Huck Finn essays

Huck Finn essays Huckleberry Finn: The experiences of an endangered child Mark Twain created a character that expresses freedom within American society. Huckleberry Finn lives on the margins of society because he is the son of a town drunk. He sleeps where he pleases and eats where he pleases. No one requires him to attend school or church, bath or dress respectably. Years of having to fend for himself have invested Huck with solid common sense. Huckleberry Finns background is as important as his personality in this novel. He is only thirteen years old when he sets out on his own. He comes from the lowest levels of white society. His father was a drunk and he is often dirty and frequently homeless. Widow Douglass and Miss Watson reform him throughout the novel. The community failed to protect him from his father and he was denied schooling and religious training. He feels society and enters the natural world where he feels most at home. He and a friend, Tom Sawyer cross paths in the wilderness and decide to travel together. Both use a raft to escape the bondage of the land. Through Huck, Twain weighs the costs and benefits of living in society against those of living independently of society. Adult societies disapprove of Huck, but because he appears to be a likeable boy, the adults disapproval of Huck generally separates the readers from them and not from Huck himself. Throughout the novel, Huck becomes skeptical of the world around him and constantly looks to distance him from it. Since he is a child, Huck is always vulnerable; any adult he encounters has power over him. This allows Twain to compare Huck to Jim, who is a slave and also vulnerable to whites, even a poor white child such as Huck. Hucks childhood leads him to often distrust people. That same distrust and his experiences as he travels down the river force him to question the things he has been taught. Hucks sense of logic and fairn...

The Second Congo War

The Second Congo War In the First Congo War, the support of Rwanda and Uganda enabled Congolese rebel,  Laurent Dà ©sirà ©-Kabila, to overthrow Mobutu Sese Sekos government.  However, after Kabila was installed as the new President, he broke ties with Rwanda and Uganda. They retaliated by invading the Democratic Republic of the Congo, starting the Second Congo War. Within a few months, no less than nine African countries were involved in the conflict in the Congo, and by its end nearly 20 rebel groups were fighting in what had become one of the deadliest and most lucrative conflicts in recent history. 1997-98 Tensions Build When Kabila first became president of the Democratic Repubilc of the Congo (DRC), Rwanda, who had helped bring him to power, exerted considerable influence over him. Kabila appointed the Rwandan officers and troops who had participated in the rebellion key positions within the new Congolese army (the FAC), and for the first year, he pursued policies in regard to the continued unrest in the eastern part of the DRC that were consistent with Rwandas aims. The Rwandan soldiers were hated, though, by many Congolese, and Kabila was constantly caught between angering the international community, Congolese supporters, and his foreign backers. On  July 27, 1998, Kabila dealt with the situation by summarily calling for all foreign soldiers to leave the Congo. 1998 Rwanda Invades In a surprise radio announcement, Kabila had cut his cord to Rwanda, and Rwanda responded by invading a week later on August 2, 1998. With this move, the simmering conflict in the Congo shifted into the Second Congo War.   There were a number of factors driving Rwandas decision, but chief among them was the continued violence against Tutsis within the eastern Congo. Many have also argued that Rwanda, one of the most densely populated countries in Africa, harbored visions of claiming part of the eastern Congo for itself, but they made no clear moves in this direction. Rather they armed, supported, and advised a rebel group comprised mainly of Congolese Tutsis, the  Rassemblement Congolais pour la Dà ©mocratie  (RCD). Kabila saved (again) by foreign allies Rwandan forces made quick strides in eastern Congo, but rather than progress through the country, they tried to simply oust Kabila by flying men and arms to an airport near the capital, Kinshasa, in the far west part of the DRC, near the Atlantic ocean and taking the capital that way.The plan had a chance of succeeding, but again, Kabila received foreign aid. This time, it was Angola and Zimbabwe who came to his defense. Zimbabwe was motivated by their recent investments in Congolese mines and the contracts they had secured from Kabilas government. Angolas involvement was more political. Angola had been engaged in a civil war since decolonization in 1975. The government feared that if Rwanda succeeded in ousting Kabila, the DRC might again become a safe haven for UNITA troops, the armed opposition group within Angola. Angola also hoped to secure influence over Kabila. The intervention of Angola and Zimbabwe was crucial. Between them, the three countries also managed to secure aid in the form of arms and soldiers from Namibia, the Sudan (who was opposed to Rwanda), Chad, and Libya. Stalemate With these combined forces, Kabila and his allies were able to stop the Rwandan-backed assault on the capital. But the Second Congo War merely entered a stalemate between countries that soon led to profiteering as the war entered its next phase. Sources: Prunier, Gerald.  .Africa’s World War: The Congo, Rwandan Genocide, and the Making of a Continental Catastrophe  Oxford University Press: 2011. Van Reybrouck, David.  Congo: The Epic History of a People. Harper Collins, 2015.

