Comparison Of Napoleon And Hitler - 2509 Words

The world as we know it has seen the likes of the most feared and infamous dictators and military geniuses. Some of these people have even shaped the way the world is today and their influences are still felt. Among such dictators are Napoleon Bonaparte and Adolf Hitler, leaders of France and Germany respectively at two different periods. Adolf Hitlers reign of power begins in 1933 when he is appointed Chancellor of Germany and his reign ends with his suicidal death on April 30 1945. Napoleon Bonapartes reign of military power begins in 1783 until he resigns in 1814, yet he has a slight military rebirth after that but it only lasts for a very short time. Both leaders careers are filled with massive successes yet they are also littered†¦show more content†¦Although the Germans easily win the Polish War, it sets an ominous tone for the events to come. Perhaps one of the biggest lapses in judgment that Hitler makes during World War II is the Battle of Britain. Operation Sea Lion definitely is not a success for Germany as they lose their battle as well as fully bring Britain into the war. The people of the beleaguered Great Britain, which is under constant attack at all times, are drawn together to fully strengthen the war cause. If there was ever any doubt about why Hitler and Germany should be stopped it is pushed away and full on hatred for Germany forms. Germanys Luftwaffe loses quite heavily as its planes and equipment simply is not up to the English advances in technology, such as radar. The Battle of Britain is an unnecessary and disastrous venture for the Germans and they are faced with heavy losses and morale issues, as Berlin is counter attacked by British warplanes with relative success. Another small defeats adding up to a huge failure in the long wrong include losing the campaign in North Africa, and leaving forces in the area for quite some time while the rest of the war continues. These supplies could have been used for other campaigns occurring at the time and the tanks that are being utilized in North Africa can also be used in the defence of Germany when Allied forces invade it. Napoleon Bonaparte too is susceptible to making badShow MoreRelatedCorruption Of Power Essay1142 Words   |  5 PagesOrwell. Animal Farm is a story about animals dictated by a former animal comrade. The dictator in the novel, Napoleon, became corrupted when he became leader. In addition, the quote can be applied to real life situations such as the dictatorship that lurked in Iraq. Iraq was dictated by a man named Saddam Hussein for over twenty-four years. Another real life situation was when Adolf Hitler and the Nazis dictated Germany and attempted to wipe out the Jewish population. Animal Farm, an allegoricRead MoreHow The Nazi View Of A Women s Role During Society From The Beginning Of The War Until 1944893 Words   |  4 PagesIn a comparison of how the Nazi view of a women’s role in society from the beginning of the war until 1944 it is easy to see by comparing the films La Habanera (1937) and Munchhausen (1943). In La Habanera Astrà ©e Sternhjelm will turn her back on the â€Å"Aryan† people the Swiss, by marring a Puerto Rican, Don Pedro de Avila. She will turn away but later will find that she is in a hapless marriage will want to leave her husband and return to Stockholm. Yet, being a good â€Å"Aryan† she will follow the wishesRead MoreAnimal Farm Corruption Essay1289 Words   |  6 Pagesworld was in harmony until the dragons came back to life, and the so called rumors throughout the lands has once again, became true. With George Orwell s book, we can see he shows the readers on how everything was peaceful and in harmony, until Napoleon took power, and the land went back to it s hostile and unfair ways. These examples are only just a sliver of analogies we can connect to this book. Throughout George Orwell’s book, the readers can see how the story becomes more and more sinisterRead MoreNapoleon Bonapartes Position as a Great Man764 Words   |  3 Pagesachieve greatness out of ordinary life. History has witnessed many great men who rose above their ordinary life and filled this position such as Napoleon Bonaparte. On June 18th 1815 in the town of Waterloo, Belgium, the Anglo-Allied forces and French army demonstrated their power under the command of Duke of Wellington and with leadership from Napoleon Bonaparte known as the Battle of Waterloo. After his return to France, Bonaparte assembled his infamous French army 72 000 men and proceed to attackRead MoreGuernica By Pablo Picasso And Executions Of Art879 Words   |  4 Pages1937 was Picasso’s reaction to the bombing of a Spanish city that the name of the work derived its name from. During the Spanish Civil War, Germany had supported the Nationalists side and provided them with weapons and other supplies, so when Adolf Hitler requested land to test new weapons and tactics on how could General Francisco Franco refuse. After the city of Guernica was granted bombs were dropped; these created many fires due to the fact that most of the buildings were made of wood. The destructionRead MoreAllegorical Features Of Animal Farm 2086 Words   |  9 Pagesgovernment. For example a story about aliens who find themselves isolated and alone in a strange new world can be an allegory for what immigrants experience in a new countries. There is one way to think about allegories i.e. as extended metaphors, or comparisons, between two things, usually regarded as unalike. Since they are intended to make big concepts much more accessible, allegories are not always obvious. There are different types of allegory such as:- Classical Allegory In classical allegory theirRead MoreGovernment, Democracy, Or Authoritarianism?1552 Words   |  7 PagesAssembly. France has a long history of brutal and unstable rulers. After they overthrew the monarch in the French Revolution, France established the â€Å"democratic† First Republic. However it was more like an absolute government due to The Reign of Terror. Napoleon soon came into power and throughout World War 1 and 2, France went through the 2nd, 3rd, and 4th Republic. It was in 1958 when the democratic government that is recognized as modern day France, the 5th Republic, was created. (â€Å"France History†). FranceRead MoreSociopath Portrayed In Tv And Movies Vs. Real Life. Name.1683 Words   |  7 Pageshealth in young prisoners. Goncalves, In their findings, said that a higher level of mental health symptoms associated with a history of mental health, and lower educational attainment (â€Å"What Is Mental Illness,† 2017; Goncalves et al., 2016). In comparison to the way media has portrayed narcissistic personality to the above-discussed findings, clearly, these Magazines reports of President Trump’s mental illness is farfetched. According to the Goncalves results, mental illness is associated with theRead MoreThe Outcome Of World War Ii Was In Question. Germany Still1582 Words   |  7 Pagesfalse information about the location, the time, and the direction of the invasion. Everything indicates that the enemy will launch an offensive against the western front of Europe, at the latest in the spring, perhaps even earlier.... --Adolf Hitler, Directive No. 51, November 3, 1943 Germany were concerned about where the Allies might possibly land so they decided to try to fortify as many places as possible. The Germans felt that the most likely scenario would be the Allies attacking alongRead MorePower Corrupts and Absolute Power Corrupts Absolutely2410 Words   |  10 PagesBut do these moments conclude that power eventually leads to corruption? Are there events over the past 100 years or more which argue this fact? In this essay I will discuss my own opinion on this topic looking at crucial figure heads in history, Hitler, Gandhi and more recent activities within politics. I will also explore the opinions of noted writers on this subject focusing on â€Å"Animal Farm† by George Orwell among other things which highlight my debate. â€Å"Power tends to corrupt and absolute power

European Colonization Of The Americas - 1393 Words

European colonization of the Americas began as early as the 10th century. Extensive European colonization began in 1492, when a Spanish expedition headed by Christopher Columbus sailed west to find a new trade route to the Far East but inadvertently landed in what came to be known to Europeans as the New World. Europeans acquired the magnetic compass, which allowed mariners to determine direction even when out of sight of land. When the new world was discovered, â€Å"The Columbian Exchanged† was born. Many goods such as clothes, food and animals were exchanged. Sadly so were negatives things such as diseases. Eventually cures were found though. The Protestant Reformation was initially created to reset the beliefs and practices of the Roman Catholic Church. There was immense corruption in the Catholic Church at this time. Spaniards located sources of mineral wealth while enslaving local Indians for labor. Eventually, this had lead to Spain’s failure and resulted in a ti me of rapid inflation and popular unrest†. Jamestown was the first settlement of the Virginia Colony, founded in 1607, and served as capital of Virginia until 1699, when the seat of government was moved to Williamsburg. French colonization of the New World began in the sixteenth century and continues until the eighteenth century. During the development of the New England colonies there was much conflict between various religious groups and due to the peaceful views of the Quakers there was muchShow MoreRelatedThe Colonization Of Europeans Into The North America1555 Words   |  7 Pagesof the New World. The colonization of Europeans into the North America had considerable impacts on the Native American lives. European empire at the time, such as the French, England and Spanish empires, often fought against each other for power and control. After the European tried to colonized, the Native American suddenly found themselves dealing with European power politics. The arrival of Europeans into the New World meant new political relationships for both the European and the Native AmericansRead MoreThe European Colonization Of Americas 1620-900 Words   |  4 PagesINTRODUCTION America would not be the same it is today without the numerous times of territorial expansion from the 17th to 19th century. America started with European Colonization in the 17th century, its borders were defined in the 18th century, and America extended from a coast to coast nation in the 19th century. There is not just expansion of land on a physical map, but also increased political tension and economic growth as America grows as a nation. PARAGRAPH 1(European Colonization of Americas 1620-Read MoreMexico And The European Colonization Of The Americas1637 Words   |  7 Pages Mexico is a large country that was reborn as a result of the European colonization of the Americas. Although colonial influence largely reshaped Mexico, its Native American roots have remained a prominent element of its culture. Mexico’s history marks the origin of several advanced Amerindian civilizations, including the Olmec, Toltec, Teotihuacan, Zapotec, Maya, and Aztec (cia.gov). It was conquered and colonized by Spain in the early 16th century, and administered as the Viceroyalty of NewRead MoreThe Impact Of The European Colonization Of North America871 Words   |  4 PagesThe Spanish and the European settlers that came to the North America took on the east coast part of this region. Wherefore, there were many different Indian tribes that existed in this place whom spoke different languages, practiced different customs, and used different techniques in raising their own crops and hunting livestock. It was a mix of people who were better at farming while others were better at agricultural activities. Some people involved in war while some did not. As for my exampleRead MoreThe Impact Of European Colonization On The Aboriginal People Of North America877 Words   |  4 PagesEuropean colonization has had a profound and lasting impact on the aboriginal people of North America. As much as 95% of native Americans perished due to their susceptibility to European diseases such as smallpox, measles, and tuberculosis. In David Jone’s Virgin Soil Revisited, he concludes that their astronomically high death rates were due to environmental and social factors such as malnutrition, warfare, and slavery brought upon by the Europeans. This legacy of colonization continues to hauntRead MoreColonization Of The United States1074 Words   |  5 PagesColonization in America has demonstrated all of the US history themes of exploration, encounter and exchange in the Americas. From the beginning of colonization, in 1492 by Christopher Columbus, to the establishment of the first American colony, Jamestown in 1607, and to the creation of the thirteen colonies, there have been countless examples of exploration, encounter and exchange. The exploration of vast waters and unchartered territory led to new and undiscovered land and America being colonizedRead MoreEuropean Colonization Effects1222 Words   |  5 PagesIn the past, European countries came to the Americas looking to build their empire and gain power. They were competing to be the most powerful country and improve their economic lives. In the drive to be the most powerful European country, they started colonizing the Americas. The effects of colonization were reflected in different groups of people. Some effects were bad and some ere good. There are different perspectives about colonization. Some people think that the colonization was a great eventRead MoreHow Did Contact Between The European Arrivals And The Native Peoples Of The Americas Affect Both Groups?1545 Words   |  7 Pagesbetween the European arrivals and the native peoples of the Americas affect both groups? Europeans brought to the Americas catastrophic diseases that killed millions and decimated native populations, who possessed no immunity to the illnesses. The Europeans also had deliberate policies of subjugation and extermination, by which they brutally tortured or murdered natives due to the Europeans history of brutality in war and their consideration of the natives as no more than savages. The Europeans alsoRead MoreThe Atlantic Slave Trade Second Edition By Herbert S Klein And Economic Consequences Essay1273 Words   |  6 PagesFor my comparison book review, I chose to focus on the Atlantic Slave Trade Second Edition by Herbert S Klein and The Economic Consequences of the Atlantic Slave Trade† by Barbara L. Solow. My focus of the trade is labor demands, effects on Africa, European organization of trade, and economy leading up to the end of the trade and after. Together, the two books demonstrate that the Atlantic Slave Trade was more than just the trading of Africans t o different continents, but was a historical point thatRead MoreAfrican Slavery And The New World s Demographic Profile1014 Words   |  5 Pagesterritory by a political power from another territory. It is a set of unequal relationships between the colonial power and the colony and often between the colonists and the indigenous population. Colonization is the act of setting up a colony away from one s place of origin. Colonists settled British North America for different reasons. Some came for profits; others came for religious freedom. For those colonies established for profit, the British Crown granted charters to venturing proprietors or joint-stock

