Tuesday, November 26, 2019

Drivers essays

Drivers essays On July 4, 1776, the Second Continental Congress met in Philadelphia and approved the document that set us as Americans free, thus changing the world forever. Purpose The Declaration of Independence was a political instrument designed to achieve some very distinct purposes. One was to sever the relationship between the colonies and England. To show that the time for reconciliation has ended and there is a time when it becomes necessary for one people to dissolve the political bands which have connected them with another...(Roark A-1) Another, factor hastening official independence was the prospect of an alliance with France, Britains archrival. France was willing to provide military supplies as well as naval power, but not without firm assurance the Americans would separate from England.(Roark 189) Thirdly, the declaration was used as a form of propaganda to unite the colonies as one, to rally the people for their independence. One sees this by looking at what happened the following weeks after the declaration was finished. Americans gathered, read aloud, and celebrated the great piece to writing. Jefferson and the rest of the delegates put the blame precisely on the king. As said in the video, The Declaration portrayed the king as a merciless tyrant(Declaring Independence). It does just that because at the time, Americans thought that the kings evil ministers had been giving the king bad advice (Declaring Independence). The Declaration accused the king of more then thirty different injustices done to the American people; this made them see who the enemy was and why they needed to become free. The charges to the king are very accurate. They edited out the issues, for example, blaming King George III for slavery. The charges against the king do justify the revolution. When looking at all the charges in history against Eng ...

Friday, November 22, 2019

Celebrate Holidays and Special Days in February

Celebrate Holidays and Special Days in February Calendars: January | February | March | April | May | June |July | August | September | October | November | December Celebrate a holiday or special day every day in February. Learn about holidays you never heard of. Be sure to check back every day for recipes, crafts, games and lots more fun things to do. Enjoy! February Icons - These icons match the events on the February Fundays Calendar. They are designed to be used as each event is learned about. The icons can be glued onto the February Coloring Calendar. February Seasonal Specials: Black History Month - Famous Firsts PrintablesDental Health Month PrintablesWinter Fun; Winter PrintablesGroundhog Day Printables Valentines Day Fun: Valentines Day PrintablesValentines Day CardsPrintable Valentines Day Coupon Book for KidsValentines Day PoemsValentines Day TeaValentines Day Fun February 1 - Robinson Crusoe, Space Shuttle Disaster and Baked Alaska Robinson Crusoe DaySpace Shuttle Columbia DisasterNational Baked Alaska Day February 2 - Groundhogs, Zeppelins and Treaties Groundhog DayZeppelin Crashes into North SeaTreaty of Guadalupe Hidalgo Signed February 3 - Voting, Income Tax and Carrot Cake 15th Amendment RatifiedIncome Tax BirthdayNational Carrot Cake DayElmos Birthday February 4 - Lindbergh, Washington and Galoshes National Stuffed Mushroom DayCharles Lindberghs BirthdayFirst US Presidential ElectionSnickers Candy Bar 1st For Sale February 5 - Weather, Mexico and Family Leave National Weatherpersons Day; Weather PrintablesMexico: Constitution DayFamily and Medical Leave ActHank Aarons Birthday February 6 - Reagan, Massachusetts and Babe Ruth Ronald Reagans BirthdayBabe Ruths BirthdayMassachusetts DayNational Frozen Yogurt Day February 7 - The Beatles, John Deere and Spacewalk The Beatles Tour AmericaJohn Deeres BirthdayFirst Untethered SpacewalkCharles Dickens BirthdayNational Fettuccine Alfredo DayJohn Deeres Birthday February 8 - Boy Scouts, Radios and Kites Radio Installed in White HouseKite Flying DayBoy Scouts Day February 9 - Harrison, Hershey and Toothaches William Harrisons BirthdayHersheys Chocolate Founded; Chocolate PrintablesToothache DayThe Beatles make first live TV AppearanceNational Bagels and Lox Day February 10 - Umbrellas, Fire Extinguishers and Swimming Umbrella DayFire Extinguisher PatentMark Spitz BirthdaySchool Day February 11 - Edison, Inventors and Japan Thomas Edisons BirthdayNational Inventors DayJapan: Foundation DayDont Cry Over Spilled Milk Day February 12 - Abraham Lincoln, First Ladies and Savannah Abraham Lincolns BirthdayLouisa Adams BirthdaySavannah Founded February 13 - First Ladies, Magazines and Germany Bess Trumans BirthdayFirst Magazine PublishedGerman ReunificationPenicillin 1st Used On Humans February 14 - Valentines Day, States and Ferris Wheels Valentines Day Activities - Printable Valentines Day Cards and ActivitiesArizona Admission DayOregon Admission DayFirst Presidential PhotographFerris Wheel DayRead to Your Child Day February 15 - Susan B. Anthony, Galileo, Sutter and Gumdrops Susan B. Anthonys BirthdayGalileo Galileis BirthdayJohn Sutters BirthdayNational Gumdrop Day February 16 - Studebakers, Helicopters and King Tut Studebaker Company FoundedFirst 911 CallKing Tuts Burial Chamber Unsealed1st Commercial Helicopter FlewNational Almond Day February 17 - Kindness, Sardines and Crabs Random Acts of Kindness Day/WeekFirst Canned Sardines PackagedChampionship Crab Races DayMichael Jordans Birthday February 18 - Pluto, Statue of Liberty and Vacuums Presidents Day:George WashingtonAbraham LincolnPluto DiscoveredStatue of Liberty Design PatentVacuum Cleaner PatentedNational Crab Stuffed Flounder Day February 19 - Lincoln Boyhood, Phonograph and Internment Lincoln Boyhood National Park EstablishedEdisons Phonograph PatentedJapanese American Internment February 20 - Post Office, Figure Skating and Cherry Pie U.S. Post Office Department CreatedYoungest Figure Skating Gold MedalistNational Cherry Pie DayJohn Glenn Orbited the EarthToothpick Patented February 21 - Presidents, Monuments and Telephone Books President Nixon Visits ChinaMardi Gras DayWashington Monument DedicatedFirst Telephone DirectoryNational Sticky Bun Day1st US Brain Operation February 22 - George Washington, Popcorn and Boy Scouts George Washingtons BirthdayPopcorn Introduced to ColonistsFirst Presidential Radio BroadcastRobert Baden-Powells Birthday February 23 - Gutenberg Bible, Iwo Jima and Tennis Gutenberg Bible Mass-producedIwo Jima DayTennis DayNational Banana Bread DayNational Dog Biscuit Day February 24 - Fairy Tales, Mexico and Steam Shovels Wilhelm Carl Grimms BirthdayMexico: Flag DaySteam Shovel PatentNational Tortilla Chip Day1st Multi-Stage Rocket February 25-Revolvers, Greenbacks and Clam Chowder Six-Shooter Revolver PatentedLegal Tender Act PassedNational Clam Chowder DayHen Laid the Largest Egg February 26 - National Parks, Levis and Fairy Tales Grand Canyon National Park EstablishedGrand Teton National Park EstablishedLevi Strauss BirthdayTell a Fairy Tale Day February 27 - Polar Bears, Leaning Towers and Strawberries Tower of Pisa 1st LeanedInternational Polar Bear DayNational Strawberry Day February 28 - Republicans, Railroads and Territories Republican Party FoundedBaltimore and Ohio Railroad IncorporatedTerritory of Colorado Organized February 29 (Next Leap Year - 2012) Leap Year DayHank Aaron Signs Record-breaking DealEisenhower Seeks a 2nd Term