Open source intelligence Essay Example | Topics and Well Written Essays - 1250 words

Open source intelligence - Essay Example What’s more, this can be seen as an improvement from the 1981’s scenario whereby Israel attempted to set back Iraq’s nuclear program by bombing its nuclear reactor – such a process is very risky as it can cause massive loss of lives.1 Although Iran has, on different occasion, promised to cooperate - it has kept reneging on promises by embarking on uncompromising positions, which has been a major stumbling block. Once, a report by the IAEA director general revealed that Iran’s cooperation with inspectors has been erratic. In most cases, Iran argues that its nuclear program is developed as a source of energy, but it is very easy to read foul play from its pronouncements. It is Iran’s frustrating actions that have forced the United States to harden its stance, for example, by requesting the board of the International Atomic Energy Agency to stop issuing warnings to Iran and instead refer its nuclear program to the Security Council. As such, thes e desperate measures by the United States are understandable because, if action is not taken, Iran is likely to drive the world into a very compromising position in the future, consideration that it does not seem to cooperate any soon.2 Actually, the U.S. administration should heighten its campaign to push Iran to abandon its nuclear program.3 Furthermore, even the report by the American 007 agents supports that Iran’s nuclear program has not been peaceful. According to this report, it is not clear what Iran is currently planning, which implies that it could be planning to manufacture weapons of mass destruction. In view of this, this report proves untrue the allegation by past negotiators that the problem facing Iran originates from disregard to give the accurate information to the IAEA instead of an arranged disguise. As confirmed by this report, the Iran’s nuclear program could have led to production of dangerous weapons, only that this has always been aborted due t o pressure from the international community – after all there is evidence that this program has been under supervision of the Iranian army, whom central objective is linked to weapon.4 In fact, this is the argument that American Secretary of State Condoleezza Rice used to rely upon in order to win the support of the international community to put more pressure upon Iran. In addition, there was a cause for alarm because this report had mentioned that Iran possesses strong industrial, technological and scientific capabilities, which it can use to develop dangerous weapons any time in the future. Although it sounds interesting, there could be some truth in the America spies’ assertion that Iran is positioned to develop weapon in year 2015, especially considering its existence in supporting the war against the weapon. However, the report of the America’s spies cannot be taken as a gospel truth because they also have their own conflicting interests and objectives the y would want to achieve. 5 Although the U.S. intelligence is making great efforts in dealing with Iran’s nuclear program, as a mater of fact, there are numerous gaps that need improvement - especially concerning its ability to collect valid information. While some experts had posed questions against the report released by a U.S. congressional committee some years back, many others supported its arguments about the existence of gaps. Unless one experiences a biased opinion, it is not

Final Essay Example | Topics and Well Written Essays - 2000 words - 4

Final - Essay Example The company commenced its manufacturing and retail operations over 40 years ago, and according to the message from the CEO, Jules Di Bartolomeo, the company’s operations still continue to do well up to today. There is a lot of more innovation that the company gets from the fact that it has remained in manufacturing for a long time rather than if it was outsourcing and just being in retail. This is because manufacturing keeps the company struggling to keep up with the ever changing technology, hence increasing innovativeness and improvements in the line of products. Those companies that major in oversees products, majorly the company’s competitors, do end up filling the market with copied products, hence lack of innovativeness. Looking at the income statement, the company had a gross profit of 70.29% in 2012 and 70.92% in 2013. This shows that the company’s expenses such as cost of goods sold decrease as its income increased. Looking at the operating expenses, the company had 42.01% in 2012 and 40.46% in 2013. This again shows that the company has engaged in ways that are able to reduce its cost of operations in order to maximize on the operating income. The great reduction in the cost of operation therefore led to an increase in net income to up to 30.46% in 2013 from 28.28% in 2012. The god performance of the company by reducing its cost of operations made it to record an income before taxes of 1.79% in 2013 from 0.10% only in 2012. This shows a great improvement in the company’s income before taxes which therefore increases the company’s ability to meet its short term financial obligations. Even though the tax liability increased from -0.61% in 2012 to 0.27% in 2013, the net income of the company has still proved to increase despite it all. The net income therefore increased from 0.71% in 2012 to 1.52% in 2013. The company therefore closed the 2013 year with a net income of 1.51% after the

