Why the Vietnam War Should Not Have Happened - 951 Words

The Vietnam War As seen in Hearts and Minds The documentary film, Hearts and Minds, by Peter Davis; illustrates the brutal nature and different perspectives of the people involved in the Vietnam War. The Vietnam War is considered as one of the longest and horrific wars in American history. American soldiers involved in the War have diverse reactions of their experiences and encounters during the war. The Vietnamese believed that, â€Å"Americans were evil and the Vietnamese simply were fighting merely defensively†. These factors will demonstrate how the film, Hearts and Minds, helped encourage reform during and after the War. The Vietnam War is considered one of the longest and horrific wars in American history. The Vietnam War started†¦show more content†¦The Vietnamese believed that, â€Å" Americans were evil and the Vietnamese simply were fighting merely defensively†. For several decades the Vietnamese fought boldly to win their freedom from the French. Many rebellious groups formed to win the freedom for Southern Vietnam. American troops could not identify were exactly the enemies were located in Vietnam. The United States used several tactics to gather information from sources and intelligences. In the film, Vietnamese peasants spoke intensely about the injustice surrounding the war. The local inhabitants of the villages spoke about the deadly tactics employed to kill innocent farmers and families. They spoke about how eight to nine hundred children were killed by the many toxics elements distributed by the planes and the several hundred tons of bombs dropped on a daily basis; to ext erminate the Vietnam population. The villagers spoke about how their loved ones were killed right before their eyes and there was nothing they could do. The documentary shows soldiers entering villages, burning homes down, and killing civilians. They show the torture being inflicted by the soldiers. The documentary film, Hearts and Minds, by Peter Davis; illustrates the brutal nature and different perspectives of those involved in the Vietnam War. The Vietnam War is considered one of the longest and horrific wars in American history. TheShow MoreRelatedThe United States Involvement During The Vietnam War947 Words   |  4 Pagesconflicts have turned out into wars. Looking back at America’s â€Å"track record† with war, America has a worthy past of having its citizen’s support. Obviously the two World Wars we not controversial. The United States in the Korean War was criticized, fairly, for its strategy, but the need to defend South Korea was never questioned. In only the Vietnam War was the United States’ very participation criticized. This is such a gigantic change with prior wars that it bears study as to why it happened, and betterRead MoreThe Vietnam War A Long And Hard Battle1069 Words   |  5 Pages4/20/2015 The Vietnam War a long and hard fought battle that lasted from November, 1954 and ended on April 30, 1975, but the United States didn’t get involved until June of 1965. (Vietnam War Statistics) The likely collapse of the South Vietnamese army and the fear for the spread of communism is why America joined in on this war, but joining the war was extremely controversial. Many people believe that the United States involvement In the Vietnam War should never have happened. I believe that sinceRead MoreSafety During The Vietnam War1645 Words   |  7 PagesSafety During Battle: Vietnam War Andy Nguyen Junior Division Individual Paper Fire, ash, cinders, and smoke. A loud noise comes from overhead. People are screaming and running in terror. A bomb has went off. This sequence of events happened multiple times during the Vietnam War. Many soldiers died, and even more citizens died. In the past, there may have not been many laws/regulations that protect citizens to prevent casualties, but everyone learns from their past. Apparently the world hasntRead MoreOpposing the Vietnam War Essay1023 Words   |  5 PagesOpposing the Vietnam War The War in Vietnam is one of the most controversial arguments in history. The main reason That it is so controversial, is because we lost. Both democrats and republicans argue that the way the war was handled should have been differently. Some ask why bother, the war is over and done with; that there is nothing anyone can do to change it. The amazing thing about history though is that we can learn from our mistakes, and make sure that nothing like thisRead MoreThe Man I Killed, by Tim OBrien1229 Words   |  5 PagesWe have to start treating Vietnam as a country and not a war. Itll take the old age and death of all veterans before it stops being our 51st state (Alvarez, 2013). In the story The Man I Killed, Tim OBrien, who served in the U.S military in Vietnam, describes the guilt many American soldiers felt about the atrocities they committed in Vietnam. Vietnam is not an appendage of America. That sort of thinking got us into the mess in the first place. Were bound together by some painful history,Read MoreAgent Orange : Medical Ethics1657 Words   |  7 PagesMotivation: Throughout the past Forty years the Vietnam war and it’s after effects have shaped and changed so many individuals and their lives. I will expose a deeper look at what actually occurred during the war and most importantly what actually caused the millions and millions of lives; both Vietnamese, Japanese, and American. Problem statement: With war comes after effects and throughout the past Forty years many American Veterans from Vietnam have had health complications and issues due to theRead MoreThe United States Involvement In The War In Vietnam Essay examples1731 Words   |  7 PagesStates Involvement In The War In Vietnam There were many reasons why the US became increasingly involved in the Vietnam War, and when all linked together they explain why. In this essay I will explain all aspects of why the US got involved and then I will summarise all the points at the end. Since the 1880’s, France had controlled an area of eastern Asia called Indo-China, which consisted of Cambodia, Thailand, and Vietnam. In 1940, France was at war with Germany and wasRead MoreAmerica s Involvement Of The Vietnam War1008 Words   |  5 Pagesâ€Å"Why? Why was America involved in such brutal war to stop a brand new country from forming? Shouldn t we support that because that s what happened to us.† That was my very first question when my grandfather first told me about the most brutal and longest wars America has ever been in, the Vietnam War. America’s involvement in the conflict was to stop the evil and corrupt system of Communism. French forces were dead meat unless America teamed up with them. Unfortunately, this didn t stop the nonmoralRead MoreThe Things They Carried By Tim O Brien1169 Words   |  5 Pagesmovies or books that have stories that are made up, but are set in the past and borrows things from that time period. A story that fits this genre of literature is The Things They Carried. The story is about Tim O Brien, a Vietnam veteran from the Unite States, who tells stori es about what had happened when he and his team were stationed in Vietnam. He also talks about what he felt about the war when he was drafted and what he tried to do to avoid going to fight in Vietnam. The Things They CarriedRead MoreThe Vietnam War Was A Brutal Execution Of An Entire Village By The American Charlie Company 11th Brigade1237 Words   |  5 Pagesduring the Vietnam War. This war was a brutal execution of an entire village by the American Charlie Company 11th Brigade (Cornwell). Was it ethical for these soldiers to listen to the commanding officer and massacre the women, children, and men in the village? It was not ethical, and it was not right. They could have disobeyed orders and avoided killing hundreds of innocent people, but they did not. They made the choice to use violence and attack, so they deserved to be punished. The Vietnam War was a

Nelson Mandela, Revolutionary Revolution, And The United...

Nelson Mandela, revolutionary revolution leader who advocated for equal rights in South Africa and later became president of South Africa, once said, â€Å"To deny people their rights is to challenge their very humanity†(Mandela). Those who deny people the same rights that everyone else has based on race, sexual preference, as well as gender are those who do not stand for life, liberty, and the pursuit of happiness. Even though these are the principals on which The United States was founded, the government has not always followed these principals when dealing with its people. Those who America did not see as worthy did not receive the same treatment or even fair treatment as those who were deemed worthy by the United States government. Those deemed not worthy include Native Americas, Women, members if the Lesbian, Gay, bisexual, and transgender groups, as well as people of color kept their dignity in the face of inhumane treatment and eventually prospered enough to achieve the ir goals. Throughout history the United States government has made a habit of treating those seen as outcast unfairly and inhumanely. People such as the Native Americans whose lands were stolen from them by the United States government under the command of President Andrew Jackson, according to Private John G Burnett in his final memoir, Women who until 1920 when the 19th amendment was passed could not vote in any legal elections. Basic human rights were denied to African Americans who were stolen fromShow MoreRelatedCivil Disobedience And The Apartheid1428 Words   |  6 Pageshimself and his people. In the United States, Reverend Martin Luther King Jr. employed civil disobedience to overcome both the Jim Crow laws that had oppressed the African-American minority and the systemic racism that was once prevalent in the Southern United States. In South Africa, Nelson Mandela utilized civil disobedience to lead an anti-apartheid revolution to combat the apartheid system that systemica lly discriminated against the black inhabitants of South Africa. All three of these exemplaryRead MoreOpposition to Apartheid1631 Words   |  7 PagesThe South African Apartheid, instituted in 1948 by the country’s Afrikaner National Party, was legalized segregation on the basis of race, and is a system comparable to the segregation of African Americans in the United States. 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Tosh and Mandela’sRead MoreThe Freedom And Full Citizenship Of All African Americans907 Words   |  4 PagesLincoln was elected president in 1860 and because of this the south seceded and formed the confederate states of America. Shortly after, the civil war begun with the attack on fort Sumter and more southern states seceded. During the civil war Lincoln issued the emancipation proclamation that freed all the slaves in the states that seceded, this was the first step to the freedom and full citizenship of all African Americans. During the time of the civil war and reconstruction period constitutionalRead MoreThe Social Political, Economic And Cultural Impact Of The Nationalist Apartheid Legislation Essay2174 Words   |  9 PagesThe apartheid policy describes the system of racial discrimination and white political domination adopted by the South African National Party after its rise to power. 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Furthermore, it will examine several major resistance campaignsRead MoreNelson Mandela and the Fight Against Apartheid4689 Words   |  19 Pagesof Trials and Tribulations: Nelson Mandela’s Role in the Realization of Racial Equality and Freedom in South Africa Table of Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..2 Chaos and Dissension in South Africa†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...3 Mandela – The Charismatic Leader†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 Iconic Image of Integrity and Perseverance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Uniting the African National Congress†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....†¦.9 Mandela Takes Reconciliatory Action†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read More The Role of Intra-party Opposition in National Liberation Movements4458 Words   |  18 Pagesevidenced such a standard pattern, however. 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The Forbidden Game The Kill Chapter 4 Free Essays