Thursday, November 21, 2019

Examining a domain of experience, relationship, and application of the Essay

Examining a domain of experience, relationship, and application of the themes in the course in relation to human development and identity - Essay Example This essay will analyze identity formation, ego identity, in relation to Frozen film. Ego identity and identity formation is evident in the Frozen film by Disney. As the norm is, lots of women in the Disney movies have been indicated to rely on a male figure to emancipate them from societal and cultural issues, such as Cinderella and Snow White amongst others. However, the case of Disney’s Frozen film is different. In the film, it is evident that the women have opted to outdo the heterosexual dominance that overpowers them. The film focuses on two sisters, Anna and Elsa that have been confronted with life issues but opt not to use a male hero to fulfil their desires (Buck & Lee, 2013). From this perspective, one would argue that the two sisters developed a feminine identity in the course of her growth that motivated them her to work towards fighting with the constraints that prevent women from succeeding in a man’s world. Even with the societal conceptualizations of female identity, the Frozen sisters had already identified their ego identity and worked towards fulfilling their wishes despite the challenges in question. However, as the story begins, the two sisters lacked differentiation while living in the royal court. Elsa had the ability and powers to control ice and snow. Psychological distinction separates the two sisters when Elsa injures Anna by mistake (Buck & Lee, 2013). Their parents then force Elsa to suppress her powers to command ice and snow, and ensure that Anna does not know of the powers at all costs (Buck & Lee, 2013). This separated the sisters more, with Anna growing in solitude, and Elsa representing her superego. Elsa constantly covers her hands with gloves to conceal her powers. After the death of their parents, Elsa is to rise to the throne. On the other hand, the identity of Anna’s identity is being shaped and she represents id that seeks to fulfil one’s needs and desires (Kroger 206-209). Anna

Tuesday, November 19, 2019

Pacific war Essay Example | Topics and Well Written Essays - 2500 words

Pacific war - Essay Example However control of the sea was practicable only after island territories had been secured as bases for air and logistics sustenance. This dictated equity in employment of land and air forces in conjunction with combat ships. This created intense service rivalries primarily between the land and sea force commanders. At the tactical level allotment of forces for operations was on a task force basis and overcame the service biases to an extent. The key personalities involved were of great significance. On one hand we have Douglas MacArthur, who has been referred to as the American Caesar an Army general with impeccable professional reputation. Decorated in the First World War, he had the distinction of being recalled on active service on the outbreak of the Second World War and then placed in command of American forces in the Philippines.2 Overwhelmed by the Japanese in the Philippines, MacArthur was determined to return, an obsession to some extent which dictated some of his strategic proclivities in the years ahead. His reputation as a military commander survived his failure in the Philippines. ... He was considered the fore most authority on submarines in the US Navy. He is credited to have successfully halted the Japanese advance after the initial disaster of the Pearl Harbor and led the counter offensive in the Pacific overcoming the deficiencies in supplies and ships by successive victories in the Battles of the Coral Sea, Midway and the Campaign in the Solomon Islands.3 The US Navy considered Nimitz as their mascot in the Pacific and despite the seniority differential felt that he was the most suited for a joint command with quantitative superiority with the Navy. Victory as is commonly said has many fathers. The controversy of ascribing success of Allied victory in the Pacific to Nimitz or MacArthur is contained in a number of factors as inter service rivalry, lack of unity of command, the concomitant success of the forces under each commander, strategic outlook and the personalities themselves. While each of these issues is important, the strategy ascribed to Nimitz and MacArthur would be a prime consideration which is being discussed along with other factors herein. The Strategic Backdrop With the tide of success having turned in favor of the Allies, at the Quadrant Conference at Quebec in August 1943, it was decided that two lines of approach for subjugation of the Japanese be undertaken. In South West Pacific, General MacArthur was placed in command of the forces to undertake an offensive in Eastern New Guinea to include Wewak, the Admirality Islands and the Bismarck Archipelago, neutralize Rabaul and advance along the New Guinea coast to the Vogelkop peninsula. The second approach was to be through the Central