Struggles of Slavery and the Economy Essay Example for Free

Struggles of Slavery and the Economy Essay The economy was the underlying factor affecting multiple aspects of Uncle Tom’s Cabin. The novel takes place in the 1850’s antebellum era, when slavery was a large portion of the economy – especially in the South. The moral division between the North and South illustrates how the economy differed between those two separate geographical areas. The economy drove the South’s â€Å"need† for slavery which, in turn, also affected family, education, law and government as depicted throughout the novel. The author portrayed this through his characters and specific events. At the beginning of the novel, there was a discussion between Mr. Shelby and Mr. Haley about selling slaves. Mr. Shelby was in debt and needed to sell two of his slaves to get money to support his family and land. To do this, he enlisted the assistance of Mr. Haley, a slave trader. Small farm owners could not afford many slaves, even though they were the most important component to crop production in the south. Mr. Shelby’s small portion of land was genuinely special to him. Without slavery, crop growth would be slowed because the slaves did all the work in the fields and factories. It would adversely affect income for most southern farm and factory owners. Mr. Shelby was so desperate for extra money that he was forced to consider selling his most valuable slave, Tom, to Mr. Haley. He trusted Tom to the point of allowing him to go out alone, knowing he would always return. Unfortunately, the difficult economy forced Mr. Shelby to give up both Tom and a young boy named Harry in order to keep his plantation. During this specific time period, it was not uncommon for slave owners to sell their slaves because of the economic turmoil they endured. As expected, the slave families involved were adversely affected. Eliza, the mother of Harry, overheard Mr. Shelby explaining his decision to sell her son, so she took him and escaped. She could not allow her little boy to be sold off to another family and lose him for good. Eliza did what any mother would do to protect their child. Being on the run during this era was a huge risk, but Eliza had no choice. She and Harry fled to Canada, with Mr. Haley after them. Luckily, she found different families and places to rest and get food for her journey. Thanks to the help of this â€Å"Underground Railroad† and her fellow slaves, Mr. Haley was unable to find Eliza and her son. He finally gave up and sold Tom, who was then taken away in shackles. Fortunately for Eliza, the Quaker families who helped her and Harry were not scared off by the risks involved in helping slaves. The Fugitive Slave Act of 1850 stated that any person who knew where an escaped slave was must return them to their master in the South. The slaves that were able to escape and make it to the North were continuously hunted by the law. Later, the law was revised to punish anyone aiding and sheltering a slave with prison and fines of one thousand dollars. After this act went into effect, officials were rewarded when they returned runaway slaves and punished if they helped them escape to freedom. Eliza and her son were fortunate to stumble upon Senator Bird’s home to ask for food and shelter. Senator Bird had just signed in favor of the Fugitive Slave Act yet he did not truly believe in it. He gave Eliza ten dollars and brought her to another home, even though he knew he was violating the law. Eliza, after reuniting with her husband George, found another family of Quakers who were more than willing to help her and her family. These families, aware of the law and the financial consequences did what was right to help these people escape to freedom. Tom, however, was initially not as fortunate as Eliza and her family. He was sold off into the slave market with Mr. Haley as his current owner. On a boat headed towards the deep South, Tom met a young white girl named Eva. Tom saved her when she fell overboard. After Tom rescued Eva, her father, Augustine St.  Clare, offered to buy Tom in order to â€Å"make him happy† as requested by his daughter. St. Clare was not a typical Southern slave owner. He was kind and gentle with each of them. He had a different agenda for owning slaves rather than the economic advantage it would give him and his plantation. St. Clare knew that not one single person could end slavery, but he felt he could do everything he could to help protect some slaves like Tom and a girl named Topsy. Topsy was purchased by St. Clare from a slave master who brutally abused her. St.  Clare wanted to give her a better life, including an education like his current slaves had. His alternative views from most of his southern neighbors regarding slavery are obviously displayed when he says, â€Å"I heartily wish that there were not a slave in the land; but, then, I don’t know what is to be done about it! † His wife Marie, a very selfish, unloving person, was an advocate of slavery and that caused altercations within the St. Clare family. This difference within St. Clare’s family member created conflict on how to treat the slaves and resulted in hatred towards one another. Eva and Tom’s friendship grew so strongly that before she died due to illness, she asked her father to promise to set Tom free. Unfortunately, St. Clare, being the caring man he was, died trying to break up a fight before he was able to sign for the slave’s freedom. They were left to Marie. She used this opportunity to obtain money and sold Tom to another slave owner. Marie had different beliefs and morals than the rest of her family. She used the slaves for financial gratification when she was finished ordering them around. Marie’s view on slavery is best represented when she says, â€Å"I’m thankful I’m born where slavery exists; and I believe it’s right, I’m sure I couldn’t get along without it. † Educated slaves had a large impact on the economy of the South. For example, George, who was a mulatoo, invented a machine while working as a slave at a factory. This machine sped up the process of cleaning hemp, which impressed the factory’s owner. This invention greatly increased productivity in the south, because they were able to sell hemp much quicker increasing profit. Having educated slaves was extremely rare during this era, but when they were, it was usually because their owners taught them. â€Å"Mulatoo† is a term used to describe a slave whose one parent was white (most likely the father) and the other was African American (most likely the mother). This is just another example of how slavery impacted African American families. Slave Masters did not like to educate their slaves because they believed the slaves would then become more likely to want to improve their lowly status. African Americans in the 1850’s were bought for cheap labor on the farms, factory work, and typical house duties. The slave masters feared that if they were successful, like when George invented his machine, they would feel superior towards the other slaves and even their white masters. They would probably no longer be satisfied being a slave; this would lead to unrest. Owners did not want the slaves to be educated because they could then learn about freedom, which may entice them to escape. Yet, if slaves were given a basic education, they could have used that knowledge to increase the productivity of the Slave Master’s farms and businesses and improved the economy. On the contrary, the North had a different form of income. Instead of armland, they were industrialized with factories that any race could work in. The abolitionists in the north were against slavery and did not believe in having servants like the south did. Some Northerners, however, were not as opposed to slavery. Many northern people turned their heads and allowed slavery to continue because without it, crop production would be slowed and be more expensive. The north relied on purchasing crops from the south so their economy would also have been negatively impacted. Throughout this novel, it is obvious that the economy was the underlying factor affecting multiple aspects of Uncle Tom’s Cabin. These aspects varied from the pressures of selling slaves in order to get out of debt to whether or not African Americans were educated. Also, the economy affected families, especially the slaves but also the Quakers who helped the runaways. Harriet Beecher Stowe did a fine job illustrating these points throughout Uncle Tom’s Cabin. She was able to humanize the slaves which helps create sympathy for them. While her main objective was to convince others of the horrors of slavery, she was smart enough to use the economy as a motivating factor to achieve her goal.