Words flashed through Jenny’s mind. Did I ever tell you about this amusement park nightmare I had when I was a kid-?† â€Å"Listen.† She turned around abruptly. We will write a custom essay sample on The Forbidden Game: The Kill Chapter 4 or any similar topic only for you Order Now â€Å"Besides Michael, has anybody else had amusement park nightmares?† Audrey stopped, flashlight drooping. After a moment she said in a subdued voice, â€Å"I have.† Dee said quietly, â€Å"Me, too.† â€Å"And so have I,† Jenny said. â€Å"Maybe it’s one of those universal things-â€Å" â€Å"An archetype,† Michael interrupted pugnaciously, his voice wobbling slightly. â€Å"But so what? That doesn’t mean anything†¦ .† Jenny realized then just how bad his dreams must have been. â€Å"Don’t be silly, Michael,† Audrey said, very gently. She reached out and Michael snuck a finger into her hand. â€Å"You think?† she said to Jenny. â€Å"I don’t know. It’s nothing like I expected. It looks like Joyland, but-â€Å" â€Å"But Julian can make anything look like anything,† Audrey finished crisply. Dee looked around, then chuckled. â€Å"All right! Listen, you idiots,† she said, turning back to them. â€Å"This is good. If it is the Shadow World-or part of it-it’s a place we’ve been. We’ll have an advantage, because we know the terrain. And it’s better than blue-and-green blizzards, or whatever Jenny saw out that window last time, right?† Audrey nodded without enthusiasm. Michael didn’t move. â€Å"And if it’s not the Shadow World, we’re in real trouble. Because it means we’ve blown our chance to find Tom and Zach. Maybe our only chance.† â€Å"Cest juste,† Audrey said. â€Å"I forgot.† Jenny hadn’t forgotten. â€Å"We’d better check around. See if this is the real Joyland or-† She didn’t need to finish the sentence. She didn’t know exactly how they were supposed to tell. The place certainly looked authentic. They crept through the silent park, heading automatically for the front gates, passing a restaurant, dark and still. â€Å"What’s that?† Audrey hissed. â€Å"I hear something.† It was the sound of water. Faint, coming from up ahead. â€Å"It’s the Fish Pond,† Jenny said. She recognized the booth with its red-shingle roof. It was dark, like the other attractions. But when they reached it, she saw that the opaque water was swirling around its circular channel. â€Å"They wouldn’t leave that on all night,† Audrey said, needle-sharp. â€Å"Would they? Would they?† Jenny’s pulse, which had been beating erratically, settled into a slow, heavy thumping. â€Å"You know what, Toto? I don’t think we’re in Kansas anymore,† she whispered. â€Å"Well, well,† Dee said, stepping forward. â€Å"How about this?† There was a fishing pole leaning against the booth. Dee hooked an index finger around it. â€Å"Ah. Now. I have a very bad feeling about that,† Michael said. It was the first time he’d spoken in minutes. Jenny understood what he meant. It was too obvious, too inviting. But they didn’t know they weren’t in Joyland. It was possible that the park might leave the water going at night. Maybe it kept algae from growing or something. â€Å"Shall I?† Dee said, twirling the pole. â€Å"Or shall I?† â€Å"You’re enjoying yourself, aren’t you?† Michael said, and there was something flatly resentful about his voice. â€Å"But there’s other people here, you know. Whatever trouble you make affects us, too†¦.† â€Å"Oh, come on, you guys. It’s the only way to find out, isn’t it?† Jenny chewed her lip. Sometimes Dee’s recklessness went out-of-bounds, and nobody but Jenny could stop her. If Jenny didn’t say anything, Dee would do it. Jenny hesitated. Dee lowered the line into the dark, rushing water. Jenny realized that she and Audrey and Michael were all braced. None of them was stupid. If this was the Shadow World, something bad would happen. Something bad. The line dangled in the water, slack. Dee jiggled the pole while Jenny thought of all the things that might come up. Dead kittens. Severed hands. Mutant marine life. Julian knew what you were thinking. He took things from your mind and made them real. So if they were in the Shadow World, then the worst thing-the worst thing that any of them was thinking- â€Å"A bite,† Dee said. â€Å"No, maybe it’s just caught.† She leaned over to look, catching the thick yarnlike line in her bare hand and tugging. â€Å"Dee-â€Å" â€Å"Come on, come on.† Dee tugged, then reached into the water to grope. â€Å"What’s wrong with-â€Å" â€Å"Dee, don’t-â€Å" Audrey screamed. The water erupted. Jenny had seen a geyser once, not Old Faithful, but a smaller one. This looked just the same. There was an explosion of mud-colored water, straight up. It splattered across Jenny’s face and beaded on her windbreaker. Then it just stayed there, until Jenny suddenly realized that it wasn’t water at all, it was something that had come out of the water. Something that had come out and grabbed hold of Dee. A man-it had hands like a man that were around Dee’s throat. But something kept Jenny’s brain from recognizing it as a man. In another instant she saw what it was. The thing had no head. Its body ended at the shoulders with the stump of a neck. The thing had volition, though, even if it didn’t have a brain. It was trying to drag Dee under the water. All this passed through Jenny’s mind in less than a second. Plenty long enough, though, for the thing to wrestle Dee almost to the water’s surface. I’m not brave. I don’t know how to fight. But she was grabbing at the thing’s arm with both hands. To her horror, her fingernails sank in, penetrating the arm beneath the tatter of a sleeve. It smelled. It smelled incredibly. Something terrible had happened to the flesh, turning it into a kind of white, waxy stuff that quivered loosely on its bones. Like-like that clammy clinging stuff novelty stores use for flesh. Jenny’s little brother Joey had a fake snake made out of it. But this creature’s flesh was nothing fake. When Jenny involuntarily snatched her hand back, she saw that her nails were full of it. Everyone was shouting. Somebody was screaming, and after another second Jenny recognized her own voice. With both legs trapped up against the booth and Michael and Audrey hanging on to her, Dee didn’t have room to kick. She was fumbling with the knife at her belt. She got it free and her arm went up-and then Michael yanked her and the wicked-looking river knife fell into the swirling water. â€Å"Her shirt! Her shirt! Her shirt!† Michael was yelling. The body now had Dee by the collar. Michael was trying to pull Dee out of the shirt, but the buttons in front were holding. Jenny didn’t want to touch the headless thing with her bare hands again. She didn’t, she didn’t-but then the thing wrestled Dee’s head almost into the water, and Jenny found herself grabbing its rubbery arm again. It was bent over, dunking Dee’s head like someone dunking wash in a river, and Jenny stared directly into its neck-stump. Nothing about its body was nice to look at. What flesh could be seen through the rags of clothes was grotesque-bloated and swollen until it looked like a Kewpie doll that had been boiled and then inflated with a bicycle pump. The screaming and shouting were still going on. None of their pulling was doing any good. Without conscious thought, Jenny found herself scrambling over the wall of the booth, over the channel. One leg dangled in the rushing water, then she was standing in the booth behind the headless thing. â€Å"Pull, Michael! Pull!† Jenny grabbed the thing from behind, arms closing around its waist just above the water level. The waist squashed, like an overripe peach. She could feel things shifting inside the dripping clothes. Her cheek was pressed up against the back of its wet shirt. She locked one of her hands around the opposite wrist and pulled harder. Oh, God-the smell. She opened her mouth to scream again at Michael and gagged instead She couldn’t see anything that was going on in front. All she could do was hang on and keep pulling backward. The thing seemed to be rooted in the water. She couldn’t drag it out. It was a ghastly tug-of-war, with her pulling at the body and Michael and Audrey pulling at Dee. But suddenly she felt something give. The body lurched backward, the tension was gone. Dee was free. Jenny let go and staggered into the wall of prizes behind her. The thing’s arms flailed for a moment, coming in contact with nothing but air. Then, as if something had grabbed its feet and jerked it sharply downward, it disappeared into the dark water. Everything was silent again. Jenny was sitting in a litter of plastic whistles, cellophane leis, Matchbox cars, and stuffed koalas. She picked herself up, swaying, and looked over the water channel. Dee was sprawled almost on Michael’s lap. Audrey was half kneeling, half crouching beside them. Everyone was breathing hard. Dee looked up first. â€Å"Jump over quick,† she said in the voice of someone who’s had strep throat for a week. â€Å"I don’t think it can see, but it can feel when you touch the water.† Jenny jumped over quick, discovering in the process that she’d hurt her ankle sometime, and then all four of them just sat on the asphalt for a while. They were too tired and stunned to talk. â€Å"Whatever it was, it wasn’t human,† Audrey said at last. â€Å"I mean-apart from the head-a human body couldn’t look like that.† â€Å"Adipocere,† Michael got out. â€Å"It’s what human flesh turns to after a while under water. It’s almost like soap. My dad had a mask like that once-he got rid of it because it freaked me out.† Michael’s father wrote science fiction and had a collection of masks and costumes. â€Å"Then that whole thing was your fault,† Dee said unkindly, voice still hoarse. â€Å"Your nightmare.† Michael, surprisingly, looked hopeful. â€Å"You think so? Then maybe I don’t have to worry anymore. Maybe the worst’s over-for me.† â€Å"If your dad had a mask, it wasn’t headless, was it?† Jenny said. â€Å"No. What?