Free Essays on Relationship Between Phineas And Gene

Relationship between Phineas and Gene. A surrealistic environment, which the boys of Devon lived in, reflected Gene and Finny’s abstract and hopeless â€Å"friendship†. By approaching the piece of writing with an almost surgical technique, disserting its parts, eliminating the unneeded, and adding the ideas, that were needed to create an effective and interpretive novel, showed a true talent of novelist John Knowles. His thought of putting the atmosphere in the major place, and manipulating its weather, fauna, and fate of characters, explains its exact role in their lives. The tree, which represents the whole tone of the novel, which becomes of the great importance during the rising action of the plot, draws us closer to reality and presents the unthinkable. The nightly jump out of the tree becomes a source of smoldering resentment for Gene. He fears the jump, but fears losing Finny's respect even more, which leads to tension that he tries to suppress. This tension is evident when Finny stops Gene from falling out of the tree, practically saving his life, even though Gene feels no great gratitude toward that act. Finny is strongly individualistic and prizes the freedom to live by his own rules. Gene allows Finny to create rules for him. The idea of simply refusing to jump out of the tree never occurs to Gene, even though complying goes against his instincts. Unlike Gene and just about every other student at Devon, Finny does not see himself as competing against his classmates in everything he does. When Finny courageously puts forth a show of bare emotion in telling Gene he is his best friend, Gene knows he should return the sentiment, but he (like most Devon students) is not used to such emotional honesty and feels somewhat frightened by it. Something even deeper than the constraints of conventionality holds him back from replying to Finny. In retrospect, G... Free Essays on Relationship Between Phineas And Gene Free Essays on Relationship Between Phineas And Gene Relationship between Phineas and Gene. A surrealistic environment, which the boys of Devon lived in, reflected Gene and Finny’s abstract and hopeless â€Å"friendship†. By approaching the piece of writing with an almost surgical technique, disserting its parts, eliminating the unneeded, and adding the ideas, that were needed to create an effective and interpretive novel, showed a true talent of novelist John Knowles. His thought of putting the atmosphere in the major place, and manipulating its weather, fauna, and fate of characters, explains its exact role in their lives. The tree, which represents the whole tone of the novel, which becomes of the great importance during the rising action of the plot, draws us closer to reality and presents the unthinkable. The nightly jump out of the tree becomes a source of smoldering resentment for Gene. He fears the jump, but fears losing Finny's respect even more, which leads to tension that he tries to suppress. This tension is evident when Finny stops Gene from falling out of the tree, practically saving his life, even though Gene feels no great gratitude toward that act. Finny is strongly individualistic and prizes the freedom to live by his own rules. Gene allows Finny to create rules for him. The idea of simply refusing to jump out of the tree never occurs to Gene, even though complying goes against his instincts. Unlike Gene and just about every other student at Devon, Finny does not see himself as competing against his classmates in everything he does. When Finny courageously puts forth a show of bare emotion in telling Gene he is his best friend, Gene knows he should return the sentiment, but he (like most Devon students) is not used to such emotional honesty and feels somewhat frightened by it. Something even deeper than the constraints of conventionality holds him back from replying to Finny. In retrospect, G...