Part of the Neuron Affected, Inhibitory or Excitatory Potential Changes

Part of the Neuron Affected, Inhibitory or Excitatory Potential Changes and Ion Channels Affected by Psilocybin Psilocybin belongs to the classification of drugs called hallucinogens. Hallucinogens typically act by stimulating serotonin receptors at different times or for longer durations than serotonin itself would (Kalat 2004). When psilocybin enters the brain, the enzyme alkaline breaks down one of its phosphate groups through hydrolysis. It then becomes psilocin, an even stronger hallucinogen (Psilocybin 2003). It is particularly potent due to the position of its hydroxyl group (Jacobs 1984). Psilocin is a postsynaptic serotonin receptor agonist. In other words, its similar structure allows it to mimic serotonin, fitting into some types of serotonin receptors and producing the same effect as endogenous serotonin (Merriam Webster 2003). Specifically, psilocin activates the 5HT2A and 5HT1A receptors. Stimulation of 5HT1 receptors is associated with an inhibitory response while stimulation of the 5HT2 receptors is associated with an excitatory response. Soma of the serotonergic neurons are located in the midline raphe nuclei of the pons and in the medulla oblongata. Axons extend to the basal ganglia, hypothalamus, limbic forebrain, parts of the cerebral cortex, and to the spinal cord (Kruk and Pycock 1979). Functions believed to be moderated by serotonin include sleep, mood, arousal, control of motor activity, hunger, thermoregulation, and some neuroendocrine control mechanisms in the hypothalamus. (Powell 2004, Kruk and Pycock 1979). One theory states that effects caused by psilocin result from stimulation of receptors in the raphe nuclei. According to this theory, the... ...ocal Net Common Molecule. (2003) Reciprocal Net Site Network. http://www.reciprocalnet.org/recipnet/showsample.jsp?sampleId=27 344568 Rabin, Richard A., Regina, Meridith, and Doat, Mirielle J.C. 5- HT2A Receptor-stimulated Phosphoinositide Hydrolysis in the Stimulus Effects of Hallucinogens. (2001) Pharmacology, Biochemistry and Behavior. Volume 72, 2002. (pp 29-37) Department of Pharmacology and Toxicology, School of Medicine and Biomedical Sciences, State University of New York at Buffalo, Buffalo, NY. Vollenweider, Franz X, M.D., Vontobel, Peter, PhD., Hell, Daniel, M.D., and Leenders, Klaus, M.D. (1998) 5HT Modulation of Dopamine Release in Basal Ganglia in Psilocybin Induced Psychosis in Man: A PET Study with [11C]raclopride. Neuropsychopharmacology 1999, Volume 20, Number 5. (pp 424-431) New York, New York: Elsevier Science Inc.