Sunday, November 17, 2019

Water and Fat Soluble Vitamins Essay Example for Free

Water and Fat Soluble Vitamins Essay Water Soluble Vitamins and Fat The human body requires a large number of vitamins for a number of functions to keep the body alive and running properly. Vitamin D helps balancing hormones and Vitamin C helps with chemical reactions in the human body. Fat-soluble Vitamins and High Nutrient Sources The fat-soluble vitamins consist of A, D, E, and K; they are found in a variety of foods. Vitamin A| Celery, basil, chili pepper, mixed vegetables, carrots, pumpkin, sweet potato, beef liver, watermelon, and spinach| Vitamin D| Cod liver oil, salmon, tuna fish, sardines, whole egg, butter, milk, nonfat, decrease fat, and total vitamin D fortified, and butter| Vitamin E| Sunflower seeds, almonds, broccoli, cayenne pepper, asparagus, bell peppers, soy milk| Vitamin K| Turnips greens, spinach, asparagus, blueberries, green beans, broccoli, cucumbers, cauliflower, tomatoes| (Crandell, n. d) Functions, Benefits, Risks, and Toxicity of Fat-soluble Vitamins Vitamins| Functions| Benefits| Insufficiency Risk| Toxicity Risks| Vitamin A| * It helps in Common Visualization and reproduction, cellular growth, and immune system function.| * It assists the Immunity and healthy eyes. * It regulates and keeps healthy bones and teeth. * It aids skin and is well-known as necessary for the reproductive process for both males and females.| Blindness at Night, xerophthalmia, poor growth, dry skin, shrink immune system functioning| Nausea and vomiting, headaches, bone pain and fractures, hair loss, liver damage, interference with vitamin K absorption. | Vitamin D| * It absorbs calcium and phosphorus. * It maintains normal blood calcium. * It is also known for the calcification of bone * It also maintains the immune system. | Cancer prevention, skin protection, metabolism booster, anti-inflammatory, and aids lower the risk  of Alzheimer’s disease. | Rickets in Children, osteomalacia in adults: soft bones, depressed growth, and reduced immune system| Poor growth, calcium deposits in soft tissue| Vitamin E| Antioxidant| *It Supports with blood clotting.* It guarantees healthy bones, essential for the synthesis of the sphingo lipids.* It prevents calcium from forming in tissue.| Loss of muscular coordination, hemolysis of red blood cells resulting in anemia| Excessive bleeding as a result of interfering with vitamin K metabolism | Vitamin K| Production of active blood-clotting factors| | Excessive bleeding | Unknown | (Crandell, n.d) High Nutrient Sources of Water-soluble Vitamins Vitamins considered water-soluble include; Thiamin, Riboflavin, Niacin, Vitamin B-6, Vitamin C. As the name suggests, water-soluble vitamins get dissolved within water and blood inside the human body. Thiamin| Pork, wheat germ, enriched breads and cereal, brewer’s yeast| Riboflavin| Milk, yogurt, and other dairy products. Mushrooms, broccoli, asparagus, and spinach and other green leafy vegetables| Niacin| Chicken, tuna, peanuts, turkey roast, white rice, whole grain total cereal, raisin bran cereal| Vitamin B-6| All bran cereal, tuna, beef liver, potato, chicken, beef, pork, salmon, banana, pinto beans, sweet potato| Vitamin C| Peppers, citrus fruit, papaya, broccoli, cabbage, and berries| (Anderson Young, 2008) Roles, Benefits, Risks, Toxicity of Water-soluble Vitamins Vitamins| Role| Benefits| Insufficiency Risks| Toxicity Risks| Thiamin(B-1)| * It assists to produce neurotransmitters. * It is division of coenzyme which is required for carbohydrate metabolism and the metabolism of certain amino acids.| * It maintains appetite, * It helps normal muscle function as well as the heart muscle.| Beriberi and Wernicke-korsakoff syndrome. Weakness, abnormal nervous system.| None| Riboflavin| * It is a part of coenzyme which is required for carbohydrate metabolism, amino acid, and lipid metabolism.| * It  supports healthy hair, skin, eyes, and liver. * It also assists to burn carbohydrates in order to produce glucose to fuel the body.| Inflammation of the mouth and tongue, eye disorder.| None| Niacin| * It is a part of coenzyme which is required for energy metabolism.| * It reduces cholesterol. * It aids and protects atherosclerosis and diabetes. * It also treats for osteoarthritis.| Diarrhea, dermatitis, dermentia, death.| Flushing of facial skin, itchy skin, nausea and vomiting, liver damage.| Vitamin B-6| * It is required for amino acid metabolism. * It is also concerned with neurotransmitter and hemoglobin.| * It supports cell formation, carbohydrates, immunity, nerve system, health blood, and sulfur and methyl metabolism. * It also benefits from having anti-inflammatory.| Dermatitis, anemia, diarrhea, neural tube defects in embryos.| Nerve destruction.| Vitamin C| * Connective tissue synthesis and maintenance. * Antioxidant, synthesis or neurotransmitters and certain hormones. * Immune system. | * It supports with common colds, immunity, hypertension, antioxidants, blood vessels, and cataracts.| Poor wound healing, pinpoint hemorrhages, bleeding gums, bruises, depression.| Diarrhea and GI tract discomfort.| (Anderson Young, 2008) It has been proven that a diet rich with fruits, vegetables, and legumes may help reduce the potential risk of cancer, CVD, and many other serious chronic diseases. References Anderson, J. Young, L. (2008) Water-Soluble Vitamins Retrieved from http://www.ext.colostate.edu/pubs/foodnut/09312.html Crandell, Kathleen. (N.D) Fat Soluble Vitamins Retrieved from http://www.ker.com/library/advances/125.pdf

Thursday, November 14, 2019

John Steinbecks View of the World Essay -- Biography Biographies Essa

Steinbeck's View of the World John Steinbeck's novels expressed an ecological world view that has only recently begun to accumulate proponents. This holistic view grew during an era when such thinking was unpopular, and one must wonder how this growth could have occurred in a climate which was hostile for it. Some investigation shows that the seeds for this view already existed in his childhood and were nurtured through his exposure to ideas in marine biology. While growing up in Salinas, Steinbeck had the opportunity to spend a lot of time outdoors. His uncle used to take him on fishing trips, and combined with the times he visited his maternal grand-fathers' farm near King City, it undoubtedly gave him an appreciation for nature. Later in his life, he became a caretaker on a "large estate at Lake Tahoe," and he continued to spend time in nature throughout his life and often took his sons to go fishing or camping when they visited him during the summers (Steinbeck, E. & Wallsten, P.., 1975). In addition to the time he spent outdoors, he was exposed to the farming community in the Salinas Valley. Even though his grandfather's farm could not sustain crops (Steinbeck, T., 1992), the whole community was dependent on the inter-connection of living creatures within the valley. The lives of these farmers and their future production always depended on the current production of the land. When the crops were plentiful, the harvest would bring money and food and supplies for the next year's crop. Rain had an enormous impact on the farmers. Too much or too little could be devastating to their crops or the food supply of farm animals, and they affected the farmers who were dependent them.... ...nt. Steinbeck's view of the world, expressed through his novels, was set within an ecological framework. His childhood environments played a role in the creation of this view, and his subsequent exposure to marine biology contributed to and elaborated upon it. This led to his ability to view organisms in an environment as symbiotic relationships within a whole-a superorganism. Bibliography 1. Steinbeck, E., and Wallsten, R. (Ed.). (1975). Steinbeck A Life in Letters. New York: The Viking Press. 2. Steinbeck, J. (1992). East of Eden. New York: Penguin Books. 3. Steinbeck, J. (1995). The Long Valley. New York. Penguin Books. 4. Steinbeck, J. (1992). The Grapes of Wrath. New York: Penguin Books. 5. Hand-out from class: The Teachers. 6. Allee,W.C.(1932). Animal Life and Social Growth. Baltimore, MD):The Williams and Wilkins Co.