Top 10 Womens Health Issues and Causes of Death

Top 10 Women's Health Issues and Causes of Death When it comes to womens health, what are the top 10 womens health issues you should be concerned about? According to a 2004 report by the U.S. Centers for Disease Control, the conditions described below are the top 10 leading causes of death in females. The good news is that many are preventable. Click on the headings to learn how to reduce your risk: 27.2% of deathsThe Womens Heart Foundation reports that 8.6 million women worldwide die from heart disease each year, and that 8 million women in the U.S. are living with heart disease. Of those women who have heart attacks, 42% die within a year. When a woman under 50 has a heart attack, its twice as likely to be fatal as a heart attack in a man under 50. Almost two-thirds of heart attack deaths occur in women with no prior history of chest pain. In 2005, the American Heart Association reported 213,600 deaths in women from coronary heart disease.22.0% of deathsAccording to the American Cancer Society, in 2009 an estimated 269,800 women will die of cancer. The leading causes of cancer deaths in women are lung (26%), breast (15%), and colorectal cancer(9%).7.5% of deathsOFten thought of as a mans disease, stroke kills more women than men each year. Worldwide, three million women die from stroke annually. In the U.S. in 2005, 87,000 women died of stroke as compared to 56,600 men. For w omen, age matters when it comes to risk factors. Once a woman reaches 45, her risk climbs steadily until at 65, it equal that of men. Although women arent as likely to suffer from strokes as men in the middle years, theyre more likely to be fatal if one occurs. 5.2% of deathsCollectively, several respiratory illnesses that occur in the lower lungs all fall under the term chronic lower respiratory disease: chronic obstructed pulmonary disease (COPD), emphysema, and chronic bronchitis. Typically, about 80% of these diseases are due to cigarette smoking. COPD is of particular concern to women since the disease manifests differently in females than males; symptoms, risk factors, progression and diagnosis all exhibit gender differences. In recent years, more women have been dying from COPD than men.3.9% of deathsSeveral studies involving European and Asian populations have indicated that women have a much higher risk of Alzheimers than men. This may be due to the female hormone estrogen, which has properties that protect against the memory loss that accompanies aging. When a woman reaches menopause, reduced levels of estrogen may play a role in her increased risk of developing Alzheimers.3.3% of deathsUnder unintentional injuries are six major c auses of death: falling, poisoning, suffocation, drowning, fire/burns and motor vehicle crashes. While falls are of significant concern to women who are frequently diagnosed with osteoporosis in their later years, another health threat is on the rise accidental poisoning. According to the Center for Injury Research and Policy at Johns Hopkins, in a six-year study between 1999 and 2005, the rate of poisoning deaths in white women age 45-64 increased 230% as compared to the 137% increase experienced by white men in the same age. Diabetes3.1% of deathsWith 9.7 million women in the U.S. suffering from diabetes, the American Diabetes Association notes that women have unique health concerns because pregnancy can often bring about gestational diabetes. Diabetes during pregnancy can lead to possible miscarriages or birth defects. Women who develop gestational diabetes are also more likely to develop Type 2 diabetes later in life. Among African American, Native American, Asian American women and Hispanic women/Latinas, the prevalence of diabetes is two to four times higher than among white women.and2.7% of deathsPublic awareness of the dangers of influenza has spiked due to the H1N1 virus, yet influenza and pneumonia have posed ongoing threats to elderly women and those whose immune systems are compromised. Pregnant women are especially vulnerable to influenzas such as H1N1 and pneumonia.1.8% of deathsAlthough the average woman is less likely to suffer from chronic kidney disease than a man, if a woman is diabetic , her chance of developing kidney disease increases and puts her equally at risk. Menopause also plays a role. Kidney disease occurs infrequently in premenopausal women. Researchers believe that estrogen provides protection against kidney disease, but once a woman reaches menopause, that protection is diminished. Researchers at Georgetown Universitys Center for the Study of Sex Differences in Health, Aging and Disease have found that sex hormones appear to affect non-reproductive organs such as the kidney. They note that in women, the absence of the hormone testosterone leads to a more rapid progression of kidney disease when they are diabetic. 1.5% of deathsThe medical term for blood poisoning, septicemia is a serious illness that can rapidly turn into a life-threatening condition. Septicemia made headlines in January 2009 when Brazilian model and Miss World pageant finalist Mariana Bridi da Costa died from the disease after a urinary tract infection progressed to septicemia. Sources:Deaths From Unintentional Injuries Increase For Many Groups. ScienceDaily.com. 3 September 2009.Estimated New Cancer Cases and Deaths by Sex, United States, 2009. American Cancer Society, caonline.amcancersoc.org. Retrieved 11 September 2009.Heart Disease and Stroke Statistics - 2009 Update at a Glance. American Heart Association, americanheart.org. Retrieved 11 September 2009.Leading Causes of Death in Females, United States 2004. CDC Office of Womens Health, CDC.gov. 10 September 2007.Women and Diabetes. American Diabetes Association, diabetes.org. Retrieved 11 September 2009.Women and Heart Disease Facts. Womens Heart Foundation, womensheart.org. Retrieved 10 September 2009.Women More Likely To Suffer Kidney Disease If Diabetic. MedicalNewsToday.com. 12 August 2007.