Aortic Grafts free essay sample

A paper which examines the diagnosis and treatment of an aortic graft to a duodenum fistula as a cause for upper GI bleeding. This paper examines the connection between an aortic graft to a duodenum fistula as a cause for upper GI bleeding. Generally, aortic grafts are used to treat abdominal aortic aneurysms. The paper defines aortic aneurysms as a weak area in the wall of the abdominal aorta, the artery that carries blood from the heart to the rest of the body. The paper concludes that aortic grafting can be a major cause of GI bleeding as an after effect of treating an abdominal aortic aneurysm and a method of treatment requires replacement of the stent-graft. Treatment of abdominal aortic aneurysms may require surgery but for some patients, a new non-surgical treatment called stent-graft repair can be performed. The following is the results of a prospective, nonrandomized, multicenter clinical trial that compared endovascular stent graft exclusion of abdominal aortic aneurysms with open surgical repair. We will write a custom essay sample on Aortic Grafts or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page During an 18-month period, 250 patients with infrarenal aneurysms underwent treatment at 12 study sites. 190 patients underwent endovascular repair using the Medtronic AneuRx stent graft (Sunnyvale, California), and 60 underwent open surgical repair. There was no significant difference in operative mortality rates between the groups. The patients who underwent stent grafting had significant reductions in blood loss and days in the intensive care unit and in the hospital, with an earlier return to function. Primary technical success at the time of discharge for the patients with stent grafts was 77%, largely as a result of a 21% endoleak rate. At one month, the endoleak rate had decreased to 9%.

Mason Robbins Essays (691 words) - Americas, American Folklore

Mason Robbins Mrs.gray Per 1 9/4/17 CHAPTER 5 Section 1 1)SETTLERS PUSH WEST (A)The white settlers started buying land below the native Americans feet because the natives believed that land couldn't be bought,so they never bought any of it. (B)The lure of silver and gold brought a lot more whites into the area so the natives had to leave.The whites basically pushed them out. 2)THE GOVERNMENT RESTRICTS NATIVE AMERICANS (A)The government started putting in railroads inside of the plains in which the natives lived (B)The Bozeman trail was made in the middle of the Sioux hunting grounds 3)BLOODY BATTLES CONTINUE (A)General Philip Sheridan ordered his army "to destroy their village and ponies" (B)A gold rush started happening and the whites started expanding to the black hills 4)THE GOVERNMENT SUPPORTS ASSIMILATION (A)"The daws acts" tried making native Americans "American" and broke up the reservations (B)"The Americans started killing buffalo for sport 5)CATTLE BECOMES BIG BUSINESS (A)Because if the depleting amount of buffalo the native Americans were forced to raise cattle and horses (B)The Americans needed a lot more cows because of the rising demand for them 6)A DAY IN THE LIFE OF A COWBOY (A)Being a cowboy is hard and they worked 10-14 hours a day on a ranch 7)THE END OF THE OPEN RANGE (A)The grass was being overgrazed quickly and the cattle industry "met its end" section 2 8)SETTLERS MOVE WESTWARD TO FARM (A)From 1862-1900(38 years) 600,000 families moved to the west,which means less land 9)SETTLERS MEET THE CHALLENGES OF THE PLAINS (A)The settlers faced droughts,floods,fires,blizzards,locust plagues,and the occasional raid by outlaws and native Americans (B)The houses/Sod style homes where dark and they attracted snakes,insects and other pests (C)being on the flat prairie people had to become super self-sufficient (D)They had to make everything they used and It probably wasn't an easy task (E)The settlers that lived in the prairie "worked year in and year out" (F)The farmers went into a lot of debt especially the large crop farmers because it was harder to switch the crop you could grow depending on the demand Section 3 10)FARMERS UNITE TO ADDRESS COMMON PROBLEMS (A)Money value shifted so the farmers were making less money (B)Transporting grain was quite the expense and it was getting harder for farmers to pay the fee 11)THE RISE AND FALL OF POPULISM (A)The price of silver plunged causing silver mines to close down and over 15,000 business men and 500 banks collapsed (B)populists watched as the two major political parties became decided in a struggle between different regions and economic interests Two paragraphs about the problems 1)A major problem I see was when the "Americans" started buying land.The Native Americans weren't doing anything about it because they believed it was wrong to buy/own land.Since the native Americans couldn't stand up for themselves the Americans bought most of the land.When the railroads startled coming in,it was put right in the middle of the reservations.The Americans started taking up all the land and it wasn't theirs to take.Overall I think the Americans could have been a lot more generous and kind to the natives. 2)Another major problem is the farming industry.So many people moved to get rich through framing,but this didn't happen for most people.A lot of farmers would mortgage their farm to buy more land,which isn't the smartest choice because of variation.The smaller farms were easier to handle and could make different crops quicker but the large farms where hard to change the crops Willy nilly.The problem with this is that a lot of people were doing this and it wasn't very smart.You should not follow what others people are doing cause sometime no one knows what the right way is.

Chilis cook off

Chilis cook off Introduction Origin of various food additives have been connected to Americas, but none like chili. Several ideas have come up as to the origin of chili, with some theories pointing to ancient Mexicans of Indian descent.Advertising We will write a custom essay sample on Chili’s cook off specifically for you for only $16.05 $11/page Learn More Other researchers have also attributed its origin to Spain, Portugal, Africa and South America as well as the United States. However, it can be proved that chili did not come from Mexico, since, according to the ancient Indian culture, they passed their practices from one generation to another, but none of them even depicted cultivation of chili. Indians are known to love chilies and soup made from it, especially due to its health effects. Over the years, its use has spread all over the globe, and is now considered the world’s best concoction. This paper will try to provide a brief description on the histo ry of chili (Stadley 1). History of Chili Chili is a concoction used to make hot and spicy soup. It can be used with meat, beans or other kinds of foods. Its use is estimated to have started many centuries ago, although there are still speculations as to whoever identified it first. Chili comes from chile, which is a pepper pod. The most common debates that have risen about it have mainly focused on determining the best chilies. In this regard, each of the States has insisted that theirs is the best. The Portuguese are said to have led distribution of chili throughout the word. Their trade in Africa and India spurred spread of chili throughout the world. Southwestern Ecuador was cited by the archeologist as the most probable origin of chili peppers over 6000 years ago. They also attest to the fact that this could have been the first crop to be cultivated in these regions (South and Central America). It was Christopher Columbus who named them peppers as they looked similar to the Eur opean peppers which were black and white (Pyramid Computer Service 1) They were then introduced in Europe where their cultivations were mainly done in Portugal and Spain. This was only restricted to the monasteries in these areas. Due to the high cost of black peppercorns, monks cultivating peppers found it as an alternative. Their spread throughout the world is attributed to trade routes during these periods.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Chili got to Spain in 1943 through a physician known as Diego Alvarez, who in 1944, went on to document its medicinal effects. It then spread to Mexico from Spain since their colony was powerful and controlled trade routes in Asian region. This led to its spread in Asia, first to Philippines, then to India, Korea, China and Japan, among others. Other theories have also suggested that it first spread from Portugal to India and to the rest o f the world. Still others reckon that it entered the United Stated through Indians who lived on the southwest and also through Spanish missionaries. It then spread to Texas and then to all States. However, what comes out clearly is the fact that it spread through trade routes and from colonizers to their respective colonies (International Chili Society 1). Conclusion Several theories have come up to describe the origin and distribution of chili throughout the world. These theories meet at some stages, for instance, that chili peppers spread throughout the world via trade routes and spread of Christianity. They also agree on the fact that Christopher Columbus was the first European to find chili. However, differences come in identifying the first people in the world to have used chili; they range from Indians, Ecuadorians, Spanish as well as the Portuguese. Nonetheless, what comes out clearly is the fact that it spread via trade and missionary routes (Laubsh 1). International Chili Society. â€Å"History of Chili†. Chili cook off. 03.06.2011. Web. Laubsh, Nigel. â€Å"Everything You Wanted To Know About Chilli History How They Circumnavigated The World†. Chillies-down-under.com. 04.03.2011. Web. Pyramid Computer Service. â€Å"The History of Chili†. Socastee Online. 10.01.2008. Web.Advertising We will write a custom essay sample on Chili’s cook off specifically for you for only $16.05 $11/page Learn More Stadley, Linda. â€Å"History of Chili, Chili Con Carne†. What’s Cooking America? 11.02.2011. Web.