† Michael looked confused. â€Å"I mean that monster wasn’t exactly what you had nightmares about. I think Julian is putting his own little twist on things this time. Besides †¦Ã¢â‚¬  Something had been nagging at Jenny since the figure had come shooting up out of the water. A feeling of familiarity. But how could she be familiar with something as monstrous and repulsive as that? Audrey was right, it hadn’t even looked human, except that it had two legs and two arms and wore clothes. †¦ Wore clothes †¦ dank and stinking †¦ tattered and dark with water †¦ but familiar. A long flannel shirt, black-and-blue plaid, unbuttoned. â€Å"Oh, my God. Oh, my God, oh, my God-† Jenny had gotten to her knees, her voice shrill. â€Å"Oh, my God, no, it was Slug! Don’t you see? It was Slug, it was Slug†¦Ã¢â‚¬  She was almost screaming. The others were staring at her with sick horror in their eyes. Slug Martell and P. C. Serrani were the two tough guys who had stolen the paper house from Jenny’s living room-and disappeared into the Shadow World. None of Jenny’s friends had much sympathy for them, but this †¦ nobody deserved this. â€Å"It wasn’t Slug,† Audrey whispered. â€Å"It was. It was!† â€Å"Okay.† Dee, eyes wide, scrambled on her knees over to Jenny. She put her arms, slim but hard as a boy’s, around Jenny. â€Å"Just stay cool.† â€Å"No, don’t you see?† Jenny’s voice was wild and keening. â€Å"Don’t you see? That was Slug, without a head. In Michael’s dream he saw Summer’s head. What if we find Summer’s body, like that? What if we find Summer?† â€Å"Damn.† Dee pulled back and looked at Jenny. â€Å"I know you think it’s somehow your fault that Summer died-â€Å" â€Å"But what if she’s not dead? What if she’s wandering around here-† Jenny could feel herself spiraling out of control. She was hyperventilating, hands frozen into claws at chest level. Dee slapped her. It was clearly meant to be restorative and it worked, mainly because Jenny was utterly shocked. Dee often threatened physical violence but never, ever used it except in self-defense. Never. Jenny gave a sort of hiccup and stopped having hysterics. â€Å"It’s bad,† Dee said, her dark eyes with their slightly amber-tinted pupils close to Jenny’s and unwavering. â€Å"It’s really bad, and nobody’s saying it isn’t.† She fingered her throat. â€Å"But we have to stay calm, because otherwise we’re dead. Obviously we’re in the Shadow World-I guess nobody is going to argue about that†-she glanced behind her at Audrey and Michael-â€Å"and this is some new Game Julian has dreamed up for us. We don’t know what to expect, we don’t even know the rules. But one thing we do know: If we let it get to us, we’re dead before we start. Right?† She shook Jenny a little. â€Å"Right?† Jenny looked into those eyes with their lashes thick as spring grass and black as soot. It was true. Jenny had to get a grip, for the sake of the rest of them. For Tom’s sake. She couldn’t afford to go crazy right now. She hiccuped again and unsteadily said, â€Å"Right.† â€Å"We all have to stay calm,† Dee said, with another glance at Michael and Audrey. â€Å"And we need some weapons. I lost my knife, and if there are any more of those things around†¦Ã¢â‚¬  Jenny realized suddenly that she’d never even thought of getting Tom’s Swiss Army knife out of her fanny pack. She wasn’t used to fighting. She quickly unzipped the pack and reached in to make sure the knife was safe. â€Å"I’ve got this,† she said, holding it out to Dee. â€Å"Okay, but it’s too small. We need something big to fight those suckers.† Audrey spoke up in a small, controlled voice. â€Å"There were picks and things in the mine ride today. I saw them this afternoon.† â€Å"She’s right!† Michael said, excited. â€Å"They had all those scenes with miners-with axes and shovels and all sorts of stuff. Let’s go.† Jenny got up slowly. â€Å"I need to get cleaned up first. There’s got to be a bathroom around here somewhere.† Her jeans were wet from the channel water, but even worse was the stinking ooze on her windbreaker and hands. There was a bathroom beside the restaurant, and it was open. Jenny washed her jeans as best she could. The windbreaker she threw in the trash, along with her damp sweater. She washed her hands and face over and over and then stood under the blower trying to dry her shirt and jeans. She and Dee guarded the rest room entrance while Michael and Audrey took their turn washing, and Jenny noticed a squashed cigarette butt on the ground. She stared at it for several minutes, the night breeze cool on her damp jeans. Every detail, she thought. Julian must have re-created everything in the real park, making it realistic down to the tiniest detail. Which didn’t mean there weren’t nasty, unrealistic surprises around any given corner. They’d only been here half an hour, and already one of them had nearly died. On his own ground Julian’s illusions were real-or real enough that no amount of disbelief would shake them. In the Shadow World he was the master. Jenny had the feeling that all her worst amusement park nightmares were about to come true. And we haven’t even seen Julian yet, she thought. He’s got to be here, somewhere, laughing himself sick at us. As they set off for the mine ride, Audrey said, â€Å"I hear music.† The music seemed to be coming from a distant corner of the park-somewhere in back, maybe near the arcade. For an instant Jenny saw lights glimmering through the trees. But the rides they passed were dark and still. The bumper cars were motionless humps like frozen cattle, and Jenny got a whiff of the graphite that kept the metal floor slippery. What is it about amusement parks? she wondered as the bulk of a roller coaster blotted out the stars. What makes them give people nightmares? It’s because there’s something mystical about them, she thought. About some of them, anyway-not the really new, totally sanitized, Hallmark-Pepsi-Colgate kind, but some of the older ones, or the ones that had older sections. In some of those there was something mystical, ancient-significant. Something more than met the eye. The lights twinkled like will-o’-the-wisps up ahead, but Jenny and the others never seemed to get any closer to them. The music was so faint that she couldn’t make out the tune. Then she heard a new sound, a slap-pad, slap-pad like quick bare footsteps. Dee whirled instantly to face it. Jenny clutched Tom’s knife. An hour ago she would have been afraid to walk around with it open-it was sharp-and now she was afraid to close it. Four flashlights swept the manicured shrubbery, illuminating nothing more sinister than a clock made of flowers. Then Michael shouted, â€Å"There!† Something was scampering across a path on the other side of the shrubbery. The flashlights picked out a slate-colored figure. It was moving too fast for Jenny to get a good look at it, but her impression was of something very small and impossibly deformed. Something like a withered gray fetus. It disappeared behind-or into-the Whip. â€Å"Should we go after it?† Dee asked. Dee was asking? She must be half dead, Jenny thought. She said, â€Å"No. It’s not bothering us, and we’re not armed yet.† It gave her a vaguely military and important feeling to say armed. â€Å"Let’s get to the mine ride first.† â€Å"But what was it?† Audrey said. â€Å"It looked like a monkey,† said Michael. â€Å"It was little,† Jenny said-and then she thought of something. Her dream. The little man in the elevator, the man with the mask. Can we take you? We can carry you. The Shadow Men might ask something like that-but that wizened thing couldn’t have been a Shadow Man. The Shadow Men were beautiful, frighteningly and heartbreakingly beautiful. â€Å"Whatever it was, we’d better watch our backs,† Dee said. â€Å"There might be more of them.† The mine ride was as dark as everything else. Jenny shined her flashlight on the freestanding control box with its little lights and switches. â€Å"We don’t have to use that, do we?† Michael said. â€Å"No, I don’t think so,† said Jenny. She glanced behind her at the miniature train that stood waiting by the loading platform, then turned her flashlight on the track. â€Å"I think the train runs on its own power-see how the track looks just like a regular train track?-but it doesn’t matter. I think we should walk.† Audrey opened her mouth as if to protest, then shut it again. All four flashlights converged on the mouth of the â€Å"cave† where the track disappeared. In the ordinary park this cave was a dark and fanciful gold mine full of ghostly miners, flooded shafts, skeletons, bats, and dynamite. In the Shadow Park, it might hold anything. â€Å"Let’s do it,† Jenny said. Going into the cave was like being swallowed. As they walked slowly along the track, Jenny glanced back and saw a circle of lighter black behind them-the outside world, getting smaller and smaller. At about this point in the ordinary ride there had been colored lights and mist around the train, probably meant to show you were going back in time to gold mining days. Tonight, there was just a musty damp smell. There were no lights to illuminate the scenes in the cave, either, and it gave Jenny a jolt when her flashlight caught a figure in the shadows. It was a mustached miner with rolled-up sleeves, loading dynamite into a hole in the rock while two other miners watched. â€Å"That one’s holding a sledgehammer,† Dee said. â€Å"Yeah, but it’s way too heavy. None of us could even pick it up,† Jenny said. â€Å"We’d better see what’s farther down. I do remember pickaxes and things.† â€Å"We can’t get lost as long as we follow the track,† Michael added. Jenny noticed he seemed almost cheerful now. Dee shrugged and they went on. The next scene showed what happened after the dynamite went off-a cave-in that left the three miners trapped beneath a wall of boulders. In the ordinary ride there had been screams and moans of â€Å"Let me out!† and â€Å"Help me!† It was almost scarier without the sound effects, Jenny thought. The figures in the boulders were scary as waxworks, while the flashlights made shadows leap on the cave wall behind them. Jenny found herself staring at one clawed hand reaching above the tumbled rocks. â€Å"Are they moving?† â€Å"It’s your hand shaking,† Audrey said in an edged voice. â€Å"It’s all just papier-mache,† Michael said and thumped the cave wall. It sounded like hitting a surfboard. â€Å"Ow. I lied. It’s fiberglass.† There were more scenes: a flooded shaft with real water, a hanging, even a wilderness saloon with skeletons as patrons. They climbed up to examine the saloon. â€Å"These bottles might work,† Dee said, taking one from a bony hand. Strange, Jenny realized-the bottle didn’t look like modern glass. It was thick and milky with age and it said crown distilleries co. on the front. How to cite The Forbidden Game: The Kill Chapter 4, Essay examples