Societal role in advertising Essay Example | Topics and Well Written Essays - 250 words

Societal role in advertising - Essay Example This role can be both a reflection on the society or the probability of what is expected by the society in future. Recently, a range of companies have picked up advertising styles that incorporates social dimensions (Drumwright 71). This is attributed to the fact that the society is experiencing a lot of changes through the effects of fatal diseases like HIV/AIDS, cancer and lifestyle diseases. In addition, the third gender; homosexuality and immoral behavior like rape and drug abuse have had a huge influence on how adverts are framed nowadays. In real sense, marketers have no choice but frame their product adverts in a manner that can indicate a solution to what the society’s trends demand. For instance, in relation to HIV/AIDS, marketers already understand teenagers are sexually active and there is little they can do to change it. Therefore, the best solution they can offer is provide means that can help in reduce the spread of this deadly disease like through the use of con doms. This indicates how a society dictates how adverts frame the products (Drumwright 73). A society has power in dictating what they certainly expect from manufacturers. This means that every trend and lifestyle creates a problem that manufacturers are tasked with to solve as quickly as possible. Literally, a societal role is creating problems that adverts have to make sure they frame it in a manner that displays a solution. Through such problems though, companies come up with breakthrough innovations that turn out to be huge cash cows.

Military Service vs Civilian Employment Essay Example | Topics and Well Written Essays - 1000 words - 1

Military Service vs Civilian Employment - Essay Example The responsibility of a civilian is completely taken care of by an individual while in the military several things are taken care of by the military, these include healthcare, insurance and housing. Many things provided in the military like education and travelling are free or cheap. Serving in the military comes with a lot of benefits unlike doing civilian work; the benefits include free housing, healthcare, cheap education, and a chance of advancement and travelling. Also, it has long term benefits for retirement such as GI bill, housing and health care which is not provided in the civilian employment. I believe that military employment is better than civilian employment because it is more beneficial and more reliable these days. In this article I will compare military and civilian employment in terms of benefits and reliability, this will involve promotion, medical benefits, education benefits, opportunities for travel, pay, job security, opportunity for advancement, and freedom t o quit. Promotion in the military is achieved through individuals own dreams and desire for career progress. A military officer will be eligible for promotion after Serving for a certain number of years at a certain level. Sometimes, promotion is given if you pass a certain exam or interview. While in the civilian employment, to get a promotion, it will depend on when the payroll department can afford or if a person serving in that position quit the job or fired. Few organizations can accelerate once promotion depending on the job performance. For example, an employee who works at wall mart as a sales associate enquire for a promotion to be a manager but he was told that the company already have the branch manager and they cannot afford to employ two managers. After 5 months the manager quit the job and joins another company instead of being given the position it was closed and the company