Admissions Applications and the Parent Questionnaire

Admissions Applications and the Parent Questionnaire One aspect of the private school admission process is the completion of a formal  application, which includes both a student and a parent questionnaire. Many parents spend hours going over the student portion with their children, but the parent application needs ample attention, as well. This piece of information is a crucial part of the application, and is something that admission committees read  carefully. Heres what you need to know: The Purpose of the Parent Questionnaire This document may also be  known as the Parent Statement. The rationale for this series of questions is to have you, the parent or guardian, answer questions about your child. There is the understanding that you know your child better than any teacher or counselor, so your thoughts matter. Your answers should help the admissions staff get to know your child better. However, its important to be realistic about your child and remember that every child has both strengths and areas in which he or she can improve.   Answer the Questions Truthfully Dont paint a picture-perfect vision of your child. It important to be genuine and authentic. Some of the questions can be personal and probing. Be careful not to distort or avoid the facts. For example, when the school asks you to describe your childs character and personality, you need to do so succinctly yet honestly. If your child has been expelled or failed a year, you must address the issue forthrightly and honestly. The same goes for information related to educational accommodations, learning challenges, and emotional or physical challenges your child may experience. Just because you disclose information that may not be a glowing positive, doesnt mean that your child isnt a good fit for the school. At the same time, full explaining  the needs of your child can help the school to assess if they can provide the necessary accommodations to ensure success. The last thing you want to do is send your child to a school that cant meet your childs needs.   Make a Rough Draft of Your Answers Always print out a copy of the questionnaire or copy the questions into a document on your computer. Use this secondary place to write a rough draft of your answers to each question. Edit for coherence and clarity. Then put the document aside for twenty-four hours.  Look at it again a day or so later. Ask yourself how your answers will be interpreted by the admissions staff who do not know your child as you do. Have a trusted adviser or, if you have hired one, your educational consultant, review your answers. Then input your answers into the online portal (most schools require online applications these days) and submit along with the other documents. Write Your Own Answers Do not underestimate the importance of the Parent Questionnaire. Something that you may say in your answers could  resonate with the admissions staff and make them feel a connection to you and your family. Your answers might even tip the scale in your childs favor and help the school understand how they can play a primary role in your childs education, helping him or her succeed and achieve their best, both during the years attending the school and beyond. Take plenty of time to craft thoughtful, considered answers that accurately reflect you and your child. Do not have an assistant answer these questions for you. Even if you are a very busy CEO or a  single parent working full time and juggling multiple children, this one document is extremely important; make time to complete it. This is your childs future at stake. Things are not like they used to be decades ago when perhaps the mere fact that you were an important person would suffice to get your child admitted. The same is true for consultants. If you are working with a consultant, it is still important that your questionnaire, and your childs portion of the application (if he or she is old enough to complete one) should be genuine and from you. Most consultants would not write the responses for you, and you should question your consultant if he or she suggests this practice. The school will want to see evidence that you personally have tended to this questionnaire. It is one more indication to the school that you are a committed and involved partner with the school in your childs education. Many schools highly value the partnership with parents and family members, and investing your time in the parent questionnaire can show that youre dedicated to supporting your child and that you will be an involved parent.   Article edited by  Stacy Jagodowski

Fantasy Genre Essay Example | Topics and Well Written Essays - 750 words

Fantasy Genre - Essay Example But in the process, Ulrich loses his life and the responsibility of freeing the village from clutches of the dragon falls on the shoulders of the inexperienced Galen. But the determined Galen, helped by a brave princess, Valerian, eventually succeeds in terminating existence of the dragon. But that is not before the story takes some twists and turns, before the evil force (dragon) is vanquished. The film, which went on to be just an average success, included some extremely violent sequences scaring the young viewers. (1) There is no hesitation whatsoever in emphatically stating that this movie belongs to the genre of fantasy, and there indeed are highly valid reasons for stating so. The most striking of all reasons is attributable to the fact that the entire story of the movie revolves around the rampaging dragon. And dragons are nothing but figments of human imagination and fantasy. Next, the movie also encompasses things such as sorcerers and the manner in which youngsters aspiring to become like them (sorcerers) undergo training. Obviously, all these elements are also included only in tales resulting from fantasy. In addition, aspects such as appeasing evil entities by means of human sacrifice, talismans offering protection, among others, are typical of movies pertaining to this genre. (1) At this point, it would be very much appropriate in briefly focusing on some quotes from this movie. For, the same would help not just in having a further understanding of the central characters, but also add weight to the fact that â€Å"Dragon Slayer† is an out-and-out fantasy film. At one point in the movie, Valerian asks Ulrich â€Å"Are you afraid of dragons?† In reply, he says â€Å"No. In fact, if it weren't for sorcerers, there wouldn't be any dragons. Once, the skies were dotted with them. Magnificent horned backs, leathern wings... soaring... and their hot-breathed wind. Oh, I know this creature of yours... Vermithrax Pejorative. Look at these scal es, these ridges. When a dragon gets this old, it knows nothing but pain, constant pain. It grows decrepit... crippled... pitiful. Spiteful!† This conversation between the two characters subtly stresses on a point: during the imaginary times to which some of the fantasy films refer to, sighting dragons was not uncommon and people were highly scared of these creatures. Here, it can again be understood that this movie has elements that resulted from just the imagination of people, a fantasy. (2) In the story, when Galen stops a princess from being offered in sacrifice to the dragon, the wizard, Tyrian, says â€Å"I knew I'd find you here. Well, I'm not as sentimental as his majesty. The kingdom, everyone of us, needs this sacrifice. If you intend to interfere, you'll have to kill me.† Galen responds to that with the words â€Å"I've plenty of reasons to kill you that have nothing to do with this sacrifice.† This particular exchange of words emphasizes on the extent to which superstitions such as human sacrifices were followed by some primitive cults. It is not just that. The reply of Galen is a reflection of his commitment to eliminating the evil forces and saving the good people. (2) As the movie is slowly drawing to an end, Valerian expresses her worry to Galen in this way: â€Å"It's a shield. I made it. Might keep the fire off of you, might not. You know, you're an idiot. You're going to die tonight. You'll be ripped, limb from limb. This is the last time I'll ever speak to you!†

Jean Tirole Essay Example | Topics and Well Written Essays - 1000 words

Jean Tirole - Essay Example Most of the economists frequently regard fiercely competitive markets as the public interest. When the producers in the said markets fight to earn a profit or gains, they are guided, as if by an invisible hand, in delivering high quality at the lowest cost possible. But most the industries are not competitive, and due to the lack of competition, there is the need for intervention the public’s interest. Competition policies and theories of regulation are aimed at providing useful scientific guidance in such interventions. Stigler George was awarded a Prize in Economic Sciences in 1982 â€Å"for his seminal studies in functioning of markets, industrial structures, and the causes and effects of public regulations†; however the study did not cater for the rapidly developing, revolutionary, industrial organization (IO) field. Jean Tirole is the best among the contributors to the analytical revolution; he has enhanced the understanding of the IO in general, and particularly the optimal policy interventions. The theoretical advancements, by Tirole, are in line with great public-policy interest, for example, in the 1980s and 1990s most of the countries pursued pro-competitive liberalization and regulatory reforms. The European Union (EU) came up with a single market; new issues sprung and could not be fruitfully analyzed with the existing theories, Stigler George, and others; the EU analysis required synchronization of the oligopoly theory contract theory, the principal-agent, with combination of industrial economics combined with public economics. Jean Tirole’s expertise covered all the above fields, hence was ideally positioned at making a lasting contribution (Tirole & Lerner, 2013). Tirole created a synchronized framework used in regulation and IO theory, based on a thorough analysis of information and strategic behavior economics. He consistently extracted his results from the fundamental

High School vs College Essay Example for Free

High School vs College Essay College and high school share the same common goal, which is teaching students to learn; however, in reality there are many differences between college and high school. In fact college and high school are two different experiences in the life of students. For example many students at colleges and University’s live on that campus or establishment, for as people in high school do not. Most students who graduate high school and go off to college choose to be there, students who are enrolled in high school have to be there, if the students in high school didn’t attend they more than likely won’t be attending college. Attendance is one of the biggest changes from making the change from high school to college, in high school kids were penalized for missing/skipping class. However in college the professor wouldn’t care if you came or not. That is a big part in the transition from grade school to the collegiate level. Most teachers in high school assign busy work that doesn’t count on your final grade. For as college you get assignments that really count towards your grade. You will very seldom get assignments that do not count like reading some pages in a text book etc. t is nice and saves a lot of time for your social life. There is also a lot of relearning in college classes, and classes can be much larger than those of high school. High school you will probably get fifteen to twenty students in each of your classes, but far as college it varies in numerous numbers you can get to fifty students in one classroom. Many people may not believe me when I tell them college students are muc h more mature than those of the high school level. People of high school always have a principle, teacher, or substitute in their ear telling them what to do, and what not to do most of the time. College is more of yourself doing what you need to do to succeed that’s why college students are more mature and organized. Not saying that every high school student’s not, but for the majority college students over rule in that area. In college you can make out your own schedule instead of waking up early every morning at 8: am or whatever time your high school classes started. It’s a big difference between high school and college. In high school you are expected to read short assignments that are then discussed, and often re-taught, in class. Far as college you are assigned substantial amounts of reading and writing which may not be directly addressed in a college class. You may study outside class as little as 0 to 2 hours a week in a high school class, and this may be mostly last-minute test preparation. College courses you need to study at least 2 to 3 hours outside of class for each hour in class to be prepared for test quizzes and exams. The transition in high school teachers and professors are also a big difference. Teachers of the high school level present material to help you understand the material in the textbook, Professors may not follow the textbook. Instead, to amplify the text, they may give illustrations, provide background information, or discuss research about the topic you are studying. Or they may expect you to relate the classes to the textbook readings. The changes from high school to college vary in many ways some good, and some bad depending on the student.