June Etta Downey

A Biography of June Etta Downey South Georgia Technical College August 20, 2010 June Etta Downey (1875-1932), Psychologist. Born on July 13, 1875, in Laramie, Wyoming. June came from a pioneer family that contributed a great deal to the development of the state. Her father, Colonel Stephen W. Downey was one of the first territorial delegates to the United States Congress from Wyoming, and it was largely through his efforts that the University of Wyoming was established. Downey, like many other females pursuing professional careers, had to face many odds in order to achieve her goals.In early 1900’s the image of a professional woman was an unusual sight, particularly in a small place like Laramie. Most professional females were destined to become school teachers if they were not married. Downey avoided marriage in order to continue her higher education and being free to work in the field she always wanted experimental psychology. Downey graduated from the University of Wyoming in 1895. After a year of teaching at the University of Chicago, where in 1898 she took a master’s degree in Philosophy and Psychology.In that year she joined the faculty of the University of Wyoming as an instructor of Philosophy as well. In the summer of 1901 she studied Psychology under Edward Bradford Titchener at Cornell University. She was promoted to assistant Professor of English and Philosophy in 1902 and to Professor in 1905. In 1904 she published a volume of poems titled Heavenly Dykes. After a sabbatical year of further study at the University of Chicago, she was awarded her P. H. D. in 1908, and on her return to the University of Wyoming she became head of her department.Downey soon gave up the teaching of English to concentrate on Philosophy and Psychology, and the title of her professorship was changed formally to that in 1915. A gifted and often ingenious experimenter, Downey followed her principal interest in the Psychology of aesthetics into many areas of the arts and the mental processes associated with them. Downey’s work in muscle muscle ready, handwriting, handedness, color perception, and such topics led to deeper investigations into personality and creativity.Her work resulted in more than 60 articles in professional journals and several books, including Graphology and the Psychology of Handwriting, 1919; Plots and Personalities, with Edward E. Slosson, 1922. Downey was greatly interested in the creative arts. She wrote poems, plays, and stories throughout her life. She even wrote the school Alma Mater for the University of Wyoming. In 1911, she published the Imaginal Reaction to poetry, one of the most important experiments involving arts. This study examined the images people had in response to ready poetry.Downey believed that variation in such images revealed differences in character. Downey’s preliminary work personality led her to the creation of the Downey Will-Temperament Test. The Will-Temperament and Its Te sting, a report on her attempt to test clinically aspects of personality other than intelligence, 1923; and Creative Imagination: Studies in the Psychology of Literature, 1929. She also published Kingdom of the Mind, a book on the experimental psychology for young readers, in 1927.Although the report presented several limitations itself, it brought the attention of several influential psychology exponents. Although highly valuable in intent and originality, the Downey tests also possessed great weaknesses. Downey continually pointed to the importance of the intra-individual relationship of the subtests, but did not provide any norms for comparisons. The tests had poor reliability, the subtests were very short and those subtests that supposedly measured similar traits did not correlate highly with each other.The tests also possessed poor validity, at least when the results were compared to personality ratings. In addition, there were complaints that the administration was complicated and the scoring was too subjective. All of these weaknesses prevented the tests from being more widely accepted, and Downey was planning to revise the tests at the time of her death. Despite her visibility, Downey never craved the spotlight. As she grew older, she concentrated on her teaching and left Laramie.Downey was recognized as an outstanding scholar in her field by election to the Society of Experimentalists and membership on the council of the American Psychological Association in 1923-1925. In the last decade of her life she received many forms of recognition, including appointment to APA Council, membership in the Society of Experimentalists, and election as a Fellow of the American association of the Advancement of Service. She was also an inspiring teacher and a valuable asset to her university in its early years.Downey became ill while attending the Third International Congress on Eugenics in New York City. She died two months later of cancer at the home of her sister in Trenton, New Jersey on October 11, 1932. She was 57 years old. The University held a memorial service for her and a bronze plaque was unveiled in her honor. References 1. Uwadmnweb. Uwyo. edu/a&s/Development/People/Downey-June%2006. html 2. www. psych. yorku. ca/femhop/June%20Downey. htm 3. Ww. britannica. com/EBChecked/topic/170477/June-Etta-Downey