Wwii 101 Police Bn Essay Research Paper free essay sample

( Wwii ) 101 Police Bn Essay, Research Paper The stunningly and powerful book Ordinary Men was written by Christopher R. Browning. Browning is a professor of History at the Pacific Lutheran University in Tacoma, Washington. He is a subscriber to Yad Vashem s official twenty-four-volume history of the Holocaust. Browning besides wrote many other books on this topic. His book Ordinary Men reveals the truth about how a unit of mean, middle-aged Germans became the inhuman liquidators of 10s of 1000s of Jews. Reich says, Browning Tells us how they were transformed psychologically from ordinary work forces to active participants in the most monstrous offense in history. In the wake of Germany s licking in World War I, a revolution broke out. The Order constabularies resulted from the 3rd effort in interwar Germany to make big Police formation with military preparation and equipment. As the ground forces dissolved, military officers and authorities functionaries who were afraid of being swept off by the revolution organized paramilitary units known as Freikorps. When the state of affairs became stable in 1919, the Freikorps work forces merged with regular constabulary into formation Stationss in barracks to battle farther revival. The Alliess demanded the disintegration of these constabularies units in 1920 as a misdemeanor of the clause of the Versailles Treaty that limited Germany s ground forces to 100,000 work forces. ( Remak 3 ) In 1933, after the constitution of the Nazi government a constabulary ground forces ( Armee der Landespolizei ) of 56,000 work forces was created. They were given full military preparation as portion of Germany s covert rearmament. In 1935, when Hitler openly defied the Versailles Treaty and reintroduced military muster, the constabulary ground forces was merged with the regular ground forces to supply commissioned and non-commissioned officers. As of 1942, 97 Generals in the German ground forces had served in the constabulary ground forces of 1933-35. ( Browning 4 ) Browning states the saving of big military formations within the constabulary had to expect the assignment of Heinrich Himmler, already caput of the SS as head of German constabulary in 1936, with legal power over all constabularies units in the Third Reich. The German constabulary where divided into two subdivisions, one being the Security Police ( Sicherheitspolizei ) with the Main Office of Reinhard Heydirch. Within the Security Police there was the Secret State Police ( Gestapo ) to battle political enemies and the Criminal Police ( Kripo ) which was a detective force. The 2nd subdivision was the Order Police with the Main Office under Kurt Daluege. Daluege besides commanded municipal constabulary ( Schupo ) and rural constabulary equivalent to county cavalryman ( Gendarmerie ) . By 1938 Daluege had over 62,000 work forces under his bid. The figure of police battalions expanded to 101 by mid 1940. The Order Police where rapidly an indispensable beginning of work force for keeping German-occupied Europe. ( Browning 6 ) Police Battalion 101 took over for Police Battalion 61 in the territory of Lublin. The Police Battalion s chief responsibility was to round up Polish and Russian Jewry. In September of 1939 Germany invaded Poland. Police Battalion 101 based in Hamburg was attached to a German Army group sent to Poland. In the Polish City of Kielce, they were involved in rounding up Polish soldiers and military equipment and guarding a captive of war cantonment. On December 17th 1939 they returned to Hamburg where a hundred or so Police work forces were transferred. To replace them, middle-aged reservist drafted in 1939 where brought in. In May of 1940 Battalion 101 was sent to Warthegau, Posen, and Lodz to transport out resettlement actions, a demographic strategy of Hitler and Himmler s to dwell them with racially pure Germans and extinguishing all Poles, Jews, and itinerants which were so called undesirables. The 101 Police Battalion evacuated 37 thousand people out of the targeted 58 1000. About 22 1000 escaped by flying. The Police Battalion rounded up all people without respect for whether or non they where old, ill, or kids. In many instances the old and ill were shot and killed at the aggregation point. At the discasing barracks the Order Police forced Jews to deprive bare, where they searched them for valuables. Browning says, In most exiles, the Jews were instructed to take a few personal properties with them, to give acceptance to the cover narrative of the relocation. ( Browning 39 ) After the strip hunt, the Jews were so allowed to set their underwears back on before they were marched to the train station. It was so, that they were packed into train autos like cowss. ( Browning 40 ) The Police Battalion so took them to labour cantonments and some were taken straight to gas Chamberss. In the labour camps the Judaic work forces worked long yearss for the Germans. Waking up hours before morning and traveling to bed hungry. These work forces were separated from their households, subsequently on happening out that their married woman and kids have been murdered. ( Langer 98 ) On July 11th 1942, Major Trapp of 101 Police Battalion received orders for their particular actions from SS and Police Leader Odilo Globocnik. They were to round 18,000 Jews in the metropolis of Jozefow. At this clip most of the male Jews of working age were to be sent to Globocnik s cantonment in Lubin. All of the adult females, kids, and elderly were to be executed. Major Trapp called up all the units stationed in nearby towns for support and assembled in Bilgoraj on July 12th. Major Trapp with his Company Commanders CPT. Hoffmann of Third Company, CPT. Wohlauf and Lt. Gnade of First and Second Company and gave them their orders for the following twenty-four hours. Major Trapp s helper 1st Lieutenant Hagen informed the staying battalion officers. Lt. Buchmann learned from Hagen about the inside informations of the pending particular action. At this clip Buchmann made it clear to Hagen, that as a Reserve Lieutenant He would in no instance take part in such an action, in which defenc eless adult females and kids are to be shot. ( Browning 56 ) He asked to be reassigned and Hagen arranged for him to escort the work Jews. Buchmann s Company CPT. Wohlauf was informed of Buchmann s reassignment, but was non told the ground for it. This was the first clip an officer of 101 modesty Police Battalion lost his military bearing. As the 101 Reserve Police Battalion laid in bed, they were non informed of what the following twenty-four hours actions would convey. Small did they know the following yearss a ctions would stay in their memory everlastingly. At 0200 hours they departed from Bilgoraj in trucks and arrived in Jozefow at dawn. Browning explains, Major Trapp assembled his work forces in a half-circle and so explained the Battalion s homicidal assignment and made his extraordinary offer: any of the older work forces who did non experience they could execute this undertaking could step out. A sum of 12 work forces stepped forward and turned in their rifles and anticipated future assignment. The assignments were ; two platoons were to environ the small town and changeable anyone who tried to get away. All the staying work forces were to round up the Jews and take them to the market place in the centre of town. The ill, the old, every bit good as babies and anyone seeking to get away were to be killed on the topographic point. ( Browning 57 ) Then the Jews were to be loaded on trucks and taken from the market topographic point to the wood to be killed. After doing the assignments Maj. Trap spent the remainder of the twenty-four hours in town non including himself in the assignment. As the unit of ammunition up was completed, first company was withdrawn. They were instructed by the company doctor on how to hit to do immediate decease. They were to repair their bayonets and put the point at the shoulders and utilize it as an taking usher. As the particular actions took topographic point a interruption down of coherence and loss military bearing took topographic point. Because of this executings went on until sun down. The violent death in Jozefow, Poland was the first and largest mass murdering committed by the Reserve 101 Police Battalion. The 101 Police Battalion subsequently were sent to many other different ghettos to execute aggregations and execute cultural cleaning. The 101 Police Battalion killed of 1000s of Jews. The ground why I choose this book is because of the present twenty-four hours state of affairs in Kosovo with the Serbs killing the cultural Albanians. The state of affairs in Kosovo reminds me of the German war against the Jews in WWII. This book shows how a group normal difficult working work forces of spiritual background, can slay anguish and kill off incapacitated people. The 101 Reserve Police Battalion can be compared to the National Guard or Army Reserve because they originally were non Active Duty soldiers. Before 1939 the work forces who served in Police Battalion had occupations outside military such as business communities, instructors, bankers, and merchandisers. After 1939 they were drafted and became apart of the military. These work forces were non career soldiers. This was apparent during the dislocation of coherence in their first major actions, during the extinction against the Jews in Europe. As clip went on went on and on, the 101 Police Battalion became callus. I think at first they had sympathy for the Jews, so they began to detest their occupation. They were forced to make things and see things they did non desire to. As the war dragged on work force became short and supplies became scarce ; being excused from this responsibility was no longer an option. The 101 Police Battalion had to pass yearss on the trains without nutrient and had to bare the same conditions as the hopeless souls the were guarding. These conditions both physically and mentally drained away the humanity of the 101 Police Battalion. In my sentiment, this is merely one of the many grounds where Hitler went incorrectly. First off, Hitler thought he was a military mastermind when he was non. I think he did non cognize how to run an ground forces. Hitler was more interested in personal glorification and opportunism, so be aftering out military triumphs. He had the best Generals and best trained soldiers. Hitler besides had some of the best scientific heads in the universe working for him. The Battle of Britain was perfect illustration of Hitler s deficiency of military focal point. At first he concentrated his air onslaughts on military marks, such as landing fields, radio detection and ranging sites, and munntion sites. Although his forces paid a heavy monetary value, the strangle clasp placed on England by the encirclement of U-boat Wolfpacks would hold brought England to its articulatio genuss by the terminal of the twelvemonth. But in revenge to English bombardment in German metropoliss, Hitler turned his attend ing off from military marks to English metropoliss. This giving the Royal Airforce clip to reorganize and reconstruct. ( Ryan 79 ) From a military point of position, Hitler wasted so much manpower, money, and clip killing off all the Jews around Europe. Hitler about had Europe on her articulatio genuss, but Hitler s errors caused him to free the war. Looking at the Holocaust from my ain eyes, I see it as one of the greatest losingss the universe has of all time known. Thousands of Jews died. They tried to get away and conceal in the wood, in cells, barns, and anyplace they could squash their organic structures into. Riech says, they were defenseless, bare, keeping on to their kids, stuffed into cattle autos, and shooting in firing lines. By the center of March in 1942, 25 per centum of the victims of the Holocaust had perished, prior to the 101 Police Battalions reaching in Jozefow, Poland. Merely six months subsequently, that figure had reached 80 per centum, go forthing less than a one-fourth alive. ( Reich 2 ) . By March 1942, despite two and a half old ages of persecution and want, every major Jewish community was still integral. Eleven months subsequently, merely the leftovers survived in few ghettos and labour cantonments. The German onslaught on the Jews in Poland was carried out in a monolithic Blitzkrieg offense. The violative came when the German war attempt in Russia hung in the balance. If the military offense was a failure, the Blitzkrieg particularly in Poland against the Jews was non. The Jews they killed are human existences like you and I. I believe we are all equal and those who kill because of different faith colour, or race is cold. Hitler thought killing all the Jews in Europe would be the concluding solution, Hitler was incorrect. Plants Cited Browning, Christopher R. Orindary Men. New York: Harpists Collins Publisher, 1992. Langer, Lawerence L. Holocaust Testimonies. New Haven and London: Yale University Press, 1991. Reich, Walter. The Men Who Pulled The Triggers. New York Timess Book Review. 12 Apr. 1992: 7p. Remack, Joachim. The Origins of the Second World War. Englewood Cliffs, NJ: Prentice-Hall, Inc, 1976. Roth, Berenbaum, Michael. Holocaust. New York: Paragon House, 1989. Ryan, Bailey. Hitler v. Roosevelt. New York: The Free Press, 1979.