A Comparison of Love in Jane Eyre and Wide Sargasso Sea Essay -- compa

Love in Jane Eyre and Wide Sargasso Sea      Ã‚   In the passages presented below, both narrators are soliciting affection and love. For Jane, in Jane Eyre by Charlotte Bronte, her mother figure, Aunt Reed, shows absolutely no affection towards her niece. Coldly, Ms. Reed regards Jane only as a bothersome child she was left to raise. Similarly, Antoinette, in Jean Rhys's Wide Sargasso Sea, is raised disregarded and unloved by her mother Annette. Although shunned, Jane and Antoinette both have the passion and willingness to love. However, it is the paths their lives took that characterizes the way they chose to deal with life's uncertainties.    "My disposition is not so bad as you think: I am passionate, but not vindictive. Many a time, as a little child, I should have been glad to love you if you would have let me; and I long earnestly to be reconciled to you know; kiss me, aunt."    I approached my cheek to her lips; she would not touch it. She said I oppressed her by leaning over the bed; and again demanded water. As I laid her down--for I raised her and supported her on my arm while she drank--I covered her ice-cold and clammy hand with mine; the feeble fingers shrank form my touch-the glazing eyes shunted my gaze...    Poor, suffering woman! It was too late for her to make now the effort to change her habitual... ...unned by her mother. She was simply incapable of trying to achieve it.    Works Cited and Consulted: Bronte, Charlotte. Jane Eyre. New York: Dodd, Mead & Company, 1991 Ciolkowski, Laura E.. "Navigating the Wide Sargasso Sea ¨ Twentieth Century Literature. Vol 43. 3. 1997:125-140. Gates, Barbara Timm, ed. Critical Essays on Charlotte Bronte. Boston: G. K. Hall, 1990. Howells, Coral Ann. Jean Rhys. New York: Harvester Wheatsheaf. 1991. Macpherson, Pat. Reflecting on Jane Eyre. London: Routledge, 1989. Rhys, Jean. Wide Sargasso Sea. London: Penguin, 1968. Wyndham, F. Introduction. Wide Sargasso Sea. By Jean Rhys. London: Penguin, 1996. 1-15. A Comparison of Love in Jane Eyre and Wide Sargasso Sea Essay -- compa Love in Jane Eyre and Wide Sargasso Sea      Ã‚   In the passages presented below, both narrators are soliciting affection and love. For Jane, in Jane Eyre by Charlotte Bronte, her mother figure, Aunt Reed, shows absolutely no affection towards her niece. Coldly, Ms. Reed regards Jane only as a bothersome child she was left to raise. Similarly, Antoinette, in Jean Rhys's Wide Sargasso Sea, is raised disregarded and unloved by her mother Annette. Although shunned, Jane and Antoinette both have the passion and willingness to love. However, it is the paths their lives took that characterizes the way they chose to deal with life's uncertainties.    "My disposition is not so bad as you think: I am passionate, but not vindictive. Many a time, as a little child, I should have been glad to love you if you would have let me; and I long earnestly to be reconciled to you know; kiss me, aunt."    I approached my cheek to her lips; she would not touch it. She said I oppressed her by leaning over the bed; and again demanded water. As I laid her down--for I raised her and supported her on my arm while she drank--I covered her ice-cold and clammy hand with mine; the feeble fingers shrank form my touch-the glazing eyes shunted my gaze...    Poor, suffering woman! It was too late for her to make now the effort to change her habitual... ...unned by her mother. She was simply incapable of trying to achieve it.    Works Cited and Consulted: Bronte, Charlotte. Jane Eyre. New York: Dodd, Mead & Company, 1991 Ciolkowski, Laura E.. "Navigating the Wide Sargasso Sea ¨ Twentieth Century Literature. Vol 43. 3. 1997:125-140. Gates, Barbara Timm, ed. Critical Essays on Charlotte Bronte. Boston: G. K. Hall, 1990. Howells, Coral Ann. Jean Rhys. New York: Harvester Wheatsheaf. 1991. Macpherson, Pat. Reflecting on Jane Eyre. London: Routledge, 1989. Rhys, Jean. Wide Sargasso Sea. London: Penguin, 1968. Wyndham, F. Introduction. Wide Sargasso Sea. By Jean Rhys. London: Penguin, 1996. 1-15.