Tuesday, November 12, 2019

Osmosis Case Study Essay

These two Case Studies come from a National Center on Case Studies. I think that a case study approach is very useful in applying knowledge and this is what makes you learn it better. They may be a little daunting when you read them but I will help you go through them. Please ask for help so this topic becomes more enjoyable for you. Part I—Too Much of a Good Thing Times were difficult in Habersham County. The skyrocketing prices of fuel and food were threatening to bankrupt the Johnson family’s small farm, which was no match for the multi-million-dollar mega-farms that had been popping up all over the southeast. Joseph, the family patriarch, was especially troubled by the farm’s financial circumstances. He knew that this year’s corn crop was his best chance to save the farm, and his distress was evident to his family as they sat around the dinner table. â€Å"Michael, I’m going to need your help tomorrow,† Joseph said to his eldest son. â€Å"I have to go into town to pick up a part for the combine so I can fix it before it’s time to harvest in a few months. I need you to spread the potash and phosphate on the corn because we’re expecting some rain by the end of the week. † Michael, his mouth full of fried chicken, nodded in agreement. He wasn’t all that interested in farming, which over the years had been a point of contention between him and his father. At the moment Michael was thinking more about the time he’d be missing with his friends, but he also realized how vital this chore was to his father and the farm. â€Å"I’ll do it right after school, Dad,† he replied. The following afternoon, Michael was loading heavy bags of fertilizer into the drop spreader on the farm tractor. His father’s cheerless demeanor the previous evening weighed heavily on him. Michael knew that 25 bags of the potassium and phosphorous-based fertilizer was the normal load to cover the 40 acres of corn the family had planted that spring. But as he was emptying the 25th bag into the spreader, an idea flashed through his mind: â€Å"If we need a good corn crop to make it, maybe I should add a little extra fertilizer. † Michael decided that some extra fertilizer couldn’t hurt, so he quickly loaded 15 extra bags. He was certain that adding the extra fertilizer would produce a massive crop when it came time to harvest in a few months. Michael hadn’t told his father about the extra fertilizer he’d added to the corn, wanting to see his father’s surprise over the size of the harvest in a few months. As expected, the rain started Friday afternoon; Michael was certain it would start an incredible growth spurt in the newly fertilized, young corn plants and that his family would hit pay dirt in a few months. He was out of bed early on Saturday morning, taking his four-wheeler down to the cornfields. He expected to see a vibrant green sea of young corn, extra healthy due to the fertilizer â€Å"boost† he had given them. His stomach dropped a bit as he stared out at a field of sickly looking corn plants, their leaves pale green and slightly wilting. â€Å"Maybe it rained too hard and that beat the plants up a little,† thought Michael, trying to be optimistic. â€Å"I’ll check on them again in a few days. I’m sure they’ll have perked up by then! † The next few days didn’t bring the results Michael was hoping for. The corn plants looked even worse! The leaves were beginning to yellow significantly and were continuing to wilt. Having watched his father grow corn for most of his 14 years, Michael knew this crop wasn’t going to make it. A lump was forming in his throat as he made his way back to the house, not sure how to tell his father about the corn. Questions 1. What sort of environment (hypotonic, hypertonic, isotonic) did the extra fertilizer create around the roots of the corn? 2. Keeping in mind your answer to the previous question, what do you believe caused the corn plants to wilt and eventually die? 3. If Michael’s mistake had been caught earlier, is there anything that could have been done to prevent the corn from dying? 4. Generally, people water their plants with 100% H2O—no solutes added. What sort of environment does this create around the roots of the plant? Part II—Too Little, Too Late Meanwhile, elsewhere in Habersham County, Tom was feeling slightly nervous as he exited the staff lounge and entered the hustle and bustle of County Hospital’s ER to begin his first shift as an RN. The first few hours of his shift passed slowly as Tom mostly checked vital signs and listened to patients complain about various aches, pains, coughs, and sniffles. He realized that the attending physician, Dr. Greene, who was rather â€Å"old  school† in general about how he interacted with nursing staff, wanted to start him out slowly. Tom knew, though, that the paramedics could bring in a trauma patient at any time. After his lunch break, Tom didn’t have long to wait before the paramedics burst in through the swinging double-doors of the ambulance bay wheeling in a young man on a gurney. Edward, a veteran EMT, recited the vital signs to Tom and Dr. Greene as they helped push the gurney into the trauma room, â€Å"18-year-old male, GSW to the right abdomen, heart rate 92, respiratory rate 22, blood pressure 95/65, no loss of consciousness. † A gunshot wound! Tom knew that gunshot wounds were sometimes the most difficult traumas to handle. Once inside the trauma room, Dr. Greene began his initial assessment of the patient while Tom got busy organizing the things he knew would be needed. He attached a pulse-ox monitor to the patient’s index finger so Dr. Greene could keep an eye on the O2 levels in the patient’s blood and he inserted a Foley catheter so the patient’s urine output could be monitored. After finishing his initial duties, Tom heard Dr. Greene saying, â€Å"It looks like the bullet missed the liver and kidney, but it may have severed an artery. That’s probably why his BP is a bit low. Tom, grab a liter of saline and start a fast IV drip †¦ we need to increase his blood volume. † Tom grabbed one of the fluid-filled bags from the nearby shelf, attached a 12-gauge IV needle to the plastic tubing, and gently slipped the needle into the patient’s antecubital vein. He then hung the plastic bag on the IV stand and let the fluid quickly start to flow down the tubing and into the patient’s vein. The reaction was quick and violent. The patient’s heart rate began to skyrocket and Tom heard Dr. Greene shouting, â€Å"His O2 saturation is falling! Pulse is quickening! What is going on with this guy?! † Tom stood frozen in place by the fear. He heard Dr. Greene continuing, â€Å"Flatline! We’ve lost a pulse †¦ Tom, get the crash cart, we need to shock this guy to get his heart going again! † Tom broke free from his initial shock and did as Dr. Greene had ordered. He then started CPR as Dr. Greene readied the cardiac defibrillator to shock the patient. They continued to alternate between CPR and defibrillation for almost an hour, but to no avail. As Dr. Greene announced the time of death, Tom felt a sickening feeling in the pit of his stomach. He couldn’t believe that he had lost his first trauma patient! Then Tom noticed that the fluid in the Foley catheter bag was bright red. â€Å"Dr. Greene, there’s hemoglobin in the Foley bag,† he said. â€Å"How could that be? † responded Dr. Greene. Tom began to trace back over his steps in the trauma, trying to think of anything that could have caused the hemoglobinuria. His mounting fear turned to outright terror as he looked at the now empty bag on the IV stand. Its label didn’t read â€Å"Saline,† but rather â€Å"Distilled Water. † He looked at Dr. Greene, his heart quickly sinking, and said, â€Å"I think I may have killed the patient. † Questions 1. What problem did the distilled water in the patient’s bloodstream create? 2. What happed to the patient’s blood cells as a result? 3. Considering the function of red blood cells, why did the patient’s oxygen levels fall? 4. After Tom made his error, is there anything that could have been done to save the patient’s life?