To Kill a Mocking Bird Essay free essay sample

1. The novel is set in a neighborhood in Maycomb County, about twenty miles east of Finch’s Landing; a homestead on the banks of the Alabama River during the 1930’s. The author used this particular location because of the jurisdictional customs that the county comes with, which plays an important role in outcome of the Tom Robinson case. Atticus mentions in the book that rape is a capital offense in the state of Alabama, which is why Tom Robinson would be sent to the electric chair if he lost his appeal. If the author had chosen a different state for the novel to take place, this may have changed Tom Robinson’s punishment for the crime he was accused of. This is also part of the reason that this story could not have been written in a different setting, along with the fact that the time period in which this story takes place cannot be altered either. We will write a custom essay sample on To Kill a Mocking Bird essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This was a time of racial segregation and if the author claimed that these events occurred in modern day, it wouldn’t send the same message to readers. The author chose this particular neighborhood because of the Radley House, which was necessary to the plot of this story. This particular setting made the book more exciting in the scene where Jem and Scout rolled the tire into the Radley house. If the Finches didn’t live in a location near the Radley house and Boo Radley wasn’t part of the story, then this scene would become insignificant and boring to the reader. However, because this was the particular setting, the scene was given intensity and suspense. 2. One of the major conflicts in the novel is the controversy over Tom Robinson’s innocence. Tom Robinson was determined guilty by the court jury, which Atticus described to consist of average Maycomb County citizens. Even though nearly all the men that made up the jury were fair and average people, several others still believed Tom was innocent. The jury convicting Tom resolved this conflict publicly, however, other members of the county still believed Tom was an innocent man. Another major conflict of this story is the neighborhood’s impression of Boo Radley. For the main reason that Boo never went outside of his house, and was never seen by anyone, the neighborhood was given the impression that he was a deranged man. This conflict was resolved at the end of the story when Mr. Radley saves Scout’s brother, and she witnesses for herself that he is in deed a sane man. A minor conflict between Jem and Mrs. Dubose occurs when Jem decided he had enough of Mrs. Dubose’s rude comments towards him and his family, and ruins Mrs. Dubose’s flower beds. Jem then has to read to Mrs. Dubose for an hour each day, and little did he know that by reading to her, he helped her escape her drug addiction. This conflict was resolved in the death of Mrs. Dubose because she was able to die a â€Å"free woman†. 3. The parts of the novel concerning the mystery of the Radley House, as well as the part focusing on the Tom Robinson case, come together to play an important role in the outcome of the plot. In the final event of this story, Bob Ewell attempts to come at Jem and Scout with a knife, but is unsuccessful. Boo Radley saves the kids, but not before Jem managed a broken arm, and Mr. Ewell’s death. Later the sheriff tries to assure Atticus that Bob Ewell fell backwards on his own knife, but Atticus is not convinced. This ties the two parts of the story together because Bob Ewell’s motivation to harm innocent children was revenge on Atticus for accusing Bob of beating his daughter. Atticus made this accusation in the courtroom in defense of Tom. This shows that the Tom Robinson case gave Mr. Ewell motivation to cause this final event, and Boo coming out of his house and saving the kids brings it together with the mystery of Boo Radley, because he finally leaves his house to come to the rescue of Scout and her brother. 4. Character Sketch-Scout Scout is the youngest character of this book as well as the narrator. Scout’s personality is very unique compared to other girls her age, and so is her home situation. She grew up with her father and her brother. Her mother died when she was very young, and as a result, Scout doesn’t have much of a female role model in her life other than the family cook, Calpurina. This is why Scout gives off such a tomboy impression. She wore overalls and was always playing with her older brother Jem, and their friend Dill. Her personality matched her style of clothing as well. She climbed trees and played games and joined in with the boys when they tried to get Boo Radley to leave his house. Scout is introduced as an innocent, and honest kid who rarely gave her father trouble. In addition to this, Scout is also very intelligent; she knew how to read and write before she even began school. In fact, when she began attending school and realized that is was wrong to be caught reading or writing until she was in the third grade, she lost interest in school completely. She went from looking forward to class and walking with Jem, to not wanting to go at all, and even dreading it. She then regained interest when her father made her a deal. Throughout the story, however, she experiences many things that contribute to her change of personality. When Atticus accepts the Tom Robinson case, she has to tolerate other children at school, and even adults in the neighborhood insulting her family. In which case, a lot of times she simple doesn’t tolerate it, and gets very physical with the other children at school. Eventually, Scout’s aunt comes to live with Atticus and the kids. Then Scout had new expectations to uphold. For example, Scout was expected to change her clothing from boy’s overalls to pretty pink dresses. Scout had to chat with the ladies from the neighborhood if she came inside for a drink on a hot summer day, and even had to participate in a lady’s tea and make conversation with the guests. All these things contribute to Scout’s change in personality and appearance. 5. Throughout the novel, Scout changes in many ways. All the changes in this young character show her increase of maturity throughout the story. In the beginning of the book, her thoughts are easy going and childlike, such as her false engagement with Dill and their decision to have a baby. Scout also changes in the sense that she learns it is not always acceptable to so bluntly state the truth. For example, Scout already knew how to read and write when she started the first grade, but her teacher told her it was wrong. Scout then began to lose interest in school entirely. She and Atticus reached a compromise allowing her to both continue going to school, and to read when she got home. By doing this, Atticus taught her what it meant to compromise, and that it was important to her father that Scout continued her schooling. Scout also learns to control herself when her father accepts the Tom Robinson case and she is constantly hearing rude comments and insults about her father from others around town, even her own cousin Francis. Although Scout is still only a child at the end of the novel, all these events cause her personality and way of thinking to change and mature. 6. Stereotyping is a big part of this novel. Tom Robinson was one of the characters stereotyped due to his race. He was convicted of raping a white woman, not because he was guilty of the crime, but because it was a white man’s word against a black’s. This shows that during this time, black men were stereotyped as liars and also, perhaps, as promiscuous. I believe that one of the blacks in this novel to brake through this stereotype is Calpurina, because throughout the story, she has only good intentions for herself and the kids. The women in this novel were also stereotyped due to their gender. When the white women of the neighborhood were in Scout’s home, they lived up to the stereotype of being immoderately delicate by wearing hats, and sipping tea. In this specific scene, they also come off as superficial and self-centered. None of the characters broke this stereotype. The Cunnighams were stereotyped because of their social status: they were poor. In one scene at school, Walter Cunningham couldn’t afford his lunch, and Scout has to explain to the teacher that â€Å"They [the Cunninghams] never took anything off of nobody, they get along on what they have. † None of the characters broke this stereotype either. 7. Journal Entry Today was the day that my client, Tom Robinson was convicted. I knew I shouldn’t have let myself hope that this would turn out any different. I hope Tom knows that I did everything I could, everything in my power to make the jury realize that he is innocent. I suppose I knew deep down that it would never be enough, I knew that no matter what I said, and no matter how obvious his innocence, is race would always get the better of the jury. I sincerely hope Tom’s family the best, because now without Tom, Helen will have to work with no one to take care of the children. This is the last situation a Negro would want to find himself in, and an innocent Negro at that. I only feel ashamed that I couldn’t do more to help Tom with this trial today. There is nothing I dread more than to say goodbye to Tom for the final time before he will die of the electric chair. No man deserves to die that way. I pity Mayella Ewell, only because of her excuse of a father. I firmly believe it was him that gave her those bruises, and to blame an innocent Negro for your wrongdoings is one of the worst things a white man can do. Mayella broke an unspoken code, and Tom should not be blamed for that. The poor girl isn’t given any respect. I know this because when I called her â€Å"Miss† she accused me of mocking her. I was only trying to show respect and courtesy toward a witness in court, because I knew there would be no other way for her to offer honest answers. Scout is far too young to understand, but I know Jem was heartbroken by the conviction and I hope that I can teach him that life is not always fair. -Atticus 8. The author’s major theme in the novel is good vs. evil. Atticus, the father of Jem and Scout is represented as the good. He accepts a case knowing there is a very slim chance of winning it. Atticus is always displayed as being calm and fair, and is seen as a role model by Scout. Atticus also serves as a teacher because of all the things Scout and the town learns from him such as compromise, justice, education, maturity and respect. Bob Ewell is represented as the evil and is in direct opposition with Atticus. During the scene in the courtroom, Atticus accuses Bob Ewell of being the one to beat Mayella Ewell. Bob denying this on the witness stand is what causes the opposition between the two men. Bob then continues to do indecent things because of this accusation, such as following a woman through town, spitting in Atticus’s face, making threats to the Finch family, and attempting to harm Jem and Scout. This is when it is realized that Boo Radley is also the good that opposes the evil that is Bob Ewell, because he was the one to rescue the children. This event with Boo also helps the reader to realize that, in the author’s eyes, good usually prevails. 9. I did enjoy this book because I enjoy mysteries and even though this story was not a straightforward mystery, it was suspenseful and interesting. The ending especially, was very different than the ending I was expecting. I did not expect Boo Radley to ever come out of his home; I thought he would always be labeled as crazy in Scout’s eyes. Even in the scene in the courtroom, it was made very clear that a black man’s word is no comparison to that of a white man’s, however, I found myself hoping just as much as Jem, that the jury would see that Tom was innocent. This novel also had multiple subplot’s, such as the mad dog and Mrs. Dubose’s death, which kept the story interesting and meaningful.