An analysis of the Heart of Darkness and Alice’s Adventures in Wonderland Essay

The â€Å"Heart of Darkness† by Joseph Conrad and â€Å"Alice’s Adventures in Wonderland† by Lewis Carroll tell a journey into a world which is a conflicting reflection of the protagonist’s â€Å"real† world. As the protagonists travel to new places, they are both presented with clashing views on prevailing themes in their lives. In the case of Marlow in the Heart of Darkness, he is faced with opposing ideas on the most vital components in imperialism – trade and slavery. As for Alice in Wonderland, the young girl is confronted with the challenge to accept the conflicting basis of maturity following both rational and irrational complexities in the society. In both of the novels, the relationship between the two worlds were portrayed as the struggles which people had to face in order to formulate their own personal ideologies based on their varying views presented by the society. Moreover, alienation (or the fact that each of the protagonists had to handle their struggles alone) was promoted as a necessary step towards the full appreciation of one’s social construction of reality. Clashing views on imperialism: Moral Responsibility vs. Pure Suppression In the Heart of Darkness, contrasting views of imperialism and slavery are challenged. Marlow, the protagonist of the story, comes from a world where the enslavement of the Africans is considered as essential and customary pieces of the colonial enterprise. The men who were working for the Company – upon which Marlow is also a part of – treats the blacks in an perverse, cruel, and often viciously violent manner. However, this harsh treatment is seemingly justifiable as Marlow’s world regards the slaves as uncivilized. Thus, the process of slavery is not seen as it is. Rather, it is often deemed as a vital part of the benevolent project of â€Å"civilizing† the natives. As such, prior to his journey upriver to see the fabled Kurtz, Marlow maintains his role of masking the slavery and violence by the socially accepted idea that the subjugation is based on legitimate backgrounds of moral responsibility. As Marlow meets Kurtz however, Marlow’s idea of the glamour of conquest and imperialism evolves into a struggle of morals. As he survives the river, meets the natives, and finally encounters the man that is reputed to be honorable and upright, his moral beliefs shatter. Technically, he is not faced with a world that’s entirely different from where he came from. Instead, what Marlow encounters is a setting where there is a whole new definition of conquest and trade – the main activities upon which he was engaged in. Basically, Kurtz was not the man Marlow and other people envisioned him to be. In conflict with the prevailing social definition of conquest for the Company, Kurtz saw the truth in imperialism. The presumed praiseworthy man was in fact a tyrant among the natives. He realized the fact that he was not trading but rather forcing the natives to find ivory for him. Moreover, Kurtz was open to the idea that he was – in no positive way – civilizing the natives. Rather, he was suppressing them, controlling them through intimidation and extreme brutality, and using them to his advantage, and the Company’s benefit. As a result, Marlow’s encounter with Kurtz only served as a perplexing experience where he had to question what the real purpose was behind acts of conquest and slavery: Are his actions just a tool for injustice and intimidation? Is there really no justifiable cause for intimidating the natives? To a certain degree, Marlow’s experience with the â€Å"other† world puts him in a crisis of whether he should continue believing that his world’s obviously unjust practices had a good and tolerable cause or not. Growing up: Tolerating the illogical and irrational In the story Alice’s Adventures in Wonderland, conflicting views of maturity and growing up is presented. On one hand, the real world equates maturity as the state where logic and rationality is used in reasoning, interpreting, and in maintaining harmony in the society. In contrast however, the young Alice equates adulthood as to what she sees in Wonderland – a place where silly and illogical regulations are created on the basis of egoistic goals and ambitions, propelled by bad habits and wrong ideals that people willingly developed throughout the course of history. In Wonderland, Alice faces a new world – one wherein the ways of reasoning are every much in contrast of hers. To a certain sense, her new world is similar to the â€Å"real† world of adults because both are comprised of rules which are, most of the time, very confusing. A typical example is the character of the Duchess who always tries to find a moral in almost every thing that is happening around her. In the real world, adults are akin to the Duchess as they always try to live by the social norms which they created from their own interpretation of their society. Another complex idea is the tolerance of the senseless orders of beheading given by the Queen of Hearts. Such scenario can be equated to the devastating wars often prompted by political leaders who are supposed to propagate world peace and progress. Also in Wonderland, trials seem to be very irrational and unjust; in the same way, justice is as confusing in the real world where fairness and integrity are supposedly practiced and promoted. As Alice struggles to understand the complexity of what is happening in Wonderland, she challenges her own idea of what is rational and supposedly mature. Confronted with what’s hypothetically mature, Alice gradually evolves into a mature person who is able to formulate reasonable and valid interpretations of history and her present experiences. While Alice is confronted with odd events and curious beings in Wonderland, she tries to formulate reasons based on her social interactions with the creature and adjusts to the demands of the magical world. Through the interpretations that Alice forms from wonderland, she fulfills what is expected from a mature individual – the ability to tolerate the complexities of life. As she forms a basis of reasoning and logic, she then forms her own subjective norms which are, to a certain extent, still confined within the prevalent ideas in Wonderland. These norms allow her to define her identity and at the same time, give her the chance to adjust and adapt to the situations that she faces in a place where â€Å"everyone is mad†. Through her adventures, Alice ultimately grows up and matures. CONCLUSIONS Two worlds as struggles towards the formulation personal ideals In both of the novels, two opposing worlds were used as bases that will allow the main character to formulate his/her own personal ideologies and interpretations of prevailing themes in their lives. In the case of Marlow, the clash between the two worlds – or rather their definitions – gave him a chance to weigh his morals not merely on the more popular and conforming idea that African enslavement was natural and acceptable. Through his confrontation with Kurtz, he became enlightened. The experience somehow liberated him from his blind adherence to the society and showed him the real circumstances of his actions and that of his society. As for Alice, the conflict between the real world and Wonderland also gave her the chance to construct an understanding of maturity. From a child’s point of view of adulthood as something incoherent, illogical, egoistic, and irrational, Alice was able to realize that such complexities were part of real life and that tolerance to what is seemingly unreasonable must be achieved in order to be capable of surviving and adjusting to the different scenarios of living. As such, it can be noted that the incompatible relationships between the two worlds in each of the novels were presented as personal struggles towards the achievement of personal ideals formulated from varying views and interpretations that were present in the society. Alienation, an essential process for the social construction of reality It can be noted that both protagonists in the stories had to face alienation in the new worlds that they had to take part of. The fact that each of the protagonists had to handle their struggles â€Å"alone† promoted the theme of personal conflict in the novels. Furthermore, this alienation heightened the level of conflict which existed in the clashing relationship between the two worlds that the characters had to take part of. In the case of Alice, she had to face different situations with different characters and different modes of reasoning all on her. Through this loneliness, she was able to fully grasp the idea that maturity is complex and that life itself was full of complexities and â€Å"madness†. This realization led her to construct her own set of interpretations, definitions, and realities which paved her way towards maturity. Marlow, on the other hand, became alienated as he became exposed to a world where slavery among Africans was regarded as what it really is – a mere act of cruelty for the benefit of the White people. He was alienated in the sense that he formerly had a different – more consoling view of the â€Å"trade† that he was participating in. However, through this alienation, Marlow then achieved a more careful analysis of his society’s actions. By being exposed to the new world all on his own, he was given the chance to liberate himself from the beliefs that he was encompassed within. In general, both of the characters endured alienation as an essential component which emphasized the conflicting relation of the worlds that they were exposed to. This alienation prompted them to think beyond what they were used to and such allowed them to construct their social reality based on conventional and unconventional truths. References: Caroll, Lewis (n. d. ) Alice in Wonderland. Retrieved from Bedtime Story Classics (Accessed 06 Apr 2009 from http://www. the-office. com/bedtime-story/classics-alice-1. htm) Conrad, Joseph (n. d. ) Heart of Darkness. Retrieved from Project Gutenberg Website (Accessed 06 Apr 2009 from http://www. gutenberg. org/etext/526) Maatta, Jerry (1997) An Analysis of Alice’s Adventures in Wonderland. (Accessed 06 Apr 2009 from http://www. alice-in-wonderland. net/explain/alice841. html) __________ (n. d. ) Themes and Motives in Alice in Wonderland. (Accessed 06 Apr 2009 from http://www. alice-in-wonderland. net/school/themes. html) __________ (n. d. ) eNotes on Heart of Darkness – Themes. (Accessed 06 Apr 2009 from http://www. enotes. com/darkness/themes)