Psychoanalysis of Crime Essay Example for Free

Psychoanalysis of Crime Essay An individual’s sense of self has always been an issue that fascinated people. Under the notion that most people enjoy talking about themselves, the realm of psychology opened its doors to investigate the underlying conditions that make people who they are and how they perceive others and the world. Many theories have been developed in order to understand the complexities that make up the human psyche and it is in this aspect that this paper will center upon. The theory which I have chosen for this particular case study is the Psychoanalytic theory by Sigmund Freud and I believe this theory will address most of the behavioral patterns that the subject is situated in. Freud’s psychoanalytic style in examining an individual’s motives for behavior has established the grounds for in-depth analysis into a person’s psyche and though it has its limitation, it offers a refreshing viewpoint as to why such behaviors have endured and its significance to an individual’s interpretation of the world (Shoham, 1993). Psychoanalysis has helped in putting into perspective the many ways in which behaviors of an individual or groups of individuals could be determined by the examining their upbringing and isolating internal and external desires. One of the major conjectures of psychoanalysis is that individuals are inherently sinful and they are controlled by certain instincts which are buried in one’s subconscious. The psychoanalytic theory attempts to realize these internal desires in order to determine the right kind of action in which the individual might be able to control a problematic behavior from recurring (Elliott, 2002). In order to see the application of the psychoanalytical theory, a brief background of the case study should be presented to comprehend the situation. The case study involves a twenty-eight year old man named Bert who was convicted of committing larceny. In the article, Bert was condemned to serve a four year sentence in prison with eighteen months non-parole. Admitting to the crime he had committed, he was said to have been accompanied by two accomplices whom he knew from his previous prison sentence. It was relayed that Bert had entered a pub one night and was approached by the two accomplices who urged him to join them rob a factory. Nine weeks before the incident, Bert was out of prison after serving a year in prison for getting caught with stolen goods. In Freud’s Division of the mind, he enlists the concept of the Id, Superego and Ego. The Id is supposed to uphold the baser instincts that are present in each individual. It dispenses on the precepts of pleasure to satisfy the innate wants of the individual. The Superego comprises the ethical or moral aspect of the individual that appeals to an ideal sense of being. The Ego is said to be the balancing aspect of the individual’s personality as it maintains the needs and wants of both the Id and the Superego. The Ego represents the awareness of an individual regarding his/her state of being (Shoham, 1993). If the processes that harmonize these three should ever be disrupted, it would render uneasiness to the individual’s psyche and cause him/her to employ some defense mechanisms that would be able to shield the ego. The psychoanalysis in Bert’s case encompasses a great deal of struggle between his superego and id, as can be denoted when he points out that he is frustrated with himself for not being able to avoid criminal activities. This is described as an over-developed superego, which imposes an excessive need for punishment with regard to the things the individual has wrongly committed or the unpleasant experiences that has brought misery into the individual’s life (Shoham, 1993). In the text, Bert was said to have grown-up in a dysfunctional family and that his absentee father was also a criminal who often displayed a violent attitude towards the family whenever he was home. In this aspect, Bert’s rationale on punishing himself was an act of regression in an early state of his life that involved his father (Shoham, 1993). The illegal acts Bert has committed during his early teens and the subsequent trips to juvenile and adult institutions has led him to think that he should be penalized for the things that he has done and for belonging to a family that breeds criminals.. In a sense, Bert might be trying to compensate for his father’s mistake of abandoning his children with regard to his wife and kids and most especially, his brothers and sister. This kind of rationalization instills tension into his being, which makes him unconsciously commit illegal activities despite his efforts to reform his life (Shoham, 1993). As a result of this conflict, Bert reasons out in a defying way that even though he acknowledges his wrongdoing, he believes that it is under the influence of alcohol and the two conspirators with him the night of the criminal activity. Bert also pointed out that the long sentence designated to the criminal act that he had committed was a bit unreasonable since he only stole goods from a factory and not a private residence. Based on these statements, Bert had shown feelings of contradiction between his guilt for what he had done and his comprehension of the situation as he puts the blame on other sources in lieu of himself. In the case study, Bert was thought of to be a pushover by the law officers as the former would get caught up in situations that force him to do things that should best be avoided (Elliot, 2002). Parallel to his over-developed superego, Bert’s behavior also displays a weak Ego in conjunction with his Id. His inability to stand his ground in moral situations and his inadequacy in delivering good judgments makes him a pawn