Practicum Evaluation Summary Essay

The practicum learning agreement created between the masters of Science in nursing (MSN) student and the instructor was approved for the goal to perform in the role of a nurse educator at the Domiciliary Rehabilitation Program at the Orlando Veterans Affairs Medical Center (VAMC). The population of the Domiciliary Residential Rehabilitation Program is veterans with multiple and severe medical conditions, mental illness, addiction, or psychosocial deficits. Military-related posttraumatic stress disorder (PTSD) can negatively affect the veteran’s well-being (Health Services Administration, 2010). The care needs of the nursing staff were assessed to identify the need for the educational program in the rehabilitation program. Further development, implementation and evaluation of a program to improve the veteran’s quality-of-life were the objectives to provide the best outcomes of a teaching/learning program. The learning agreement included the strategies to accomplish the objective with an established time-line and self-reflective journal to meet the best outcomes. Professional relationships were established with a mentor and networking with the organization improved professional advancement capabilities at the Orlando VAMC. Evaluation of the effectiveness of the project produced positive outcomes to improve the veterans’ quality of life. The role of a leader used evidence-based decision-making and applied ethical standards. The importance of nursing theory provided the principles to generate nursing knowledge and create practices to help the veterans who are affected by PTSD. The practicum experience enhanced the role as a nurse educator to improve cost-effective nursing practices for the veterans at the VA Medical Center. Effectiveness of Project The project began with an idea using a practicum project brainstorm worksheet (Appendix A). The learning objectives were established, and a timeline was used to maintain a deadline for completion (Appendix B). Each learning objective used Bloom’s taxonomy for three learning domains: cognitive/knowledge (mental learning), affective/attitudes (growing feeling learning) and psychomotor skills (manual/physical learning) (DeYoung, 2009). The first learning objective analyzed peer-reviewed literature and evidence-based research to identify the disease process and formulation of  best practices (Burns & Groves, 2009). An extensive reference base was conducted and used to draft a needs assessment that was discussed with the mentor, mental health team, nurse manager, and educator (T. Russell, H. Ortiz, D. Hopson, personal communication, Summer, 2013). Their experienced feedback was practical in completing an effective outcome to the objective. The next learning objective was to design the educational program using a PowerPoint presentation, hand-outs, knowledge test, and final evaluation. A teaching plan guideline with learning objectives followed Veteran Affairs Health Administration procedures for quality and performance (Orlando VAMC, 2013). A summary of the program was presented and approved by administration. Implementation of the learning program was coordinated with approval of management. A flyer was created to announce the class dates and times. All three shifts on the rehabilitation department were provided a verbal pre-test and lectured on the topic. Many opportunities for open-discussion helped the staff explore their own beliefs and experiences to improve their knowledge and skills. The post-tests were scored and found a positive correlation to learning and accomplishing the program objectives. The VAMC evaluation tool was used to score the course and instructor. Self-reflective journaling helped to identify strengths and weaknesses of the program and teaching techniques used. The results were shared with the mentor who provided encouragement to learn from the experience and build knowledge of performing as an educator. The outcomes of implementing the teaching program was completed and found to be successful in improving nursing knowledge by providing evidence-based practice to enhance the veteran’s well-being. A final evaluation of the practicum learning used the Orlando VAMC evaluation form. The teaching program method was appropriate for learners. A detailed reflective analysis in the portfolio included results from a final meeting with the mentor, administration, mental health team, and educator. All favored the educational program to improve nursing standards of care for veterans with PTSD in the rehabilitation program. Encouragement to expand the teaching to nursing staff on all mental health departments and in the orientation program for newly hired nursing personnel was made by the mental  health chief nurse. The outcome had few strength and weaknesses in which to learn from. The weaknesses are personal areas of improvement that can be enhanced with continued experience as an educator, optional training aids available at the VAMC and continued evaluations for improvement. Another weakness of the project was the small learning experience as compared to the nursing population at the VAMC. MSN Program Student Learning Outcomes A quality assessment process from up-to-date journal reviews can provide the decision-making for new interventions in patient care. Evidence-based decision-making requires the integration of the best available research evidence addressing specific clinical questions (Kranke, 2010). A systematic review of literature was pooled to obtain data about PTSD issues. Prepared health professionals use evidence to inform safe practice and account for positive patient care outcomes are the aim for delivery of health care. Competence, education and skills play a critical role in achieving safe patient care in a complex health care system. Nursing professionals have the role to ensure the translation of evidence into practice while evaluating outcomes. The demand for improved patient care and a safe health care delivery system is taught at the University of Phoenix and the Veterans Health Administration. Nurses have a direct effect on patient care outcomes and quality (McLaughlin & Kaluzny, 2006) . Influencing change is essential in any organization and a good change agent is required as a leader (Tomey, 2009). Analyzing and identifying the need to implement an educational course to teach nursing staff how to better care for veterans with PTSD requires the collection of data, using the right tools, preparing objectives, and evaluating the process of change. Advance nursing education has helped to gain the skills to diagnose and plan positive change to improve patient care outcomes. The principles of successful leadership are important in affecting change. Leadership skills are necessary to drive and maintain change. Views on diversity can bring change to programs. Veterans bring their own set of beliefs and values to a diverse and multicultural environment. Providing relevant care is important for nurses to understand their own beliefs, culture and values as well as understanding the veteran’s views. Their rights to confidentiality and privacy are trusted by patients to be maintained by medical personnel. A code of ethics, moral philosophies and  effective communication is learned in advance nursing education to help guide the decisions in meeting patient care needs (Burkhards & Nathaniel, 2008). Theory provides the framework to structure and builds knowledge (Walker & Avant, 2005). Models can help to link research, education and practice. The change process is complex. Nursing practice theories provide the framework for interventions and prediction of outcomes. Theories can guide practices in nursing that focus on the difference and similarities in respect to human care. Nursing theory provides the foundation to assess, evaluate and plan interventions. A theoretical perspective can help to meet the challenges of health care delivery and provide guidelines for nursing practices (Fitzpatrick & Whall, 2005). Nursing theory is essential in nursing research, education, practice, and development. Nursing theory helps to decide what is known and what needs to be known. The benefits include better patient care, enhanced professional status, improved communication, and guidance for research and education. Because care cannot be measured, theory can analyze it. Nursing models and theo ry are beneficial to the nursing practice. Development of Professional Nursing Career The project provided the opportunity to perform as a nurse educator and gain experience for advancement in this specialty. Involvement with nurse administrators, the mental health team, the nurse educators, and adjunct staff provided valuable opportunities to network. My work on the practicum project has advanced to expanding the program I created and the formal invite to join the mental health and rehabilitation team. The educational program has also advanced best practices of nursing personnel to perform with higher knowledge and skills. Years of nursing experience, expertise knowledge in mental health and gerontological nursing and the learning experience gained from the practicum project exposed me to knowledge and skills to take responsibility in leadership and advance my nursing career to a management level in the near future. Conclusion The practicum project was a success in improving patient care for veterans who have PTSD at the rehabilitation program. The experience from achieving personal learning objectives was a rewarding experience. Performing as a  nurse educator using evidence-based decision-making in creating and implementing a program at the Orlando VAMC was evaluated as effective and safe in teaching best practices. Leading and advocating for ethical principles, addressing diversity and applying theory contributed to full development of my professional nursing career. The practicum experience has provided the knowledge, skills and experience to further advance my career in professional nursing. References Burkhards, M.A., Nathaniel, A.K. (2008). Ethics & Issues in contemporary nursing (3rd ed.). Clifton Park, NY: Thomson Delmar. Burns, N., & Groves, S. K. (2009). The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence (6th ed.). St. Louis, MO: Elsevier. DeYoung, S. (2009). Teaching Strategies for Nurse Educators. Upper Saddle River, NJ: Prentice Hall. Fitzpatrick, J. J., & Whall, A. (2005). Conceptual Models of Nursing: Analyisis and application (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Health Services Administration. (2010, November). Veterans have unique needs: VA program to be specific to vets. Mental Health Management Advisor, 15(11), 126-128. Retrieved from CINAHL database Kranke, P. (2010, September). Evidence-based practice: how to perform and use systematic reviews for clinical decision-making, 27(9), 763-772. doi: 10.1097/EJA.0b013e32833a560a McLaughlin, C. P., & Kaluzny, A. D. (2006). Quality improvement in healthcare (3rd ed.). Sudbury, MA: Jones and Bartlett Publishers, Inc.. []. doi: Retrieved from Orlando VAMC. (2011, January 22). Quality management sy stem (Medical Center Policy 00Q-12). Orlando, FL: VA Medical Center. Tomey, M. (2009). Guide to nursing management and leadership (8th ed.). St. Louis, MO: Mosby. Walker, L., & Avant, K. (2005,). Strategies for Theory Constructions in Nursing, (5th ed). Upper Saddle River, NJ: Prentice Hall. Appendix Practicum Project Brainstorm Worksheet This worksheet must be completed prior to the first class meeting for NUR/590A. Identify a goal for the practicum project and more than one potential project idea. Practicum Goals: To perform in the role of nursing educator at the Orlando Veteran’s Administration (VA) Domiciliary (Rehabilitation) Program by assessing and identifying learning needs of nursing staff related to assessment of, and caring for, veterans with military-related post-traumatic stress disorder (PTSD). To develop, implement and evaluate a nursing educational program for nursing staff that will address these learning needs and hopefully improve quality of life for these veterans and their families. Description of Project Potential Mentor and AgencyDraft Objectives (completed in Week One class) Project Idea # 1 PowerPoint presentation and lecture Create a program to educate nursing staff to learn and understand how to care for veterans with PTSD at the rehabilitation center using classroom lecture with PowerPoint presentation for all shifts.Michele Reed, JD,MSN,RN Orlando VAMC-Conduct a review of literature to use evidence-based nursing practices -Design a teaching/learning plan using a PowerPoint presentation, handout and test -Implement the program to the nursing staff at the Rehabilitation Center -Evaluate the teaching/learning program and practicum experience Project Idea #2 Self-learning guide and test Create a program to educate nursing staff to learn and understand how to care for veterans with PTSD by developing a self-learning guide to PTSD care for veterans at the rehabilitation program.Michele Reed, JD,MSN,RN Orlando VAMC(Same as listed above)

Sports Comparing Them to Now and in the Early 1920’s

Hi my name is Gilbert I was born on September 7th, 1901 and play baseball for the Yankees. I have now been playing on the Yankees for 7 years, since 1921. Baseball for America is our most popular sport and everybody watches it. It is what everybody does and follows their players and team. We players are very skilled and this all comes to us naturally through hard work and effort. We don’t play this game for money and fame; we do it because we love it and put so much passion into it.Hi my name is Peyton Manning I play quarterback for the Denver Broncos. I chose to play here because I got offered to pay the most here. I also decided to play here because the division is going to be easy and I figured it would be easy to win. Football is a great game because it is the sport now that everybody loves in Americas, people love going to games and following their teams and doing stuff like fantasy football. Football takes a lot of skill effort but now days it is driven by money and fame .The similarities in the two stories is that both sports take a lot of effort and skill, the two sports were Americas most popular sport at the time, and lastly both were players that played on the teams. The differences is that the most popular sport used to be baseball now it is football, the players don’t just do it cause they love it, they do it for money and fame. Also some more differences is back in the day players did it naturally and now a lot of times today they use steroids.

The eNotes Blog Nothing good gets away Advice from John Steinbeck onLove

Nothing good gets away Advice from John Steinbeck onLove John Steinbeck adored his two sons, Thom, the eldest, and John (better known by his nickname, Catbird). Â  After a tumultuous divorce with his second wife, Gwyn, the mother of the boys, and a long and usually loving marriage but also difficult relationship with his first wife, Carol, Steinbeck had found true love with his third wife, Elaine. The two were married until his death, from 1949 to 1968. My dissertation is on Steinbeck and in my research, I have spent months perusing his vast collection of personal letters, most of which are housed in the Special Collections at Stanford University. In addition to the disciplined daily composition of his novels, Steinbeck typically wrote six to eight letters a day: to friends, family, and colleagues. Almost everyone kept the letters. I got to know the relationship between Steinbeck and his sons very well through those letters. He was a marvelous father. When he saw traveling could offer his boys a better education than traditional schooling, he took Thom and Catbird with him and Elaine to Europe and elsewhere. Their tutor was the very young playwright, Terrance McNally. Here is a letter that fourteen-year-old Thom received from his dad, before those traveling years, when Thom was at boarding school in Connecticut and was just beginning to be interested in girls. Â  It has been widely published before, but it is such a beautiful thingeveryone should read it. Dear Thom: We had your letter this morning. I will answer it from my point of view and of course Elaine will from hers. First - if you are in love - that’s a good thing - that’s about the best thing that can happen to anyone. Don’t let anyone make it small or light to you. Second - There are several kinds of love. One is a selfish, mean, grasping, egotistical thing which uses love for self-importance. This is the ugly and crippling kind. The other is an outpouring of everything good in you - of kindness and consideration and respect - not only the social respect of manners but the greater respect which is recognition of another person as unique and valuable. The first kind can make you sick and small and weak but the second can release in you strength, and courage and goodness and even wisdom you didn’t know you had. You say this is not puppy love. If you feel so deeply - of course it isn’t puppy love. But I don’t think you were asking me what you feel. You know better than anyone. What you wanted me to help you with is what to do about it - and that I can tell you. Glory in it for one thing and be very glad and grateful for it. The object of love is the best and most beautiful. Try to live up to it. If you love someone - there is no possible harm in saying so - only you must remember that some people are very shy and sometimes the saying must take that shyness into consideration. Girls have a way of knowing or feeling what you feel, but they usually like to hear it also. It sometimes happens that what you feel is not returned for one reason or another - but that does not make your feeling less valuable and good. Lastly, I know your feeling because I have it and I’m glad you have it. We will be glad to meet Susan. She will be very welcome. But Elaine will make all such arrangements because that is her province and she will be very glad to. She knows about love too and maybe she can give you more help than I can. And don’t worry about losing. If it is right, it happens - The main thing is not to hurry. Nothing good gets away. Love, Fa There are many things I love about the letter: he is to expect a response from Elaine, as a womans point of view will also be helpful; that he is wise enough to know to not dismiss Thoms feelings, just because he is young; that he can tell him in language a boy of that age can understand, and really, speaks plainly to anyone of any age, about the types of love. Â  There is not just one kind; some are negative and destructive, some are positive and constructive. And in closing, he does not forget the object of Thoms affection. He acknowledges her by name and welcomes her. Here is a recent picture of Thom Steinbeck, who, like his father, also became a writer (The Silver Lotus, Down to a Soundless Sea)Â  and favors John in many ways.