Saturday, November 9, 2019

Pelts computerized sales and inventory system Essay

Pelts Corporation is a company that sells clothes for men, women, and children. They also have a wide variety of fashion accessories; they also have shoes, bags and eyewear. The company has two branches here in Bacolod, one is located in Lacson St. Corner B.S. Aquino drive and the other is inside the Robinson’s Mall Bacolod. The Pelts Corporation is still using the old software that is similar to the FoxPro MS Dos with barcode feature. That is why we came to a point to propose a new system that can help make their work easier and efficient. We want to change their Physical Count Inventory System to a Computerized Sales & Inventory System for easier and fast workflow, and can help improve their work like their growth as a company. Purpose & Description Pelts Computerized Sales & Inventory System has the following features: The Sales System this where the main transactions like the sales through cash, credit cards, Pelts Cards & check payments are being recorded. This system also helps them know the real-time transactions and helps them monitor their income if there is growth in the business. The Inventory System is the one tracking the incoming and outgoing stocks and the recorded and real-time stocks of the Company. Our team decided to combine the two separate systems into one for them to track real-time deficiency on both the sales and the inventory of their stocks. General Objective The General Objective of this proposal is to improve the existing system of Pelts Corporation through a computerized Sales & Inventory System. Specifically this proposal is to address the following: To develop a database that focuses on recording all units & items delivered to the company which is part of the Inventory System. To improve their Fox  Pro MS Dos software to a Visual Basic Software. To improve their archival system since both sales and inventory system are combined and is computerized there will be less paper works and hard copy of the files can be minimized in the warehouse facility. Scope & Limitation The proposed system will allow access that only authorized personnel can use thus it will have a Login feature for security. The system can generate a report to the files and records on the specific data and categories they require. The Computerized Sales and Inventory system can access the current rates, the cash and debit cards sales, credit cards and check charge, gift check conditional, payments, returns and memo. It can also access the gross sales total of the old and new brands. The Pelts Computerized Sales and Inventory system will update every year. The update will separate the old and the new records to avoid the files to overlap with one another. Limitations The system will also have minor limitations one of them is the storehouse of records that the system can handle a maximum of 50,000 data that can be stored and accessed since we use the Microsoft Office Access to store the data. The second is the system can inventory the credit line transactions but we cannot store it in the records since there is a different system that handles the recording in the condition of the mode of payment.