Field Experience Interview Essays

Field Experience Interview Essays Field Experience Interview Essay Field Experience Interview Essay Field Experience Interview Name: Institution: Field Experience Interview : Ryan is currently on medication, due to his condition. He was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), which makes him very impulsive and hyperactive. Currently, Ryan is receiving special academic services in terms of learning. This is because he has been categorized as a student, in need of unique learning services due to his condition. The services rendered to him aim at improving his concentration, understanding and performance in Mathematics and Languages. Ms. Susan, a special educator for 22 years is assigned to Ryan’s case. She enjoys her work because she gets to help children and their families in dealing with complex conditions. There is a specific process involved when attending to a child with special conditions. Ryan’s case was monitored carefully by his guardians and teachers at school. This was done by observing his behavior socially, physically and academically. The guardians and teachers documented these behaviors and brainstormed on the nature of the problem. This established the consistency and recurrence of the problem. The second phase was the pre-referral process, which involved the evaluation of Ryan’s potential and strengths. According to the Council for Exceptional Children (n.d.), a pre-referral team includes general educators, parents and administrators. After observing Ryan for a while, it was evident that he had a remarkable capability of distinguishing meanings of different kinds of information, through minimal listening. This showed the potential in Ryan to grasp information faster. As a result, teaching him was time saving. The third phase involved discussions between Ryan’s parents and teachers. This was done to establish the suitability of his referral to special education. The condition lowered his concentration in class and as a result, his academic performance was poor. He was also hyperactive and this made him inattentive in class. Members of the referral team included parents and teachers, for both special and general education. All people involved in his academic life of are also members of this team. The fourth phase involved the analysis of methods used previously to help him with his condition. This included the evaluation of special education. Ryan was put on medication after detection of his condition. Since then, he has been receiving dosages of Ritalin to date. Ritalin is a stimulating drug, used to treat conditions of ADHD. After doing an assessment of Ryan’s performance, various methods that had not been employed before were tabled. To improve his performance, Ryan was offered further instructions in Mathematics and Languages assignments to advance his understanding. After all these measures were taken, Ryan’s progress was observed by conducting meetings regularly. This helped the parents to assess the methods used and think of other interventions to help. The collaboration between general and special education worked coherently for Ryan’s benefit, with conditions that affected their performance. Special and general educators held meetings to discuss the progress of children who had disorders like ADH. The main aim of general educators and parents was to outline the problems faced by specific Ryan in a document. This document was then forwarded to special educators for his evaluation, through observing their behaviors. The special educators were handed over with these problems to address because they were more qualified to tackle them. Parents play an important role in the progress of children. They provide special educators with information about their children when they are not in school. They also monitor the progress of a child and give conclusive reports to special educators. One positive aspect resulting from the involvement of parents in special education is that they have been able to engage themselves more in the personal lives of the children, which enhances family relationships. There are many challenges faced by parents in helping their children to deal with this condition. According to Cosmos (n.d.), one challenge faced by parents is the repulsive nature of children with ADHD (Cosmos, n.d.). This makes communication between them difficult because handling them without triggering their emotions is difficult. The IEP is a contract between guardians and school administrations that assesses children and establishes if they require special education. Members that constitute an IEP team include parents or guardians, special and general education teachers and Local Educational Agency (LEA) representatives. The IEP usually sets annual goals that are achieved through making benchmark decisions. An annual goal that came from the IEP was the development of Ryan’s Mathematic and Language skills. The worked samples given aimed at enhancing his understanding through providing him with extra information for better understanding. The tests exposed him to different methods of understanding his studies. The IEP also achieved short-term goals of educating Ryan through giving him short tests in Mathematics to monitor his progress. This improved dialogue between educators and teachers. The role of technology in the process of assessment was very vital. The use of computers to communicate with children helped Ryan to understand concepts efficiently. Technology also helped teachers to pass information in a quick manner. The use of Dynamic Graphics Project (DGP) has improved the means of relaying instructions to children. The project has also enabled children in an inclusive environment to have diverse thoughts. This has improved their understanding of mathematical and language concepts. The DGP advanced Ryan’s interpretation of information through increasing his speed of thinking. There are many challenges faced by special educators. According to Friend (2005), it is important for special educators to all issues facing a child, to avoid hostility (Friend, 2005). Hostility from children with ADHD in terms of learning hinders teachers like Ms Susan from performing their duties well. Uncooperative parents also pose major challenges to teachers. This is because they do not provide relevant information to teachers thus, helping a child is difficult. She advises parents to be more cooperative in providing information concerning a child, who suffers from ADHD. She also encourages them to be patient with their children because ADHD is not an issue that is solved by using medication only. The process of interviewing Ms. Susan was successful. The aim of the interview was to gather information on how special education is administered, and the role played by parents and teachers in it. The description by Ms. Susan was conclusive because it outlined the process of administering special education, giving specific roles of all team members involved. However, it was evident that the process is focused on improving the performance of children in two subjects only. This should not be the case because academic improvement by children should involve all disciplines of study. The actions taken by all team members to improve the performance by children, who have special conditions academically and socially, are efficient. This was evident from the improvement of Ryan’s performance according to Ms. Susan. However, the process could be improved in order to enhance children’s performance in all fields. An example of changes that should be made is shifting focus from Mathematics and English, to all subjects studied for example Science and Social Studies. This will generally improve the academic performance of all children. The role of technology in the process should also be increased. With the rapid changes in technology, it is important to educate children on the use of facilities such as computers. This will help them understand the conditions that they are facing through research. As a result, they will be more open to cooperating with their educators. References Cosmos, C. (n.d.). Abuse of Children with Disabilities. Retrieved April 24, 2009, from the Council for Exceptional Children website:cec.sped.org/AM/Template.cfm?Section=Searchtemplate=/CM/HTMLDisplay.cfmContentID=1298 Council for Exceptional Children. (n.d.). Giftedness and the Gifted: What’s it all About? Retrieved from cec.sped.org/AM/Template.cfm?Section=Gifts_and_TalentsTemplate=/TaggedPage/TaggedPageDisplay.cfmTPLID=37ContentID=5628 Friend, M. P. (2005). Special Education: Contemporary Perspectives for School Professionals. Boston: Pearson.

GLOBAL ORGANIZATIONAL BEHAVIOR AND EMPLOYEE DEVELOPMENT Dissertation

GLOBAL ORGANIZATIONAL BEHAVIOR AND EMPLOYEE DEVELOPMENT - Dissertation Example From this research it is clear that the process of globalization has had great impact on the world economy, and it has increased the level of interaction between different countries. For this reason, it is possible for different countries and companies today to interact and engage in business partnerships. Therefore, companies from various countries are able to conduct business in international markets. Apart from the process of globalization, Radovic-Markovic notes that the internationalization of different companies today has also been fueled by liberalization, which most modern companies have adopted. The adoption of liberalization by companies has resulted in most companies to experience a shift in their organizational structures. For this reason, most companies today no longer exhibit the traditional organizational structures. In addition, the process of globalization has enabled a high level of interaction between cultures. People can move easily from one part of the world to a nother, for different reasons. Nonetheless, businesswise, people today move from one world region to another in search of employment. This has therefore, resulted in countries that are highly multicultural. Similarly, companies have become highly multicultural. This high level of diversity and multiculturalism lays an important role in shaping the behavior of employees in the company. For these reasons therefore, the management of the modern organizations today is faced with the challenge of ensuring harmony in the diverse workplace in order to continue being productive. (Dammen 2001: Perrin n.d ). Nonetheless, this is only achievable, if the companies considered introducing different changes in their operations. 1.2 Problem Definition Over the past decades, the corporate sector has experienced diverse changes due to external and internal forces. According to Head, Yaeger & Sorensen (2010), these changes include structural and behavioral changes. These changes have occurred because of the replacement of traditional systems of organizations with new creative and flexible approaches. Certain internal and

Literacy Narrative Essay Example | Topics and Well Written Essays - 1250 words

Literacy Narrative - Essay Example As a result, I have not developed excellent English literacy and the confidence to use it. I realized that I can use my strengths of perseverance and good study habits to develop my English skills, but I continue to struggle because of my shyness and anxiety in speaking and writing in English. Nevertheless, I continue learning English through using personal, social, and academic resources, as well as imbibing positive psychology in learning a language that is so different in terms of values and structure to my native language, without weakening my cultural identity. My personal traits of shyness in using English resulted in anxiety that impeded my early progress in learning it. My school was a firm believer of immersion, where speaking in Chinese in the school is not allowed. Teachers easily embarrassed students who did not speak in English. My classmates and I preferred silence then, since we were not that good in English. This is what Kingston referred to as being tongue-tied in he r essay â€Å"Tongue-Tied.† Our tongues are tied due to not being able to speak a language that we have little knowledge of. One time, I forgot to speak in English in my class and my teacher berated me in front of so many people. I was so mortified, and since then I spoke very little. I did not want to make any mistake again. However, as I learned, bilingual education is also an effective means of teaching English to non-native speakers (Rhodes, Ochoa, and Ortiz 58). Bilingualism at the critical stage of my life would have helped my development of better English skills. The critical stage for me is during grade school (Gonzalez 3). Using Chinese to learn English would have helped me transition into English. By this time, however, I was not very confident in my English reading and writing skills. I became very conscious of my accent and choice of words because other students would laugh at me. I know they were just being children, but the impact on my self-esteem was devastati ng. The feeling of inferiority affected my motivation to learn English. I learned how to speak it in a form of conversation, but academic English is different. My shyness resulted in anxiety, which affected my confidence in learning English. To some extent, being a good student gave me high expectations of myself, which obstructed my language learning process. I am a good student and have strong studying skills. I have high grades in most of my subjects. English, however, is harder for me because I lack enough knowledge about it. It became my Achilles’ heel, and I felt disappointed with myself. This disappointment turned into a strong fear of failure. I did not want to fail as a language learner, and this hindered me from learning English. I also lacked practice in using English before, since we do not speak it at home. My parents wanted me to learn it fast, but they are not aware of how important the home environment is in learning new languages. In our neighborhood, we also did not use English. As with many non-native English learners, we lacked practice in everyday settings. Without practice, I did not feel confident in using English and I did not have anyone to test my skills on. That is also frustrating for students like me, who are used to attain their goals. When I came to America, I became more diffident as a language lea