Asking and Giving Directions in English

Asking and Giving Directions in English These dialogues focus on asking for and giving directions. Practice these  English  dialogues that give directions to different locations in a city. Once you feel comfortable with the vocabulary, ask for directions in your city with a partner or a classmate. Pretend you are  traveling in your city. Key Grammar Points to Remember Imperative form: You should use the imperative form when providing directions. The imperative form is comprised of only the verb without any subject, and it tells someone directly what to do. Here are some examples of the imperative from the dialogue. Take the blue line.Continue going straight.Change to the grayline. While you would not use the imperative form in normal polite speech as it is considered too abrupt, it is appropriate when providing asked-for guidance. Asking questions using how:  How combines with many  adjectives  to ask information about details. Here are some common  questions with how: How long?  Used to ask about the length of timeHow much or many?  Used to ask about price and quantityHow often?  Used to ask about repetition Key Vocabulary Words and Phrases Related to Directions There are a few important grammar and vocabulary points to remember when asking for and giving directions.   Take a right/leftGot itI understandDo you understand?Go straightOppositeTake the first / second / third /  rightGo right / left / straight at the light / corner / stop sign  Continue straight onTurn right / left at the light / corner / stop sign  Get on the bus / subway at 12th Ave. / Whitman Street / Yellow Lane  Follow the signs for the museum / exhibition center / exit   Common Questions When Asking for Directions Is it far? / Is it close?  How far is it? / How close is it?Could you please give me directions?Where is the nearest bank / supermarket / gas station?Where can I find a bookstore / restaurant / bus stop / restroom?Is the museum / bank / department store  near here? Practice Dialogue: Taking the Subway John: Linda, do you know how to get to Samsons and Co.? Ive never been there before.Linda: Are you driving or taking the subway? John: The subway.Linda: Take the blue line from 14th Ave. and change to the gray line at Andrew Square. Get off at 83rd street. John: Just a moment, let me write this down.Linda: Take the blue line from 14th Ave.  and change to the gray line at Andrew Square. Get off at 83rd street. Got it? John: Yes, thanks. Now, once I get to Andrew Square, how do I proceed?Linda: Once you are on 83rd street, go straight, past the bank. Take the second left and continue going straight. Its across the street from Jacks Bar. John: Can you repeat that?Linda: Once you are on 83rd street, go straight, past the bank. Take the second left and continue going straight. Its across the street from Jacks Bar. John: Thanks, Linda. How long does it take to get there?Linda: It takes about a half-hour. When is your meeting? John: Its at 10 a.m. Ill leave at 9:30.Linda: Thats a busy time. You should leave at 9. John: OK. Thanks, Linda.Linda: Not at all. Practice Dialogue: Taking Directions Over the Telephone Doug: Hello, this is Doug.Susan: Hi Doug. This is Susan. Doug: Hi Susan. How are you?Susan: Im fine. I have a question. Do you have a moment? Doug: Certainly, how can I help you?Susan: Im driving to the conference center later today. Could you give me directions? Doug: Sure. Are you leaving home?Susan: Yes. Doug: OK, take a left onto Bethany street and drive to the freeway entrance. Take the freeway toward Portland.Susan: How far is it to the conference center from my home? Doug: Its about 20 miles. Continue on the freeway to exit 23. Take the exit and turn right onto Broadway at the stoplight.Susan: Let me repeat that. Take the freeway to exit 23 and turn right onto Broadway. Doug: Thats right. Continue on Broadway for about two miles and then turn left onto 16th Ave.Susan: OK. Doug: On 16th Ave., take the second right into the conference center.Susan: Oh thats easy. Doug: Yes, its very easy to get to.Susan: How long does it take to get there? Doug: If theres no traffic, about 25 minutes. In heavy traffic, it takes about 45 minutes.Susan: Im leaving at 10  in the morning, so the traffic shouldnt be so bad. Doug: Yes, thats right. Can I help you with anything else?Susan: No thats it. Thanks for your help. Doug: OK. Enjoy the conference.Susan: Thanks, Doug. Bye.   Practice Dialogue: Directions to the Museum (On the street corner) Tourist:  Excuse me, can you help me? Im lost!Person:  Certainly, where would you like to go? Tourist:  Id like to go to the museum, but I cant find it. Is it far?Person:  No, not really. Its about a five-minute walk. Tourist:  Maybe I should call a taxi.Person:  No, Its very easy. Really. (pointing) I can give you directions. Tourist:  Thank you. Thats very kind of you.Person:  Not at all. Now, go along this street to the traffic lights. Do you see them? Tourist:  Yes, I can see them.Person:  Right, at the traffic lights, turn left into Queen Mary Ave. Tourist:  Queen Mary Ave.Person:  Right. Go straight. Take the second left and enter Museum Drive. Tourist:  OK. Queen Mary Ave., straight on and then the third left, Museum Drive.Person:  No, its the second left. Tourist:  Ah, right. The second street on my left.Person:  Right. Just follow Museum Drive and the museum is at the end of the road. Tourist:  Great. Thanks again for your help.Person:  Not at all. Practice Dialogue: Directions to a Supermarket Tom:  Could you go  to the supermarket and buy some food? Theres nothing to eat in the house!Helen:  Sure, but I dont know the way. Weve just moved in. Tom:  Ill give you directions. Not to worry.Helen:  Thanks.   Tom:  At the end of the street, take a right. Then drive two miles to White Ave. After that, its another mile to...Helen:  Let me write this down. I wont remember it! Tom:  OK. First, take a right at the end of the street.Helen:  Got it. Tom:  Next, drive two miles to White Ave.Helen:  Two miles to White Ave. After that? Tom:  Take a left onto 14th Street.Helen: Left onto 14th Street.   Tom:  The supermarket is on the left, next to the bank.Helen:  How far is it after I turn on to 14th Street? Tom:  Its not far, maybe about 200 yards.Helen:  OK. Great. Is there anything special you want? Tom:  No, just the usual. Well, if you could get some beer that would be great!Helen:  OK, just this once!

Monitoring our home planet Research Paper Example | Topics and Well Written Essays - 2000 words

Monitoring our home planet - Research Paper Example This paper will analyze the identified phenomenon that leads to natural disasters through a critique on the available web based monitoring resources. Earthquakes Earthquakes are sudden tremors that result from sudden release of energy from earth crust. The energy produces seismic waves that are experienced as earthquake. The magnitude of earthquake is determined by the degree of frequency of the resultant seismic waves. It is estimated that 500, 000 earthquakes occur annually and they are detectable with the current monitoring instruments. However, only 20% of the detectable earthquakes cannot be felt or experienced. Distribution of earthquakes around the globe is closely associated with tectonic stability. Regions with active geological activities such as volcanoes, and faults lines are more prone to earthquakes than more geologically stable regions. However, this does not restrict earthquakes to certain areas since areas that have never recorded cases of earthquakes such as New York often experience earthquakes that are below the detectable magnitude. The main earthquake zones around the world are closely associated with regions that have h istory of active volcanic activities, strong tidal waves, areas with natural fault lines and regions within tectonic plate interfaces. Seismometers are used to monitor seismic waves in the earth crust and predict earthquakes. Countries such as Japan, Haiti, Indonesia, and Turkey have experienced severe cases of earthquake in the recent past. Various resources have been set to monitor trends of seismic waves and the possibility of earthquakes. IRIS Seismic Monitor, Live Earthquakes Map and GeoNet – Quakes are some the main earthquake monitoring websites. The web based monitoring technology provides up-to-date information and data on earthquakes. However, the websites have a geographical bias and usually assume the welfare of developing countries. It is evident that the current geological system that depicts seismic hotspots is not accurate. However, the websites are restricted to availability and distribution of earthquakes monitoring infrastructures around the world. Politics plays a significant role in the recording and reporting of earthquakes and related information. Most of the global earthquake monitoring infrastructures such as satellites and seismic wave monitors are controlled by major world powers (Ollier, 1988). This indicates that availability of information concerning earthquakes is closely linked with global politics. In addition, data collection is mainly carried out in area that are of political interest. The seismic monitoring resources do not cover less developed countries or regions of less political interests. However, web based results can be used to predict occurrence of earthquakes in less developed countries through extrapolation methods. Global economics plays a critical role in monitoring and

Zipcar Company Case Analysis Study Example | Topics and Well Written Essays - 750 words

Zipcar Company Analysis - Case Study Example The case study "Zipcar Company Case Analysis" talks about the lessons a marketer can learn from the largest car share company in the world in terms of marketing strategies. Zipcar Company established itself as a major company in the market through diversifying its services from just offering car hire services but ventured in other services direly needed by the customers. They choose a densely populated geographic segment to offer its services and they went on to be successful. From their operation, there are two important marketing concepts identified in the case, segmentation and CSR. These are used by the company for winning the best market for its services. The future of the firm looks way ahead of the competitors where there is a plan to expand to other populated market segments and win the developments in the market. This case, therefore, brings two lessons; in a course or work like marketing, customer loyalty and market segmentation brings about high-level success to the company. Its main work is to rent out cars on daily basis and has grown and positioned itself to become well-endowed in the market that commands a high level of car rental companies. The company is also a car rental company that has its own services modified to fit other specialities in which case the whole issue is not just about cars but more than that. Its main services are to people living in densely populated regions where it is very cumbersome, costly and ineffective (actually irresponsible) to own a car.

