICH are girls who attend a 2-year pre-nursing course. The ICH staff consists of nurses, nurse attendants, a cook, a laundry man, gardeners, watchmen, a secretary, an accountant and a driver. Often there are girls from abroad (mostly Germany) who stay at the ICH for around 3 months and work as volunteers. IRENTE SCHOOL FOR THE BLIND When someone comes in contact with a blind person, many thoughts run through their head as to how blind people get their daily lives. You might be wondering, how that can be true.But the answer to that is that through blindness, people have come to the realization that even though physical eyes don't see, one can still see with eyes of his/her heart. When it comes to the challenges and struggles of being blind, there have been many, but one way or another they have been able to overcome them. All through primary school years people assumed that being blind would hinder from getting a good education, much less going to the Universities. | Irente School for the Blind| There is a growing awareness among communities that the education which blind children are receiving is helping them.They are receiving a quality educa tion which can prepare them to compete in the high demanding techno-economy and society of the 21st Century. Children demonstrate their skills North Eastern Diocese- ELCT through Irente School for the Blind insures that blind children have the opportunity to become capable in the alternative techniques coping with blindness; they should develop constructive attitudes, and be given a quality education. Through efforts undertaken there are some problems which we wished to address as follows to compete successfully.Irente School for the Blind needs, Renovation of Dormitories and Staff houses, cultivation of 10 acres out of the 50 for food crops, computers installed with dolphin pin, Academic books and teaching aids, Boys Dormitory and Secondary for inclusive education from class 1 to class 4. Finally, we were all too aware of the appalling failure of the teacher training programs to sufficiently prepare their students to teach blind children; even more important in preparing student te achers to work with blind children in the classroom.However availability of quality field placements for students in training is a truly serious problem but now Sebastian Kolowa University College (SEKUCo) has such training is available. It will not fate these students to go into the classroom and deliver the same miserable educational services that blind children where receiving. HIKING†¦. Mount Usambara The Usambara Mountains are a mountain range in North-East Tanzania, approximately 70 miles (110  km) long and ranging from 20 to 40 miles (64  km) in width.Mountains in the range rise as high as 8,000  ft (2,440 m). They are part of the Eastern Arc Mountains, which stretch from Kenya through Tanzania, and are one of the world’s Biodiversity hotspots. The range is accessible from the towns of Lushoto in the West, and Amani in the East. The Usambaras are commonly split into two sub-ranges, the West Usambara and the East Usambara. The East Usambara is closer to the c oast, receives more rainfall, and is significantly smaller than the West Usambara.The Usambaras Geology and ecology The Usambaras are fairly unique in that, being in East Africa, their unspoiled regions are covered in the tropical forest, which today remains mainly in the West of the continent. The mountain range was formed nearly two billion years ago and due to a lack of glaciations and a relatively consistent climate, the rainforest has gone through a long term and unique evolution resulting in an impressive amount of endemism and an old growth cloud rain forest (Lovett 1993[1]).West and East Usambaras are large ranges of Precambrian metamorphic geologic formations of acid-gneisses, pyroxenes and amphiboles. These mountains were formed by faulting and uplifting creating the drainage system of troughs that form many watersheds, which provide water to a majority of the population of northeast Tanzania (Lundgren 1980). Considered tremendously significant ecologically, there are many protected zones throughout the range, which are being expanded and contributed to by the Tanzanian government, associated NGO's and research teams, and donor countries such as Norway.Several species are endemic to the Usambara forests, including the Usambara Eagle-owl, the Usambara Akalat, the Usambara Weaver and the tree Calodendrum eickii. Human history Historically the Usambara Mountains have been inhabited by the Bantu, Sambaa, and Maasai people who were a mix of agriculturalists and pastoralists. In the late 18th century, German colonialists came to the area bringing with them a mix of cash crops like lumber trees, coffee, tea, and quinine, and also designated forests as reserves for either water conservation or timber use (Rogers 2009).They also brought a slew of new, western ideas which were, in many ways, diametrically opposed