Final Business Model and Strategic Plan Essay Example | Topics and Well Written Essays - 1000 words - 1

Final Business Model and Strategic Plan - Essay Example The new product division will analyze the potential market for their products. They will use the available budget to conduct research that will provide insights about the competition in the markets and what the competitors are doing to win customers. In addition, the new product division will use the information received to build a strong company brand presence. Moreover the brand owners who include the brand manager and marketing manager will gather information about the prospective customers. They will conduct online surveys as well as group and personal interviews to find out about customers views and preferences, goals economic and financial status. Moreover, they will liaise with the IT department to come up with a website that will be sued to market the new product. The website will inform customers on the benefits of the product, the places where to purchase the product as well as the prices and discounts that will be provided for the product. In addition, clients can post the ir comments, recommendations as well as the challenges they have faced while using the product. Moreover some of the marketing promotions that will be used will include above the line and below the promotion. This includes the posters, newsletters, billboards, coverage on radio and television. The new product division will mostly use above the line advertisement for the purpose of reaching a massive group of people. The new product division will have an effective communication plan that will ensure effective communication both internally and externally. The new product division plans to have access to the agenda of the critical meetings by involving the senior executives to deliver on the presentations in regards to the new product division to get insights and feedback from them. The new product division also plans to have proper management by planning campaigns and tracking results and success. This will include monitoring performance of the new product

Incidence and Prevalence of Tuberculosis in the UK

Incidence and Prevalence of Tuberculosis in the UK ESSAY TITLE: Using two theoretical perspectives discuss with reference to the prevalence of ONE disease, E.g. Diabetes, Respiratory diseases; how Disease patterns in society vary and the role of public health agencies in reducing disease and promoting health? Chapter 1 Introduction Society is constantly changing, and these changes come with different social and environmental problems, which result to the emergence of new diseases and an increase in the incidence of existing ones, which affect human health and society as a whole. These include diseases such as cancer, respiratory diseases, diabetes, hepatitis, asthma and human immunodeficiency virus (HIV) just to mention a few. In this essay, I will be analysing the incidence and prevalence of Tuberculosis and the pattern of this disease in relation to changes in society. I will also be comparing two theoretical perspectives regarding the nature and causes of Tuberculosis. To conclude, I will be analysing the role and impact of public health agencies in reducing the disease and actively promoting health. Chapter 2 1.1. Incidence and prevalence of Tuberculosis in UK. Definition; Tuberculosis popularly known as TB, is said to be an infectious disease usually caused by a bacterium known as Mycobacterium tuberculosis. TB often affects the lungs but can also spread to any part of the body through the bloodstream. Classic symptoms of TB include; persistent cough, fever, weight loss, loss of appetite and tiredness. TB is contagious and is mostly transmitted from person to person. An infected person can infect about 10 to 15 people over a year if not treated. (NHS choices, 2014). Incidence and prevalence rates; Some decades ago the UK was said to have and increase number of reported TB cases. From 2005 the number of reported cases remained high but stable. In 2009, there was said to be about 9000 cases of TB reported. An incidence rate of 15 case per 100.000 population. This can be said to be the highest since 2005. Then in 2010, the number of cases was 8483, an incidence rate of 13.6/ 100.000 population. This show a decrease in the number of reported cases by about 4.9%. In 2011, there were 8963 cases reported, an incidence of 14.4/100.000 population which again was an increase compared to 2010. Then in 2012, there was 8751 cases, an incidence rate of 13.9 cases per 100.000 population. About 8000 cases of TB was recorded in 2013 in the UK that is a rate of 12.3 cases per 100.000 population. This shows a 10.4% reduction rates in the number of cases reported. (Public Health England, Tuberculosis in UK: Annual reports). The population of UK mostly infected with TB are those born outside the UK. That is those from countries with highest prevalence rate of the disease. For example, India sub-Saharan African, Pakistan, south Asia, Somalia. This group of people usually dwell in urban areas that seem to have the highest number of cases reported. For example London, Luton, Manchester, Coventry Leicester and Birmingham. Chapter 3 1.2. The pattern of Tuberculosis in relation to changes in society Throughout the last 20 years, the UK has been experiencing a steady rise in the number of TB cases. The most affected areas are the urban areas highly populated with immigrants. The rising number of cases in these areas has been related to the pattern of change in how the TB is spread and controlled. For instance, it does not spread through all the segments of the population as it has done previously, but rather affects the population of people in the high risk group. â€Å"†¦those most at risk remain individuals from ethnic minority groups, those with social risk factors such as a history of homelessness, imprisonment or problem with use of drugs or alcohol, and the elderly†. (Public Health England 2013). The small percentage fall in the rates of TB cases in 2012 and 2013 is said to be associated with the fall in the number of cases in the non-UK born population. This may be due to changes in immigration policies and policies to control the disease in the UK and abroad. For instance, around 2007, pre- entry TB test was a requirement for Ghanaians applying for more than six month visa to the UK. â€Å"While this decline is welcome, it is important to recognise that the vast majority of TB cases in the non-UK born population (85%) occur among settled migrants rather than new entrants. Tackling the reactivation of latent TB in such migrants will require systematic implementation of screening and treatment of latent TB infection†. (Public Health England 2014). Chapter 4 2.1. Theoretical perspectives of Tuberculosis. There are so many theoretical perspectives with their individual view about the nature and causes of diseases. There are sociological theories viewing health and diseases in the context of society, and there are psychological theories viewing health and diseases and the context of the mind and so many others. Theories are sometimes useful to public health agencies and the government for the planning of health policies and interventions. In this essay, I will be discussing two theoretical views of tuberculosis, namely the Germ Theory and Biomedical Theory. The Germ theory Around 1850 and 1920, the Germ theory was established, attested and promoted in North America and Europe. This theory stated that every disease is caused by specific invisible tiny organisms (germs). It was a theory that was well matched to the prevailing concepts of health and diseases particularly those connected with the 19th century hygiene and sanitation. Joseph Lister, Robert Koch and Louis Pasteur are some of the well-known persons in connection with the germ theory. This theorist believed that disease can be reduced by means of personal hygiene. They did not pay much attention to other factors such as climate, diet, environmental ventilation etc. Base on this, hygiene and sanitation promoters such as Florence Nightingale and Rudolf Virchow did not accept the theory. To them the germ theory could not be related to the progresses in public health. The theory was established in a social, cultural and economic settings that were highly focused on the principles of mass production, mass consumption, standardisation and efficiency which were harmonious with the discipline of the theory. The high achievement of the theory coupled with the fact that medicine was linked to laboratory resulted in a rise in the social prestige of physicians and medical research and practice. This happened at the time when the general public was uncertain about the significance of traditional medical practice. To rise a new public consciousness of the theory, the general public was made to understand that diseases are not only cause by germs, but also they are passed on from person to person. Germs were related to home hygiene, including cooking, plumbing, and heating. Therefore women were the main targets used to spread the information about germs. (Harvard University Library Open Collections Program, 2015). â€Å"In the case of tuberculosis, which formerly had been considered noncontagious, basic changes in everyday hygiene were required. Mass production, mass communication, and national advertising had developed alongside the germ theory during the same period, and the tools of public relations were put into play to inform the public about TB’s contagiousness, as well as to inform people about the germ theory in general†. (Harvard University Library Open Collections Program, 2015). The biomedical perspective The biomedical perspective on the other hand believe that a sick person is presumed to be an inert receiver of orders from medical professionals (doctors). This theory sees diseases as biomedical problems that are caused by bacteria or viruses, and treatment is targeted on the sick person’s body. A sick person is seen as a broken person who need to be fixed. This does not consider other factors that may be causing the health problems. For instance social, environmental and psychological factors. When a patients does not respond to treatment, it is assumed to be caused by the individual characteristics such as age and gender. Policies and practice of health care services can be said to be based on this theory. Doctors are the authority who give instructions and patients are the receivers of the instruction. Medication Event Monitoring Systems (WHO 2011), used to monitor adherence is embedded in this perspective. In spite of its inherent use by many health professionals, this perspective is uncommonly used openly in interventions. (BMC Public Health, 2007) Chapter 5 3.1. The role of public health agencies in reducing Tuberculosis Tuberculosis is a worldwide health problem which has put government and public health agencies on their toes. Every nation is working hard to control if not eradicate the disease. In the UK, the Local Government Association, Public Health England, the NHS and other public agencies are working together to come out with policies, procedures, practices and measures that will help control the spread of the disease. Some of these include: Pre-entry screening The government has introduced a pre-entry screening programme for TB in countries noted to have high incidence of the disease. Residents of those countries who are applying for more than six month visa to the UK has to undergo TB screening. This screening involve chest x-ray and checking for symptoms. Those found with active TB will have to undergo treatment before they are issue visas. (Local.gov.uk, 2014). Use of Anti-TB drugs A mixture of anti-TB drugs are given to patients to lessen the possibility of the TB bacteria becoming resistant to one or more of them. Patients are usually started on a six months course of anti-TB drugs which is made up of four different drugs. The six month course of anti-TB is said to be the most effective period that will guarantee that the inactive bacteria are killed and cannot reactivate to cause TB in future. (Local.gov.uk, 2014). BCG Vaccination BCG vaccination are being offered to babies, infants and young children who come from countries with high rates of TB. Those born in the UK to parents from the high risk zone are also given the vaccine to protect them from the diseases. Early discovery, diagnosing and treatment is said to be another way of controlling the diseases. Healthcare workers are also advice to take the vaccine because they stand the chance of getting infected at work. Chapter 6 3.2. The impact of public health agencies in reducing Tuberculosis Tuberculosis has been seen to have a huge health and social effect on those infected. The existing inequalities in deprived areas is seen to be rising because of this disease. The Chief Medical Officer has recognised the inequalities, and increasing levels of antimicrobial resistance, as primary concern for England. The Health and Social Care Act 2012 has made it the responsibility of local government, clinical commissioning groups (CCGs), Public Health England (PHE) and NHS England to reduce the inequalities. It is believe that the NHS, CCGs and Public Health will be making savings if TB is eradicated. Because it cost a lot to diagnose and treat drug-sensitive and resistant forms of TB. Some of the task set up to achieve this are; 1. Improve access to services and ensure early diagnosis 2. Provide universal access to high quality diagnostics 4. Ensure comprehensive contact tracing 5. Improve BCG vaccination uptake 6. Reduce drug-resistant TB 7. Tackle TB in under-served populations 8. Systematically implement new entrant latent TB screening 9. Strengthen surveillance and monitoring (gov.uk website, 2015) Chapter 7 3.3. The role and impact of public health agencies in actively promoting health It is the responsibility of every individual in a society to keep themselves healthy. The public health agencies of every society also have the responsibility of helping the members of that society to stay healthy. Some of the responsibilities of health agencies such as the NHS in promoting health as recommended in a report from the NHS Future Forum (gov.uk) are; Healthcare professionals making every contact count; to do so they will need to ensure that every contact they make with a patient should help to improve their mental and physical health and wellbeing. Improving the health and wellbeing of the NHS workforce by designing and implementing strategies to improve the mental and physical health and wellbeing of staff. Refocusing the NHS towards prevention and promotion; all providers of NHSà ¢Ã¢â€š ¬Ã‚ funded care should strive to prevent poor health and promote healthy living by in cooperating it into their daily business, and they should be recognised for achieving excellence. Building partnerships outside the NHS; NHS commissioners and providers of NHSà ¢Ã¢â€š ¬Ã‚ funded care should work together with other local services to promote health and wellbeing in areas where the NHS finds difficult to reach. Sharing learning and best practice; Healthcare professionals, NHS commissioners and providers of NHSà ¢Ã¢â€š ¬Ã‚ funded care should share learning about improving the public’s health and wellbeing and reducing health inequalities, and seek to learn from others. Public Health England should ensure that evidence and best practice are spread across the NHS. 1