Japanese tariff on imported rice Research Paper Example | Topics and Well Written Essays - 500 words

Japanese tariff on imported rice - Research Paper Example These policies were modified sequentially thereafter until early 1980s when, as a result of pressure from Trading partners such as US made them open up rice borders. For instance, California rice producers in 1986 filed a petition to the government of United States under section 301 of the constitution that the policies of Japan were detrimental to the industry. During this time, Japan was imposing a subsidy of up to $2,200 per metric ton to domestic producers in Japan. As a result, the subsidies were about 10 times the World prices (Bergsten, Fred, Itō, & Noland, 2001). A tariff is a levied tax on the imports that raise effectively the cost of the goods imported in relation to the domestic products. Some specific tariffs are imposed as a charge that is fixed for very unit of imported good. In tariffs, there are entities that lose and those that gains. In more general terms, the state in most cases increases significantly since tariffs increases the revenue of the state. In addition, domestic producers gain since the tariff offers them protection against external competitors by cost increase of the foreign goods imported. As a result, consumer loses since they must pay extra for the imports. Thus, tariffs are anti-consumer and pro-producer, and they reduce the global efficiency of the economy (Bergsten, Fred, Itō, & Noland, 2001). As part of the policy introduced by the government, imports on rice have been banned by the government in Japan except the processed forms. In the same regard, disproportionate governing authority wielded by rice farmer’s production of rice has been subsidized. Trade friction between US and Japan has worsened. Tokyo logical basis on imposing such policies is to attain self-sufficiency in the production for food security reasons. In the same vein, farm groups domestically have maintained that cultivation of rice is part of their cultural diversity. Hayami (1988) argued that consumers of rice

Chemical Synthesis of a Gene: Phosphodiester Approach

Chemical Synthesis of a Gene: Phosphodiester Approach Chemical synthesis of a gene is the process of synthesizing an artificially designed gene into a physical DNA sequence by chemical methods. The amino acid sequence of the protein encoded by a gene enables the deduction of base sequence of the concerned gene. From the amino acid sequence of the protein and using a set of optimal codons, the nucleotide sequence of the gene can be back translated. However, the degeneracy of genetic code may present some problems, but a functional sequence of the gene can nonetheless be worked out and can be optimized for codon usage as well as for base composition. In principle, a DNA synthesizer can be used to synthesize the DNA sequence chemically and this can be cloned in the usual manner. But this is not so simple. A synthesizer will add bases sequentially one at a time to the growing oligonucleotide chain through a series of chemical reactions and washing steps. Synthesis of oligonucleotides 30-50 bases long is very reliable, longer sequences can be synthesized but the practical limit is not more than 100 bases. One way to solve this is to synthesize short fragments and join them chemically or enzymatically to create the longer fragment. However, the synthesizer makes single-stranded DNA, so the complementary strand has to be synthesized again to create a double-stranded DNA. It involves a lot of work but is achievable. Early studies. The synthesis of nucleic acids in the laboratory started about thirty years ago. Early synthetic efforts used phosphodiester approach which enabled the synthesis of short oligonucleotides of 10-20 nucleotides. This approach was based on the selection of the proper condensing agents for phosphodiester bond formation and at the same time suitable protective groups were employed for the bases and the ribose moiety. These oligonucleotides were then assembled into longer DNA fragments with the help of kinase and DNA ligase. From the known primary structure of a ribonucleic acid, tyrosine tRNA, Dr H Khorana and his colleagues deduced the DNA sequence and synthesized successfully a DNA segment containing 200 bp coding for the structural gene for tyrosine tRNA. However, the low yields in the condensation step, the long reaction times, and especially the time-consuming purification of intermediates led to believe that chemical gene synthesis is unlikely to become a standard lab oratory method. Since then, the procedure for oligonucleotide synthesis has been improved by several workers and they provide different approaches for synthesis as well as protection of bases and sugar moieties. There are three distinct methods: (1) phosphodiester approach, (2) phosphotriester or phosphate triester approach and (3) phosphite triester or phosphoramidite approach. Phosphodiester approach This method involves the formation of an ester linkage between an activated phosphate group of one nucleotide with the hydroxyl group of another nucleoside, thus forming the natural phosphodiester bridge between the 5-OH of one nucleoside unit and the 3-OH of the next. Here, 3-O-acetylnucleoside-5-O-phosphate (a) is activated by N,N-dicyclo- hexylcarbodiimide (DCC) or p-toluenesulphonylchloride(PTS/PTsCl) and subjected to react with a 5-O-protected nucleoside (b) to give a protected dinucleoside monophosphate or phosphodiester (c). Activation of phosphate moiety is essential for easier formation of the phosphodiester linkage and this is mediated by DCC or PTsCl. Now, to increase the chain length, one has to remove the 3-O-acetyl group by base catalysed hydrolysis. Further chain elongation is carried out by repeating the process. The major drawback of the phosphodiester method is the formation of pyrophosphate oligomers and oligonucleotides branched at the internucleosidic phosphate. Phosphotriester approach In this method, oligonucleotide branch formation is avoided by protecting the phosphate group with an ethylcyano group. A nucleotide containing 5-OH protected and phosphate protected by MMT and 2-cyanoethyl group respectively (compound a) is activated with 2,4,6-Triisopropylbenzenesulfonyl chloride (TPSCl) and subjected to reaction with a 3-O-protected nucleoside (b). This generates a dinucleoside monophosphate or phosphotriester (c) in which phosphate group is protected by 2-cyanoethyl group. The basic difference between phosphodiester and phosphotriester method is that, in phosphodiester method, the phosphate group is protected by two phosphoester linkage but in phosphotriester method the phosphate group is protected by one extra phosphoester linkage with 2-cyanoethyl group. In phosphotriester method, the formation of oligonucleotide branch at the internucleosidic phosphate is avoided. Phosphite triester or phosphoramidite approach The phosphite triester or phosphoramidite approach for oligonucleotide synthesis was based upon the use of phosphoramidite monomers and the use of tetrazole catalysis. In phosphite triester method, the starting compound is N-6-benzoyldeoxyadenosinephosphoramidite (if adenine is the first base) where the phosphorous atom is in the +3 oxidation state. So unlike the other methods, the formation of oligonucleotides branch is not possible in this process. In this approach, the oligonucleotide is synthesized by a series of reactions described below. Protection of base and sugar In this step, the free -NH2 group of the bases are protected by benzoylation or acylation depending upon the nature of bases. The 5-hydroxyl group is also protected by dimethoxytrityl group (DMT), which protects only primary hydroxyl group but not secondary. The reactions are illustrated in CSG_Fig 3., the blocked bases are shown in the inset. Formation of phosphite triester or phosphoramidite In this step phosphite triester is synthesized by a series of reactions. First, 2-cyanoethanol on reaction with phosphorus trichloride produces an intermediate compound which on further reaction with di-isopropylamine (two-equivalent) and 5-OH protected nucleoside (one-equivalent) produces phosphite triester (CSG_Fig 4). This phosphoramidite will be repeatedly used during the oligonucleotide synthesis process described below. The synthesis procedure The synthesis is carried out in several steps described below: Step 1: The deblocking step The first base, which is attached to the solid support, is at first inactive because all the active sites have been blocked or protected. The free -NH2 groups in the bases remains protected by benzoylation or acylation depending upon the bases and the -OH group is protected by dimethoxytrityl group (DMT). To add the next base, the DMT group protecting the 5-hydroxyl group must be removed (deblocking). This step is also called detritylation. This is done by adding either dichloroacetic acid (DCA) or trichloroacetic acid (TCA) in dichloromethane (DCM), to the reaction column. The 5-hydroxyl group is now the only reactive group on the base monomer. This ensures that the addition of the next base will only bind to that site. The reaction column is then washed to remove any extra acid and by-products. Step 2: Base condensation The step2 is basically a condensation step. Now prior to addition of the well protected nucleotide to the column, it is essential to activate the phosphate group, so that the nucleophilic attack on phosphorous atom takes place easily. This is best done by adding tetrazole to the nucleotide in dichloromethane medium. In presence of tetrazole, diisopropylamine group of the nucleotide becomes positively charged and hence its departure would be easier after nucleophilic attack of 5-hydroxyl group of the previous nucleotide which is attached with resin column. After the reaction, the column was washed to remove extra tetrazole, unbound nucleotide and byproduct (diisopropylamine). Step 3: Capping In case of unreacted nucleoside attached with resin, the 5-hydroxyl group is unprotected this may react later with the addition of different nucleotides. If left unprotected, it will lead to the formation of a mixture of oligonucleotides. The 5-hydroxyl group is therefore blocked by adding acetic anhydride and N-methylimidazole (capping). After capping, the reaction column is thoroughly washed to remove extra acetic anhydride and N-methylimidazole. Step 4: Oxidation This step is basically an oxidation step. In this step, the phosphite linkage is oxidized to give more stable phosphate linkage. The oxidation is best done by adding a mixture of dilute aqueous iodine solution, pyridine (Py) and tetrahydorfuran (THF) to the reaction column. The steps one through four, i.e., deblocking, base condensation, capping and oxidation, are repeated until all desired bases have been added to the column. This cycle is completed once for each additional base. Step 5 Detachment of oligonucleotide from solid support After all bases have been added the oligonucletide must be cleaved from the solid support and deprotected before it can be effectively used. For detachment of oligonucleotides form resin, the column is treated with 28% ammonium hydroxide solution (NH4OH), and at the same time the ethylcyano group on the phosphate group is removed. Step 6: Purification and isolation of oligonucleotide In this step, NH4OH is evaporated from the ammonium hydroxide solution of oligonucleotides to get crude product. The crude product is a mixture of oligonucleotide, cleaved protective groups and oligonucleotides with internal deletions. Now this crude product is subjected to boiling in a sealed tube with NH4OH at 55 °C. The main purpose of this reaction is to remove the base protecting group. After evaporation of NH4OH, the crude product is subjected to desalting followed by Polyacrylamide Gel Electrophoresis, to purify the oligonucleotides. Desalting is used mainly to remove the ammonium ion. This is done by ethanol precipitation, size-exclusion chromatography, or reverse-phase chromatography. Oligonucleotides are synthesized by the stepwise addition of nucleoside-3à ¢Ã¢â€š ¬Ã‚ ²-phosphoramidite monomers to solid-phase supports in an automated DNA synthesizer. In solid-phase synthesis, 3-terminal hydroxy group of the first added nucleoside is attached to the solid surface by covalent interaction. The solid support is contained in columns whose dimensions depend on the scale of synthesis. The two most frequently used solid phase materials are Control Pore Glass (CPG) and macroporous polystyrene (MPPS). CPG is commonly defined by its pore size, for example pore sizes of 500Ã… are used to allow the oligonucleotides preparation of about 50 -mer. To improve the performance of native CPG some modification is required. This is done by treating the material with (3-aminopropyl)triethoxysilane) to give Aminopropyl CPG. The amino group then serves as the anchoring point for the first added oligonucleoside. MPPS is synthesized by polymerization of divinylbenzene, styrene, and 4-chloromethylstyrene in the presence of a porogeneous agent. It is a low-swellable, highly cross-linked polystyrene and suitable for oligonucleotide synthesis. The macroporous chloromethyl MPPS obtained is often converted to aminomethyl MPPS to improve the efficiency of the support. Annealing of oligonucleotides For chemically synthesize a gene, the next step will be to assemble the oligonucleotides to form a complete gene. This is achieved by enzymatic methods which include polymerase cycling and ligase reactions. Some of the strategies are discussed below. Assembling oligonucleotides by single-step PCR. For synthesis of a gene, the oligonucleotides (about 30-60 nt long) are synthesized chemically so that each oligonucleotide has a 6-9 nt overlap with its neighboring oligonucleotide. These are then assembled in a single-step PCR. In this method, oligonucleotides are first ligated and then the product, the entire gene, is PCR amplified using the outmost oligonucleotides as primers. This method was first used to synthesize a 924-bp gene coding for an isozyme of horseradish peroxidase. Another method was developed by WPC Stemmer which did not use any ligase for joining the oligonucleotide products. It however, relied on Taq DNA polymerase (PCR cycling) for joining the individual oligonucleotides. Assembling oligonucleotides by two-step PCR. The method involves two steps. (i) Synthesis of individual fragments of the DNA of interest: ten to twelve 60mer oligonucleotides with 20 bp overlap are mixed and a PCR reaction is carried out with high-fidelity DNA polymerase Pfu to produce DNA fragments that are 500 bp in length. (ii) Synthesis of the entire sequence of the DNA of interest: five to ten PCR products from the first step are combined and used as the template for a second PCR reaction using high-fidelity DNA polymerase pyrobest, with the two outermost oligonucleotides as primers. Several modifications of the above procedure have been presented. One such method called PAS (PCR-based accurate synthesis) involves (i) synthesis of oligonucleotides to cover the entire DNA sequence (ii) PCR to synthesize DNA fragments (iii) second PCR for assembly of the products of the first PCR and (iv) cloning of the synthetic DNA and then verification by DNA sequencing. Besides, other methods in use for gene synthesis are successive extension PCR, simplified gene synthesis (PCR based), synthons and ligation by selection, to name a few. Review questions and problems What is the advantage of phosphatetriester method over phosphatediester method? What is the advantage of phosphitetriester method over phosphatetriester and  phosphatediester method? What is the main advantage to use DMTCl for protecting the 5-hydroxyl group? How could you attach the first nucleoside to the solid support? What is the utility of capping step in the oligonucleotides synthesis? Why capping is done by aceticanhydride? What is the function of iodine in the oxidation step of oligonucleotides synthesis? How could you protect only the free -NH2 group of the bases of a nucleoside? What is the reagent used for the removal of 2-cyanoethyl group from the  synthesized oligonucleotides? What is the byproduct produced from the base-condensation step of oligonucleotides  synthesis in phosphite triester method? How could you deprotect the bases of oligonucleotides? What is the function of tetrazole in the base condensation step of oligonucleotide synthesis? What is the basic principle for synthesizing a gene from the corresponding oligonucleotides by (a) PCR-based one-step DNA synthesis, (b) PCR-based two-step DNA synthesis?