to traditional beliefs such as coexistence with the forest versus forest as a â€Å"separate wilderness†. The result of colonialism was a mass ive change in the way forests were perceived in the community, and conversion of traditional agriculture to cultivating cash crops such as quinine, pine trees, bananas, maize, tea, and coffee. The people in Lushoto Development and tourism Today, the population of the Usambaras has one of the highest growth rates (about 4% compared to the national average of 2. %), a staggering amount of poverty and highest densities of people in all of Tanzania. Most of the inhabitants are subsistence farmers who rely heavily on the forests around them for timber, medicinal plants, clearing for agriculture, and fuel wood. Furthermore 70% of the original forests cover of the West and East Usambaras has been lost. Major land and forest degradation remain a pressing issue. However, there are still many places that attract tourists looking for an adventure off the beaten path.These include the bustling trade town of Lushoto, the once popular German resort Amani Nature Reserve and farm, and Mazumbai Univ ersity Forest, which is considered the last example of a pristine forest in the East Usambaras. The experience To say the truth most of were tired on the first few minutes because the hill was steep. I was one of the people in the front but found myself one of the last ones to reach the peak. It was a long walk and very tiring. We stopped like three times to take a rest and we were stopped once by these scary people.They said that they told Fredericka and her other friends but they wouldn’t stop and also something about scaring monkeys off. After the mess was cleared, continued with our walk. We took pictures when we reached our last checkpoint. We finally reached the peak. Some of us engraved our names on the hut’s floor. I wrote: â€Å"Helen was here!!! † The walk down was longer than the walk up, which is not supposed to happen. We walked around the mountain and when we finally reached our destination, we found out that we walked to the football pitch where w e played football a day ago.We were exhausted! Bhoke, Ms. Sandra, Marco and Nancy were the last ones to reach the football pitch. IN TOWN After the hike, we dropped of the boys at the place they were staying (Tumaini) and we girls were dropped off at our hotel (Lawns). We cleaned because we were all so sweaty! Later the bus came with the guys in it and we headed for town. We were going to interview local people about their jobs and what profit they get. Lushoto town When we were in town, we paired ourselves into groups that didn’t exceed three people.I paired myself with Amanda since she talks a lot and she was perfect material for interviewing people†¦ We first interviewed a middle aged woman with a baby who was selling charcoal. She did not look like she was in good state. It was raining and the charcoal was getting wet since it’s not good for charcoal to be wet not any customers wear buying her product. I could see that she had influenza. I asked her how she go t it and she said, â€Å"Mkaa unatimua vumbi tukiwa tunachota. † Meaning: â€Å"Charcoal dust rises when being drawn. †She also told as that she only makes 500 tz shillings in a day, which isn’t enough to support her family. She has five children and no husband. We then proceeded and went to a salon that up a hill. The ladies in there, at first didn’t want to give us information but when we introduced ourselves she felt more secure. I didn’t really feel sorry for her because she made 100,000 tz shillings, which was enough since she had no family to support. After that Amanda, Cynthia, Tracey and I became a group. We went to interview bartenders. They went making any money at all since there has been no customer since they opened.We then went to a bar and met up with four bartenders. We interviewed them and they said that there has not been a customer since morning and they have not made any money. After six interviews we called it a day and went ba ck to our hotels. The lawns hotel SONI FALLS The Soni Falls is a waterfall in the Usambara Mountains of northeastern Tanzania, near the village of Soni, to the northeast of Kitunda. The falls lie at the end of the Mkuzu River where it joins the Bangala River. The falls lie in the southern part of the West Usambaras Lushoto Mountain Reserve.Soni falls is a beautiful and calming place. I enjoyed sitting on the rocks and watching the water pour. Some of the rocks were slippery and at a point Asymwe was stuck because she was scared to move due to the slipperiness of the rocks. We also took pictures here and we even drew the waterfall. It was a pretty way to end the trip but kind of sad because we will never be here again as a class. The boys were dropped off at Tumaini Hostel and we went to Lawns. It was our last day in Lushoto and we partied!!! We ate and drunk and danced and laughed! We had so much fun. BYE -BYE LUSHOTO