Genetic Screening Will Not Put Limits on Equal Opportunity :: Science Biology Biological Essays

Genetic Screening Will not Put Limits on Equal Opportunity Introduction Genetic screening is a pressing issue in today's public policy forum, research and industry. Genetic screening provides enormous opportunities and is an incredible advance in science. However, genetic screening poses problems that are not and can not be easily overlooked. These are the following two issues dealt with in this paper. What can genetic screening offer people that currently is not being offered and at what cost to the people will this advance be? Genetic screening was devised to offer people a service and more important, to essentially, protect them from themselves. Genetic screening involves the screening of persons' genotypes to determine if they (1) are already associated with disease or are predisposed to disease, (2) may pass on disease to their descendants, or (3) produce other variations not associated with disease. (NAS 1975) Genetic screening is used as a means to prevent the onset or provide control for genetically inherited diseases. This in the long run is economical and treatment is effective. Screening of this type involves the detection of genetic disease and must first be defined to assure an understanding in the objectives of screening. Carriers of a genetic disease appear normal and are not affected except if the trait is expressed quantitatively across a population. In this case, the individual will have some disease characteristics however, not as severe as those with the disease. Individuals that have a genetic disease are almost always homozygous recessive for that gene meaning that there is an insufficiency in its ability to perform the correct function. One must not mistake a genetic screening test with a genetic diagnostic test. The difference is great and can be easily confused. A genetic screening test is not a definite confirmation of disease presence. It only gives an alert or signal to the possible presence that could affect the health of an individual. A genetic diagnostic test can tell with greater certainty if a disease is present in an individual. (Blatt 1996) Testing-Methods There are different times throughout the life span of a human in which genetic tests, both screening and diagnostic, can be preformed. The most popular and recognizable are the prenatal tests and testing of newborns. The genetic screening tests currently available for pregnant women are maternal serum alpha-fetoprotein (MSAFP) screening, enhanced MSAFP, amniocentesis, chorionic villus sampling (CVS), percutaneous umbilical blood sampling (PUBS), fetal biopsy and fetal cell sorting.

My Favorite Entrepreneur Essay

My favorite entrepreneur: Ms. Oprah Winfrey Oprah Winfrey was born into poverty by a teenage single mother in 1954 in Kosciusko, Mississippi. For the earliest years of her life she was raised by her maternal grandmother, and under her kind-hearted discipline was taught to read by the age of two and speak exceptionally by the age of three. When Winfrey was six years old, she was sent to live with her mother in Wisconsin. She was submerged into inner-city Milwaukee, and faced the hardships of growing up in the urban ghetto. Her mother had many problems of her own and was so consumed by them that she was unable to give attention to her daughter. This had many adverse consequences, and left Winfrey vulnerable to multiple counts of sexual abuse at an early age, including by her mother’s boyfriend, a teenage cousin, and a family friend. She also became pregnant at the age of 14, but her son died at infancy. As she got older, she struggled with racism and was discriminated against by her peers because of her economic status. The neglect and problems she encountered led Winfrey to develop an aggressive attitude, and eventually her mother could no longer deal with Winfrey’s delinquency and so she sent her to live with her father in Nashville, Tennessee. With his strict disciplinary mechanisms and value for education, Winfrey’s father helped her turn her life around. She became an honor student and at the age of 17 began her broadcasting career on the radio station WVOL. She earned a scholarship to Tennessee State University and studied drama and speech. At the age of 19 she landed an anchor position for WTVF-TV, Nashville’s CBS affiliate. Here she was the first African-American and the youngest person to ever be an anchor on the network. Not too late afterwards in 1976 she moved to Boston to take on a position as co-anchor for WJZ-TV evening news. However, it was hard for her to contain her emotions on many of her stories, and her attachment to the subject matter made her a poor fit for the position. She was fired for these reasons. Nevertheless, a manager at the network saw her ability to connect closely with the subjects and her excellent communication skills and found a position more suited towards her as a co-host on talk show People Are Talking. The show’s ratings soared, and Winfrey’s success attracted attention in the Midwest where she was offered a position as anchor on AM Chicago. It almost instantly became the #1 local talk show and within a year was renamed the Oprah Winfrey Show. The show was soon picked up in 120 cities and became the nation’s top talk show. However, Winfrey did not like the idea of working for someone else, and in 1986 she founded Harpo, Inc. and took on the Oprah Winfrey Show by 1988 in her own studio in Chicago. The third woman in history to own and produce her own show, as well as the first African-American to own her own entertainment production company, Winfrey was capitalizing success. The early years of the program was classified as a tabloid talk show, however as years went on Winfrey adopted broader topics such as disease, spirituality, substance abuse, geopolitics, domestic topics, celebrity interviews, and philanthropy. She herself has become one of our world’s most noted philanthropists and also hosts televised giveaways. In addition to her talk show, Winfrey acted and voiced-over in different movies and TV shows, as well as ones she produced herself like The Women of Brewster Place and Brewster Place. Furthermore, Winfrey has co-authored five books and publishes O, The Oprah Magazine and O at Home, which was dubbed the most successful start-up ever in the industry by Fortune in 2002. She also created her website Oprah. com, one of the top women’s lifestyles websites, as well as Oprah’s Book Club, the largest book club in the world. Winfrey went on to co-found women’s cable television network Oxygen. In January, 2011, Discovery Health Channel was changed into a new channel called OWN: Oprah Winfrey Network. Winfrey, for many years now, has been viewed as the most powerful woman in the entertainment industry, and even beyond the entertainment industry. The Wall Street Journal coined the term â€Å"Oprahfication† meaning therapy through public confession, and there have been numerous incidents of the â€Å"Oprah effect† where her public opinions influence consumer choices. She has been invited onto the corporate boards of AT&T, Ralph Lauren, and Intel, all of which she turned down. Winfrey holds a fairly private personal and business life, as all her employees are sworn to keep things private for the remaining of their lives, and she holds full control in all her distribution deals with ABC, Oxygen Network, and Hearst Magazines. She also holds 90% of Harpo’s stock. By the age of 41, Winfrey had a net worth of $340 million and replaced Bill Cosby as the only African American on the Forbes 400. She has remained the only African American to rank among America’s 400 richest people nearly every year since 1995, and is the ichest African American of the 20th century. From 2004 to 2006 Winfrey was the world’s only black billionaire and the first black woman billionaire in world history. In 2010 she took on the title of the richest self-made woman in America. Her 2011 salary was $290 million and she had a set worth of $2. 7 billion. Throughout this all, Winfrey is lives her life by two principles: live a great life for yourself and make a differenc e in the world. These have been motivating factors for Winfrey too overcome the different struggles in her life and pull forward to a positive outcome. Her intellectual and emotional qualities paved the way for her to really connect with diverse people of difference backgrounds, values, and experiences, and to open up all sorts of subject matter in a some-how comfortable setting although very public. Her public speaking and proficient communication abilities allowed her to emerge as such a strong candidate in the industry. Even with that, Winfrey is a woman of self-improvement and took improv classes at Chicago’s own Second City to work on her presence and wit in high pressure situations like on talk shows and live television. But her success isn’t all in her broadcasting or talk shows. In fact, Winfrey says her success began as a third grader when she turned her book report in early. She stands by the ideas to always go the extra mile, and that we are all entitled to success. â€Å"Let excellence be your brand,† Winfrey says at a 2012 speech to Spellman College graduates. Winfrey is a strong believer in doing the right thing, and she guarantees that doing right will only allow for right to come back to you and carry you on your way to success. Another point Winfrey strongly upholds is finding a way to serve. She says that she doesn’t serve TV she serves the world through TV, and that is what each of us should do as we find our niches– to use our success as a way to serve. Furthermore, Winfrey believes it is key to know who you are and to take charge of your life. Making decisions for one’s self and pursuing goals is absolutely critical if one wants to find success. Winfrey was able to use these ideals, lessons from her life, and her true passions and talents to go from rags to riches, to become the Queen of talk shows, and a historical success legend.