Hurricanes vs Tornadoes Essays

Hurricanes vs Tornadoes Essays Hurricanes vs Tornadoes Essay Hurricanes vs Tornadoes Essay Essay Topic: Cane Hurricanes and tornadoes are some of the most violent natural occurring disasters known to mankind. While there are many differences between the two, the stark similarities are as dramatic. Both are centered on gusting wind swirling around a center; however the diameters of the storms are quite different. While hurricanes can range from 100 to 300 miles wide, tornadoes usually have only a length of less than two miles. However, a tornado makes up for its small size with extremely high wind speeds, in excess of over 250 miles per hour. Hurricanes on the contrary have wind speeds from 74 to 160 miles per hour. To compare and to contrast hurricanes and tornadoes the main areas of interest are the creation of both disasters, and the destructive power that is associated with both tornadoes and hurricanes. Hurricanes get their start over the warm tropical waters of the North Atlantic Ocean near the equator. Most hurricanes appear in late summer or early fall, when sea temperatures are at their highest. The warm waters heat the air above it, and the updrafts of warm, moist air begin to rise. At that longitude in the tropics, there is usually a layer of warm, dry air that acts like an invisible ceiling or lid. Once in a while, the lid that prevents the hurricane from forming is destroyed. Scientists do not know why this happens; however, when it does, its the first step in the birth of a hurricane. With the lid off, the warm, moist air rises higher and higher. Heat energy, released as the water vapor in the air, condenses. As it condenses it drives the upper drafts to heights of 50,000 to 60,000 feet. The cumuli clouds become towering thunderheads. From outside the storm area, air moves in over the sea surface to replace the air soaring upwards in the thunderheads. The air begins swirling around the storm center, for the same reason that the air swirls around a tornado center. As this air swirls in over the sea surface, it soaks up more and more water vapor. At the storm center, this new supply of water vapor gets pulled into the thunderhead updrafts, releasing still more energy as the water vapor condenses. This makes the updrafts raise faster, pulling in even larger amounts of air and water vapor from the storms edges. And as the updrafts speed up, air swirls faster and faster around the storm center. What forms is what experts call a hurricane. Upon landfall, this causes destruction for many square miles. In contrast, tornados are created by a thunderstorm. A thunderstorm is created by having three main ingredients: instability, uplifting of air, and moisture in the low and middle levels of the lower atmosphere. There are three types of thunderstorms, but the main type that creates the most tornados is the supercell. This is a highly organized thunderstorm. Although these are rare, they pose a great threat to life and property. This is like a single cell storm in that it has one updraft. However, the supercell updraft is extremely strong. This storm has a rotating updraft, or mesocyclone, that is the key to its ability to produce severe weather. This storm can produce large hail, strong downburst, and strong to violent tornadoes. As the mesocyclone strengthens it extends further downwards. At the same time, it is becoming more compact which is causing it to spin faster and faster. If this process continues, then the mesocyclone will reach to the ground, spawning a tornado. Immense damage is associated with both hurricanes and tornados. This damage is however different for both disasters, generally hurricanes carry a greater cost due to the massive area that is affected. Tornados are much smaller, but the damage that is created in the smaller area is usually more severe. The structures and items in a tornado’s path are totally destroyed. Another issue that is distinct is one of wind and water damage. Tornados usually occur within a thunderstorm, but create no rain in itself. The damage caused is solely through high force winds. In a hurricane the wind is much less severe, but they produce heavy amount of rain. Forming over the ocean, another issue arises with storm surge. Storm surge generally is the most costly factor in a hurricane. This happens when the hurricane pushes the ocean much farther inland that normal. In the case of Hurricane Opal, the storm surge went over dunes as high as ten feet, and destroyed highway 98 as a result. This factor is unparallel when comparing tornados and hurricanes.