Tsetse Fly :: essays research papers fc

Tsetse Fly African sleeping sickness is an infectious disease of tropical Africa. This infectious disease is caused by a protozoan organism that exists as a parasite in the blood of a number of vertebrate hosts. There are three variations of the disease that predominate in humans are transmitted by an insect vector: Two types of African sleeping sickness are caused by the following: Trypanosoma rhodesiense and T. gambiense, both transmitted by the bite of the tsetse fly. Trypanosome, which early symptoms include fever, headache, and chills, followed by anaemia and joint pains. Later, the disease attacks the central nervous system, causing drowsiness, lethargy, and, if left untreated, death. The cycle of this deadly disease starts out with the tsetse fly and usually end in death if untreated.   Ã‚  Ã‚  Ã‚  Ã‚  Tsetse flies are classified in the phylum Arthropoda, class insecta, order Diptera, family Trypanosoma. Tsetse flies are unusual insects. The medium to large brown flies are between six to 14mm long, excluding its proboscis (which is the trunk-like process of the head). The wings are folded and scissor-like while at rest and extend a short distance beyond the end of the abdomen. Other flies have their wings projecting side-ways unlike the tsetse fly, which has overlapping wings. Tsetse flies are confined to Africa. There are 390 different species and four are found in Zambia. They are in the same family as the house and horse flies, they feed extensively on blood be it that of humans or animals. They are parasites that live in the blood or tissue of humans and other vertebrates. Egg and larval stages develop within the female. The female fly produces only one egg at a time. The larva hatches from the egg and is nourished during the growing period inside the body o f the parent. When the larva is full-grown, it is deposited on the ground, and it becomes a pupa. She gives birth every 9 to 10 days. Tsetse flies mate only once, but that mating provides enough sperm to fertilize the female throughout her 90 to 100 day lifespan. Female tsetses produce at most nine larvae and therefore have one of the lowest reproduction rates in the insect world. The single-celled trypanosomes that cause sleeping sickness spend their time cycling between humans and tsetse flies. They linger in the gut of the fly, absorbing amino acids and other molecules that the fly gets by biting mammals. After about ten days the trypanosomes move into the fly's salivary glands.

Theory of aging

Ageing or aging is the process of getting older. Age is commonly taken into account in social interaction and age differentiation is commonly a basis for allocating social roles and resources. A theory of aging or a formal intervention strategy, by its very nature as a human activity, always contains a story with implicit and explicit meanings or ontological images of human nature, its development and its teleology. This article focuses the social, cultural, and economic effects of ageing. Aging is an important part of all human societies reflecting the biological changes that occur, but also reflecting cultural and societal conventions. Age is usually, but wholly arbitrarily, measured in years and a person’s birthday is often an important event. As a feature of social change and as an aspect of social stratification, ageing and age groups have been seriously neglected by sociological theory. To conceptualize age groups in a multi-dimensional model of stratification this considers ageing in relation to economic class, political entitlement, or citizenship, and cultural life-styles. Theories given by many sociologists on aging are as follows:- Modernization Theory This is the view that the status of the elderly has declined since industrialization and the spread of technology. Disengagement Theory This is the idea that separation of older people from active roles in society is normal and appropriate, and benefits both society and older individuals. Activity Theory A view holding that the more active people are, the more likely they are to be satisfied with life. Continuity Theory The view that in aging people are inclined to maintain, as much as they can, the same habits, personalities, and styles of life that they have developed in earlier years. Cognitive Theory A view of aging that emphasizes individual subjective perception, rather than actual objective change itself, as the factor that determines behavior associated with advanced age. Demographic Transition Theory The idea that population aging can be explained by a decline in both birthrates and death rates following industrialization. Exchange Theory The idea that interaction in social groups is based on the reciprocal balancing of rewards depending on actions performed. The impact of social and sociocultural conditions and social consequences of the process of aging is termed as social gerontology. Normal declines in all organ systems, usually occurring after age 30. (The period between Birth – 30 years is usually called â€Å"Development† or â€Å"Maturation†) The future of public welfare with regard to older people is being questioned in all industrial societies, thus it is more important than ever to understand the relationship between old age and public policy. Older people have been expected to adjust to the reification of age into convenient social categories for the purposes of resource distribution and rationing. It is important in health and social welfare, the social and health deficits become translated into need, how need can be forestalled or optimum conditions created for its alleviation, and what can be done to promote the quality of life in old age by practical means. We turn to mental health theorists to elaborate our definition of life satisfaction and well-being and then to psychological research to suggest how to prepare ourselves now for a good old age in the future. Many older people face many problems, without programs for the aging and the human services workers who help older people use them, many more would be in difficult circumstances. As more and more elderly live longer life spans it is likely that many of those older individuals in their sixties and seventies may have surviving partners, which is a new phenomenon in our society. Many elderly people are healthy, vital, and in good financial circumstances. The term â€Å"young old† categorizes the health and social characteristics of the elderly rather than the very old. On the other hand, improvements in health care and the quality of life have made it possible for people to live longer. On the other hand, for many older people survival into old age is not a blessing. Many suffer from poverty; isolation, and no productivity. The large population has become a problem for society, as we have not created channels for productive use of leisure time and means for old people to meet their own needs successfully. On the whole, our society is ill prepared to cope with the increasing number of older people. To work successfully with older people, it is important to understand their social status today in relation to changes that have occurred in this century. In addition, it is important to understand the aging process and the strengths and weaknesses of people in the later phases of life in coping with their status and problems. In the eastern culture’s respect for old age, the elderly were given status and power of life and death over the young, perhaps old age was a better time of life than young adulthood. Many of these ancient values have transcended time and exist today in Eastern cultures, where the elderly are generally revered and, therefore, are well cared for by the society as a whole. Aging is a disease that reaches all of us, but its symptoms can be postponed with the proper combination of diet, supplementation and exercise. Reference: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Journal of Sociology and Social Welfare:-  By University of Connecticut School of Social Work, Western Michigan University College of Health and Human Services, Western Michigan University School of Social Work 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Enduring Questions in Gerontology  By Debra J. Sheets, Dana Burr Bradley, Jon Hendricks 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Policies for an Aging Society  By David L. Shactman 4.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Housing an Aging Society: Issues, Alternatives, and Policy  By Robert J. Newcomer, Mortimer Powell Lawton, Thomas O. Byerts 5.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aging Families and Use of Proverbs for Values Enrichment  By Vera R. Jackson 6.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ageing, Status Politics and Sociological Theory Bryan S. Turner