Thursday, November 7, 2019

Education Cannot Compensate for Society

Education Cannot Compensate for Society Free Online Research Papers ‘Those who govern are prisoners of a reassuring young entourage of young, white, middle-class technocrats who often know almost nothing about the everyday lives of their fellow citizens and have no occasion to be reminded of their ignorance’. (Bourdieu 1993:627). I will be addressing this contention in terms of the white working class and arguing that, in contrast to Tony Blair’s opinion that ‘we are all middle class now’ and this has been achieved through ‘education, education, education’, the white working class population is far from dormant, and, thanks to New Labour, it is their children that are now the lowest achievers academically. The concept of class is highly ambiguous and often fluid in today’s society. Although touched upon, there is little room for detailed discussion on class stratification in this paper. However, the persistence of class structures in the UK have led to a wealth of literature on the subject (see Goldthorpe 1987; Crompton 1998, Roberts 2001). For purpose of this paper, I will be defining class as a social fact: ‘consisting of millions of people constituted by divisions of labour and knowledge with corresponding class cultures that people in the same class positions use as basis for their actions’ (P. Brown 1997). It should be noted that, before further discussion, the educational life chances of individuals, are interwoven with gender and ethnicity as well as social class (K. Roberts 2001) however, for the purpose of the set word count, the focus of this paper will be on the influence of social class on the educational life chances of individuals. Education is presented as a means of reducing inequalities in society through upwards social mobility. Yet despite the Government’s commitment to ‘opportunity for all’ and continuing investment in compulsory education over the last fifty years, ‘social class is a crucial factor in determining whether a child does well or badly at school’. (Dean 1998:3). For many working class children today, education has not compensated for their position in society. The employment opportunities available to this demographic are still largely defined by their parent’s socio-economic position – more so than they were during the last Labour Government. ‘The social class of a person’s parents actually has a greater impact on their educational attainment now than previously†¦ Thus it is not the most able who have benefited from the expansion of the UK education system but rather the most privileged’. (Galindo-Rueda Vignoles 2003). This paper will seek to explore some of the factors that contribute to these findings, and look at how, despite the evolution of the Education system and the benefits it can offer, this demographic are still ‘underachieving’. It is worth noting that the term ‘underachievement’ itself has been hotly critiqued (Gilborn Mirza 2000, Halsey et al 1980). It will be suggested that widening participation in Higher Education, (sold to us as a means of professionalising the proletariat working class and as a commodity essential for realising future aspiration), has actually been more of a success for middle class children than those from working class backgrounds. Attempts to understand and reverse this pattern will also be looked at. It is argued here that schooling in England still contains remnants of its elitist past. Historically used by the ruling middle classes to ensure hegemony (Gramsci) over the proletariat, the focus of schooling the masses has been on maintaining social control rather than education (Green 1990). This paper supports evidence that the educational system in the UK still serves to favour middle class ideologies as the dominant cultural capital (Bourdieu 1984, Halsey et al 1997), positioning working class attitudes as undesirable and inferior: ‘If the lower classes must now be educated †¦ they must be educated that they may appreciate and defer to a higher civilisation when they meet it’ (Lowe, R. cited in Tomlinson, L. 1986). The main body of theory that underpins this argument is that of Pierre Bourdieu. The cultural determinist view of Bourdieu views the system as it is as hopeless; merely a means of producing and reproducing society and unequal distributions of power by imposing an undiversified and immutable school curriculum upon a multicultural society. Bourdieu’s concept has been criticised for being over deterministic as it suggests the individual simply reflects the conditions they are born into, and deprived of any power to shape their own future (Jenkins 1992:79). In his defence however, Bourdieu (1990:116) argues that this criticism ignores the influence of circumstance which is central to his idea of habitus. One of the main circumstances is the competition between the classes (which he sees as an influence on social behaviour – itself a process). Like Bourdieu, the interest here is in how society evaluates cultural capital through visible systems of reward and punishment. Thatcher’s focus on business and enterprise in the 1970’s saw the structure of the Education system change into a more business focused model, encouraging schools and Universities to become more like private businesses and enter into competition with each other, and turning parents and students into consumers. Here we can mark the beginning of the commodification of Education. This era also highlighted a contradiction between policies aimed at social equality and those aimed at economic growth, ‘placing the needs of the industry and the economy (rather than the child, see Plowden Report 1967) at the heart of the education process’ (Weiner, G1998:190). Building on this, The Educational Reform Act of 1988 saw the introduction of the National Curriculum, aimed at solving the problems of compensatory education by encouraging tolerance and respect for religious and cultural diversity; economic enterprise; parliamentary democracy and the rule of law; and education for sustainable development, social inclusion and formal notions of citizenship (Qualifications Curriculum Authority 1999: 290). However, it’s very academic structure has had the opposite effect. Learning has been reduced to the completion of predetermined and measurable activities. This authoritarian style of schooling that we still follow today is limited by an unprecedented testing format. Teachers and pupils are under immense pressure to pass these tests, whilst having their methods of teaching limited by Government intervention. This system encourages students to fail, for ‘teaching to the test’ does nothing to encourage independent thinking or promot e different types of intelligence (Bruner). A wealth of research in the 1990’s focused on the reproduction of class inequalities in educational achievement. For example, Demack et al (1998) noted that between 1988 and 1993, although more pupils were achieving higher grades at GCSE level, there was an increased inequality in achievement amongst the manual and non manual demographics. P. Brown’s research (1997) highlighted the efforts and strategies middle class parents, especially mothers, to manipulate the system. Educated in good schools and Universities and fiercely aware of the benefits of access to knowledge, these parents are determined that their children will have the same access to a privileged education that they did. If they couldn’t afford to send their children to private schools these ‘privileged parents had the required cultural capital and educational knowledge for them to emerge as winners in local school markets’ (Tomlinson, S 2001:137). Anxious that state education might fail them, they use these skills to avoid disadvantaged and poorer schools (see Reay 1998 also). It is not that working class parent’s do not care about their children’s education as much, rather that in their homes ‘formal learning and caring tend not to be synonymous and often the expectation is that formal learning is what happens at school’ (Evans 2007:9). Through her phenomenology approach, Evans work highlighted these different attitudes between working ands middle class mums, suggesting that, ‘The relationship between social classes in England hinges on a segregation that is emotionally structured through mutual disdain †¦not just occupationally defined (2007:28)†¦ ‘At school and in life, middle class people behave as if they are doing working class people a favour. Thus, the school †¦ represents †¦ posh people’s values’ (2007:32) Many theories have attempted to explain the ‘underachievement’ of working class children. From dubious inheritance assumptions that middle class children are innately/genetically superior (Swift 1977) to the learned belief that that educational institutions, as currently organized, favour middle class ideology and are therefore inadequate in providing for working class children. This is the focus of our discussion. Mackinnon (1978) is one such scholar that demonstrates such a correlation between class and educational attainment. It should be noted here that the ways in which social class affect educational life chances are complex and dependent on many other factors, both at school and at home. One other sociological attempt to explain such variation in educational life chances is the acknowledgement of the influence of social class culture; the differences between the attitudes, values, language and skills favoured at home and at school. Basil Bernstein’s study ‘Education Cannot Compensate for Society’ was one such study. Published in 1972, it addressed the notion of class speech codes and controls that had the potential to limit the education of the working class. He discovered that working class children had a more limited and ‘context dependent’ (dominated) vocabulary than their middle class peer’s (dominating) vocabulary. ‘This put the working class child at a significant disadvantage in the school where the dominating code is used and expected by the teacher’ (Meighan Harber 2007:396). Bernstein’s draws on the effects of labelling theory, in that it often results in a self fulfilling prophecy. According to Bernstein’s theory, children with elaborate codes of language, i.e. the middle classes, are more suited to the requisitions of formal education than those with restricted codes. ‘To be working class is something unfortunate and undesirable from which any pupil with sense will seek to escape. The pupil absorbs this message – which is transmitted daily through teacher’s exhortions to work hard in school for the benefit it will bring – yet the vast majority of pupils from the working class do not escape their working class fate.’ (Hargreaves 1978). The influential message that being working class is something undesirable is consistent. This labelling does not provide the pupil a basis for a fair and objective accumulation of knowledge, as not every sector of society has instilled in them the ideals of the white, male, middle class. The existing and hierarchical assumption of what education should be only reflects the views of the ruling class. ‘Since the mid 1970’s, education has moved from being a key pillar of the welfare state to being a prop for a global market economy’. (Tomlinson 2001:166). With 30 years of full employment after the Second World War, education did allow limited social mobility, for girls and those from the working class and ethnic minorities. However, after the oil crisis of the 1970’s, the gap between the rich and poor started to widen and the country entered a period of economic and moral decline, with unemployment figures at unprecedented proportions. For many working class students, the appeal of earning money was greater than the opportunity for ‘lifelong learning’. However the occupational structure was changing. Increasing divisions of labour combined with the collapse of apprenticeships and heavy industry, left many of them unskilled and unemployable in the new global market place. This was illustrated by a report by the OECD ‘The Department of Em ployment Statistics 1990 showed that the gap between the highest and lowest paid employees was the lowest since records began in 1886. ‘(Meighan Harber 2007:391). Part of this rise in income inequality has reflected itself in a sharp increase in child poverty with the numbers of childless workless households in poverty reaching record levels in 2002-03 (J Hills and K Stewart 2004). ‘As income gaps have widened, any positive link between education and income will disproportionately benefit children from richer families and disadvantage children from poorer families †¦ even as recently as ‘1997 to 1999, a strong income related gap remained, with 85% of the highest quintile children staying on (in post sixteen education) compared with 61% of the lowest quintile children.’ (Machin, S 2003: 6) In response to these statistics, the Government produced an ‘Evidence Paper’ aimed finding new opportunities for the twenty five percent of sixteen to eighteen year olds (DCSF 2006) who are not in education, employment or training. For this demographic, education has not compensated for their position in society, they leave school without being equipped with the skills or qualifications necessary to compete in the global market. This drastically reduces the lifelong options available to them and, in turn their aspirations for the future, reinforcing future inequalities in society. In response to this, ‘Government †¦ has a basket of measures aimed at improving education and training, including the contentious issue of making it compulsory to stay at school until 18. The aim is to reduce inequalities and raise standards for all, introduce more routes to success and focus more on skills to produce a better-educated, trained and prepared workforce for the future.’ (O’Bryne, P. cited in Eyre, E. 2008). In the absence of modern apprenticeships, such schemes aspire to: 1) Reduce the proportion of 16–18 year olds who are NEET by 2 percentage points by 2010, and in doing so; 2) Put in place the learning and support arrangements that will be necessary to enable all 16 and 17 year olds to participate in learning when the participation age is raised to 17 in 2013 and 18 in 2015. (Subject to legislation) (DCSF 2008: Toolkit) Although it is positive that progress is being made, some critics view the program as a catching up exercise and warn that the problem should be tackled at a much earlier age that 16, so to avoid individuals falling into the NEET bracket altogether. Raising the school leaving age can also be seen as another measure of social control over social justice. It is widely acknowledged that everyone must have qualifications in order to land a ‘decent’ job but, as one teenager states â€Å"you have to work harder and harder to get worse and worse jobs† (Ainley Allen 2007). Widening participation has led to social mobility for those dedicated individuals that persevered with ‘lifelong learning’, (especially through the welfare state education and the expansion of higher education), but is New Labour’s ‘Education, Education, Education’ mantra all a con? There is no guarantee of a decent job upon leaving University; a recent study found that twenty two percent of all graduates were employed in non-graduate jobs (Dolton and Silles 2001). In fact a certain amount of propaganda could be attributed to the Government’s ‘Aim higher’ initiative. Set up with the goal of getting fifty per cent of the population under thirty into higher education by 2010, the program ‘aims t o widen participation in higher education by raising the aspirations and developing the abilities of young people from under-represented groups’. It has been argued that the fifty percent target is ‘a social and economic necessity’, a statement which supports this discussion. It is interesting to note that the need to do more was first acknowledged back in 1963 in the Robbins Report, yet it took forty years for the problem to be fully addressed. Despite the initiative to widen participation to focus on those from lower socio-economic backgrounds, a Higher Education Funding Council for England (HEFCE) report found that between 1997 and 2000 ‘most of the new places in higher education have gone to those from already advantaged areas: ’Young people living in the most advantaged twenty percent of areas are five to six times more likely to enter higher education than those living in the least advantaged twenty percent of areas’(MacLeod 2005). It has been suggested that during the expansion of Higher Education from the 1970 – 1990’s, which coincided with large socio-economic divides in society, parental income was a common deciding factor in whether an individual continued on to University (Blanden Machin 2003). This, combined with the introduction of university fees in 1998 and the abolishment of student maintenance grants have not helped address these inequalities. Conclusion Education has compensated for many people since the Education Act of 1944, with educational attainment increasing across all social classes in England over the past half century. The expansion of professional jobs and the contraction of manual jobs, combined with educational expansion and comprehensive reform, have enabled a large number of working class children to enter professional and managerial occupations. This has not however reduced class differences in educational attainment at Higher Education level. Despite Government access schemes, the middle classes continue to obtain higher educational credentials, (even if they have to go to University to do so where before they could rely on high attainment at school). These educational institutions and their admission, selection and certification processes play a significant role in either reducing or maintaining social inequalities. To date they have been maintaining them, but it is with these institutions that the power lies to r educe such inequalities. Although some cynicism has been raised in regards to the Government ‘aimhigher’ initiative, it does offer institutions of Higher Education incentives to widen their participation and selection methods to incorporate those from under represented groups, include those from working class backgrounds. ‘Scholarships – such as higher education maintenance allowances – are vital. So are financial incentives for universities to widen participation.’ (Barr 2002). It is initiatives like this that, although not ideal, are an unfortunate necessity in today’s global market place of education. ‘Virtually all policy makers and many sociologists continue to act as if modest interventions in education and training will bring about significant redistribution of life chances’ (Roberts 2001). This paper has sought to expose these failures and suggest that we have now entered a state of post-modernity, and that, like Small argues in 2005, ‘we need a new set of ideas to deal with social life and with education’. There is no definite answer as to how to go about this but the current reforms that offer more choice and diversity to those from lower socio economic backgrounds are a step in the right direction. However more radical reforms are needed. For example, the role of the state in the regulation of education should be questioned altogether (GE West 1994) to ensure it’s position is justified in that it really does cater for all to a high and consistent level. Working class parents should also be provided the skills to help than navigate, (and to a lesser extent manipulate!) the social institutions of schools to their advantage, as their middle class peers have done so for years. By instilling these values in them, they are more likely to pass them onto their children. Flexible and adaptable ways of learning should take precedence in our fluid and multicultural society. The introduction of new technologies and changing economies and cultures, mean that an immutable education system for all is futile and outdated. (Handy 1989). The move away from the authoritarian approach to schooling towards a more flexi-schooling should be encouraged (Meighan 1988)This notion, combined with that of a catalogue curriculum, was introduced by John Holt and Roland Meighan in 1984 to tackle the belief that ‘rigid systems produce rigid people, flexible systems produce flexible people’ cited in (Meighan Harber 2007: 471). In this envisioned future of Education, parents would play a more active role, different learning styles could be incorporated and the individual strengths of the pupil would be encouraged – regardless of their socio economic background. ‘the Henry Ford theory of ‘choice’: you can have your car in any colour as long as it’s black. It is pseudo-choice. Flexi schooling, in contrast, allows real educational choice.’ (Meighan Harber 2007: 454). Bibliography Aimhigher.ac.uk Allen, M. Ainley, P. (2007). Education make you fick, innit? Tufnell: London Barr, Nicholas (2002) A way to Make Universities Universal, Financial Times, November 21 2002. Blanden, J and S. Machin (2003) ‘Educational Inequality and the Expansion of UK Higher Education’, Centre for Economic Performance. Bourdieu, P. (1984). Distinction. Routledge Kegan Paul: London Bourdieu, P. (1990). Photography. Stanford University Press: Stanford. Commission on Social Justice (1994). Social Justice: Strategies for National Renewal. London: Vintage DCSF (2006). ‘Participation in Education, Training and Employment by 16 – 18 year olds in England 2004 2005’. dcsf.gov.uk/rsgateway/DB/SFR/s000658/SFR21_2006text_web.pdf DCSF (2008). NEET Strategy. dcsf.gov.uk/14-19/documents/neet_strategy_0803.pdf DCSF (2008). NEET Toolkit http://publications.dcsf.gov.uk/eOrderingDownload/7508-DCSF-Neet%20Toolkit.pdf Dean, C. (1998). ‘5000 pupils prove social class matters’ in TES, 25th September Dolton, P. and Silles, M. (2001), ‘Over- Education in the Graduate Labour Market: Some Evidence from Alumni Data’. Centre for the Economics of Education. Evan, G. (2007). Educational Failure and Working Class Children in Britain. Palgrave: Macmillan Eyre, E. (2008). ‘Supporting the NEET generation: young people who have slipped through the education, employment and training net’. Training Journal, April, 2008 Galindo-Rueda, F. Vignoles, A. (2003) Class Ridden or Meritocratic? An Economic Analysis of Recent Changes in Britain. Centre for the Economics of Education Gilborn, D. and Mirza, H. (2000) Educational Inequality: Mapping Race, Class and Gender. London: OfSTED Halsey et al (1980). Origins and Destinations. Oxford: Clarendon Press Handy, C. (1989). The Age of Unreason. Arrow Books: London. Hargreaves, A. (1978). The significance of classroom coping strategies. Hills, J. and Stewart, K. (2004), A More Equal Society? New Labour, Poverty, Inequality and Exclusion. Cambridge University Press Jenkins, R. (1992). Pierre Bordieu. Routledge: London. Mackinnon, D. (1978) Social Class and educational attainment’ in Swift, D. (ed), Selection and opportunity. Open University Press: Milton Keynes MacLeod, D. ‘Survey Says University Access Depends on Postcode’, in The Guardian, 19 January 2005 Meighan, R. (1988). Flexisxchooling. Education Now Books: Ticknall Meighan, R. Harber, C. (2007). A Sociology of Educating (5th Ed). Contiunum: London. Mitzen, P (2004). The Changing State of Youth. PalgraveMacmillan: Basingstoke. Plowden Report (1967) dg.dial.pipex.com/documents/plowden.shtml Qualifications Curriculum Authority (1999) The National Curriculum for England. London: QCA/DfES nc.uk.net/download/NC.rtf Reay, D. (1998). Class Work: Mothers Involvement in the Childrens Primary Schooling. UCL: London Reay, D. David, M. and Ball, S. (2005) Degrees of Choice, social class, race and gender in higher education Roberts, K. (2001). Class in Middle Britain. Palgrave: Macmillan. Small, (2005). Marx Education. Ashgate. Swift, D. (ed). (1977). Selection and Opportunity. Open University Press:Milton Keynes. Tomlinson, J. (1986). Public Education, Public Good. Oxford Review of Education, Volume 12:3 1986 , p 211 222 Tomlinson, S. (2001). Education in a post-welfare society. Open university Press: Philadelphia Walden, G. (1996). We Should Know Better: Solving the Education Crisis. Fourth Estate: London Weiner, G. (1998) New Era or old times: class, gender and education. International Journal of Inclusive Educatiob Vol 2 No 3:189-207 Wolf, A. (2002). Does Education Matter? Myths about education and economic growth. Penguin: London Research Papers on Education Cannot Compensate for SocietyStandardized TestingInfluences of Socio-Economic Status of Married MalesPETSTEL analysis of IndiaHip-Hop is ArtMarketing of Lifeboy Soap A Unilever ProductAnalysis Of A Cosmetics AdvertisementResearch Process Part OneRelationship between Media Coverage and Social andCapital Punishment19 Century Society: A Deeply Divided Era