The 5 Most Common Writing Mistakes of ESL Students

The 5 Most Common Writing Mistakes of ESL Students There are certain mistakes that tend to be made by almost all English learners - and some native speakers - at some time or another. Most of these mistakes can be easily avoided. It is my hope that this article will help you identify these mistakes, and provide the information you need to stop you from making these mistakes when writing online. 1. Use of Indefinite / Definite Articles (the, a, an) Knowing when to use definite or indefinite articles can be difficult. Here are some of the most important rules to remember when using definite and indefinite articles. Indefinite articles are used (a, an) the first time something is presented in a sentence.Use indefinite articles with anything that is not specifically known to BOTH the writer and the reader.Related to the first two: Use a definite article when referring to something that has already been mentioned.Conversely, Use a definite article (the) when referring to an object which is known to both the writer and the reader.Use no definite or indefinite article (nothing, in other words) when speaking in general using a plural with a countable noun, or the singular with a uncountable noun. Here are five examples of these mistakes, in order, for each type listed above. I live in the apartment, close to the supermarket.Id like to go to the good restaurant.I stayed in the hotel near the park. The hotel was very nice, and a park had some wonderful paths.Remember a presentation we went to last week?The apples are generally very tasty in season. Here are the sentences corrected: I live in an apartment, close to a supermarket. (Note that I know the apartment and supermarket, but you, the listener / reader, do not.)Id like to go to a good restaurant.I stayed in a hotel near a park. The hotel was very nice, and the park had some wonderful paths.Remember the presentation we went to last week?Apples are generally very tasty in season. 2. Capitalize I and National Adjectives / Nouns / Names of Languages and the First Word of a New Sentence The rules of capitalization in English are confusing. However, the most common capitalization mistakes that occur are with national adjectives, nouns and names of languages. Remember these rules to help you avoid this type of capitalization mistake. Capitalize ICapitalize nations, national nouns and adjectives - French, Russian, English, Italy, Canadian, etc.Capitalize the first letter of the first word in a new sentence or questionDo NOT capitalize common nouns, nouns are only capitalized if they are the name of somethingCapitalize proper names of people, institutions, festivals, etc. Here is an example that applies to the last two points. I go to university. (common noun - university)BUTI go to the University of Texas. (noun used as proper name) Here are five examples, in order, for each type of mistake listed above. Jack comes from Ireland, but i come from the US.I dont speak chinese, but I speak a little french.where do you come from?He bought a new Bicycle for his birthday.Lets visit maria this afternoon. Here are the sentences corrected: Jack comes from Ireland, but I come from the US.I dont speak Chinese, but I speak a little French.Where do you come from?He bought a new bicycle for his birthday.Lets visit Maria this afternoon. 3. Slang and Texting Language Many English learners, especially young English learners like to use slang and texting language online. The idea behind this is good: learners want to show that they understand and can use idiomatic language. However, using this sort of idiomatic language can lead to many mistakes. The easiest way to deal with this problem is to no use texting language or slang in a blog post, comment or other online written communication. Texting is fine if you are texting, otherwise it should not be used. Any type of longer written communication should not use slang. Slang is used in spoken English, not in written communication. 4. Use of Punctuation English learners sometimes have problems when placing punctuation marks. I often receive e-mails, and see posts in which there are no spaces before or after punctuation marks. The rule is simple: Place a punctuation mark (.,:;!?) immediately after the last letter of a word followed by a space. Here are some examples: They visited Paris,London,Berlin and New York. Id like to have some pasta , and a steak . Simple mistake, simple correction! They visited Paris, London, Berlin and New York. Id like to have some pasta, and a steak. 5. Common Mistakes in English I admit this is actually more than one mistake. However, there are a number of common mistakes made in English. Here are the top three common mistakes in English that are often found in writing. Its or Its - Its it is / Its possessive form. Remember when you see an apostrophe () there is a missing verb! Then or Than - Than is used in the comparative form (Its bigger than my house!) Then is used as a time expression (First you do this. Then you do that.)Good or Well - Good is the adjective form (Thats a good story!) Well is the adverb form (He plays tennis well.) Here are six examples, two for each in order, for each type of mistake listed above. He attributed his success to its appeal to children.I think its time to discuss this question in more detail.The government decided it would cost more money to change policy then to leave current law stand.She can first finish her homework, than go to practice.How good do you speak German?I think hes well public speaker. Here are the sentences corrected: He attributed his success to its appeal to children.I think its time to discuss this question in more detail.The government decided it would cost more money to change policy than to leave current law stand.She can first finish her homework, then go to practice.How well do you speak German?I think hes good public speaker.

History of Medical Education With Emphasis to Its Formal Origins Essay

History of Medical Education With Emphasis to Its Formal Origins - Essay Example This essay stresses that at the end of the century America still struggled to resolve the problems of its medical education. It is clear there was a realization that changes should be brought in order to remedy the situation in order to transform American medical education along the lines of European medical schools. However, real reform of American medical education did not start until Carnegie Foundation published famous report of Abraham Flexner Medical education in the United States and Canada This report entailed huge reforms in the quality of education that American medical schools provided. The fact that these reforms were not implemented in the USA at the end of 19th century can be explained by several reasons. First the USA was a comparatively young country and could not provide as much opportunities for the research as Western European countries could. Few doctors were among the first settlers of the USA (partly due to the limited possibilities for their practice in the continent), and the social status of those who settled in America was comparatively low. Most of the medical schools that were founded relied on the fees of their students, whereas in Western European countries Government took active part in financing of medical educational institutions. As the medical schools were struggling in the USA to find adequate finances they had to take into account the wishes and desires of the students, who wanted to receive their medical diplomas as quickly as possible, wh ich certainly in turn entailed the lowering of quality standards of medical education.