Tuesday, November 5, 2019

Joan of Arc - The Maid of Orleans

Joan of Arc - The Maid of Orleans Joan of Arc, or Jeanne d’Arc, was a teenage French peasant who, claiming she heard divine voices, managed to persuade a desperate heir to the French throne to build a force around her. This defeated the English at the siege of Orlà ©ans. After seeing the heir crowned she was captured, tried and executed for heresy. A French icon, she was also known as La Pucelle, which has been translated into English as the Maid, but at the time had connotations to virginity. It is, however, entirely possible Joan was a mentally ill person used as a puppet for a short term success and then cast aside for the longer impact. Context: The Hundred Years War Edward III Hundred Years War Charles The Visions of a Peasant Girl Charles was at first unsure of whether to admit her but, after a couple of days, he did. Dressed as a man she explained to Charles that God had sent her to both fight the English and see him crowned king at Rheims. This was the traditional location for the crowning of the French kings, but it was in English controlled territory and Charles remained uncrowned. Joan was only the latest in a line of female mystics claiming to bring messages from God, one of which had targeted Charles’ father, but Joan made a bigger impact. After an examination by theologians at Poitiers allied to Charles, who decided she was both sane and not a heretic – a very real danger for anyone claiming to receive messages from god – Charles decided she could try. After sending a letter demanding that the English hand over their conquests, Joan donned armour and set out for Orleans with the Duke of Alenà §on and an army. The Maid of Orlans This boosted the morale of Charles and his allies greatly. The army thus carried on, recapturing land and strongpoint from the English, even defeating an English force which had challenged them at Patay – albeit one smaller than the French – after Joan had again used her mystical visions to promise victory. The English reputation for martial invincibility was broken. Rheims and the King of France Capture Trial This wasn’t just a theological trial, although the church certainly wanted to reinforce their orthodoxy by proving that Joan wasn’t receiving messages from the God they themselves claimed the sole right to interpret, and her interrogators probably did genuinely believe she was a heretic. Politically, she had to be found guilty. The English said Henry VI’s claim on the French throne was approved by God, and Joan’s messages had to be false to keep the English justification. It was also hoped a guilty verdict would undermine Charles, who was already rumoured to be consorting with sorcerers, even though England held back from making explicit links in their propaganda. Joan was found guilty and an appeal to the Pope refused. At first Joan signed a document of abjuration, accepting her guilt and coming back into the church, after which she was sentenced to life imprisonment. However, a few days later she changed her mind, saying that her voices had accused her of treason, and she was now found guilty of being a relapsed heretic. The church handed her over to secular English forces in Rouen, as was the custom, and she was executed by being burnt on May 30th. She was probably 19. Aftermath One thing is clear: her reputation has grown enormously since her death, becoming an embodiment of French consciousness, a figure to turn to in times of need. She is now seen as a vital, bright moment of hope in France’s history, whether her true achievements are overstated – as they often are -or not. France celebrates her with a national holiday on the second Sunday in May every year. However, historian Rà ©gine Pernoud added: â€Å"Prototype of the glorious military heroine, Joan is also prototype of the political prisoner, of the hostage, and of the victim of oppression.† (Pernoud, trans. Adams, Joan of Arc, Phoenix Press 1998, p. XIII) Aftermath of the War List of French monarchs.

Sunday, November 3, 2019

Biology of the war Assignment Example | Topics and Well Written Essays - 250 words

Biology of the war - Assignment Example ven parties that argue against war just look for subtle and less socially damaging methods, where in these evolutionary acquired elements of human nature can be expressed (Baylis, Wirtz, and Gray, 2012). Aggression is natural in human beings to a near fully evolutionary extent, 70% genetics. All violence originates from the dissatisfaction of human’s naturally resolute urges. Every new generation will be violent and this violence will find its innate and unavoidable expression in ethnic, social, patriotic, political, and economic conflicts because all types of culture are unsatisfying (Baylis, Wirtz, and Gray, 2012). Today, this theory is popular amongst scholars who critically ponder on the causes and challenges of conflict and its likely prevention. I have learned from experience and literature that any aspects of social living granted by human societies are mere inventions. However, at some point, these aspects seize being inventions because of their widespread acknowledgement or utter dismissal. Examples include trial by court, which is limited to finite societies across the world and communities that cremate their dead rather than bury them (Meade, n.d.). This disparity reflects just a part of the history of human beings that had the understanding of recordkeeping as its cultural legacy, the same way violence has always