for manipulative individuals like the two conspirators whom Bert met at the pub (Shoham, 1993). In this situation, it is quite clear that he is still in denial of what he has done since he has not fully accepted the responsibility for the criminal act. However, in another statement, he also did not want to cooperate with the law enforcers in identifying who were his accomplices in committing larceny. This posits a rather confusing behavior as Bert did not want to admit fully to the crime committed yet he does his conspirators a favor and refuses to give out their names to the law officers as he believes that he is not one to break the code of brotherhood. This act alone concurs with the insight made earlier about his desire to be punished for being a criminal (Rosen, 1996). On another note, Bert has tried to justify the crime he had committed by rationalizing the triviality of robbing the factory and that a long sentence was not necessary. He seems to suppress the mere fact that he has a long track record of criminal activities that warrants for the current court verdict. With this in mind, one can deduce that Bert still thinks of himself as a misguided youth. Such display of reasoning implicates how the environment he grew up in greatly influenced his decisions in life (Shoham, 1993). His lack of a formal education and emotional nurture at home resulted to his rebellious conduct and misplaced aggression that could only be attributed to his family’s situation. Bert’s leanings toward alcoholism may be credited to his undeveloped oral stage, which his mother could not properly provide as the strains of his father being in prison and the abuses that his mother and siblings received from him deprived Bert of a normal transition into the next stages of development (Shoham, 1993). In addition, his father’s drunken presence at the puberty stage predisposed him and his older brothers to acclimate a life of criminal activities since that might have been the only way that he could be with his father who was gone most of the time. While he was third among the two boys in his family, he could not look up to his older brothers as they too were undependable for the nurturing in which he sought from his parents (Shoham, 1993). It is in this aspect that one can observe the oedipal complex that Freud has included in his Stages of Development theory as it demonstrates the lack of attention and love that Bert wanted from his father (Shoham, 1993). Bert’s unresolved intimacy issues from both his parents compelled him to project this in an unhealthy lifestyle through alcohol and a string of criminal records. In defense of the two conspirators, Bert might have felt a sense of belongingness in their company since they understood his situation more than anyone, which is why he was adamant to not cooperate with the law enforcers (Shoham, 1993). Bert’s yearning to successfully reform may be hampered by his own moral perceptions as he is not able to grasp the consequences his actions have merited him. While he is affected by what happens with his wife and two children, he cannot instinctively change his ways without going through therapy or some form of rehabilitation to straighten his ways. Bert’s situation could have been easily avoided if he has learned to act on his own. Since his lack of education poses a hindrance to the development of his being, one could suggest that individuals like Bert who are frequently law breakers should be also be subjected to an education in their correction facilities aside from the terms that they serve (Kline, 1987). According to Lester and Van Voorhis’ book â€Å"Psychoanalytic therapy†, criminal convicts like Bert should not be subjected to environments that derail their development. Since most these convicts are not well-equipped with the right attitude to stay off the streets, correctional facilities should be able to provide such services that will be able to aid them to commit to reformation. Support from family and close friends should also be encouraged though for most of these convicts, it would seem quite difficult as most of them don’t have a strong support base (p. 122). From Kline’s book â€Å"Psychoanalysis and crime†, it has been suggested that creating a viable environment for these convicts when they got out is necessary as that will sustain their progress for development and would make them not want to seek the confines of the prison walls as they will be able to feel part of the society again. This entails releasing them in an environment where temptations would not abound and provide them with jobs that does not degrade their sense of being (p. 60). Analyzing Bert’s case in the psychoanalytic perspective has provided grounds on in which correctional facilities should be able to help convicts to maintain a reformed life.

The Role of Propaganda in China Gate, The Green Berets, and Rambo: First Blood, Part Two :: Movie Film Essays

The Role of Propaganda in China Gate, The Green Berets, and Rambo: First Blood, Part Two â€Å"Film has established itself as a major medium by which our culture reflects and shapes its reality† (Taylor 186). Nowhere is Bruce Taylor’s statement made more clear than in movies about the Vietnam War. While some films, like Stanley Kubrick’s Full Metal Jacket, illustrate how horrible the army can be, other Vietnam War films glorify the armed services and American superiority in an attempt to alleviate the public’s fears that the war was a negative undertaking. China Gate (1957), The Green Berets (1968), and Rambo: First Blood, Part Two (1985) all glorify Americans at war. As Leo Cawley claims in his essay, â€Å"The War about the War: Vietnam Films and American Myth,† they sought to show that â€Å"the Americans are the good guys, the Viet Cong are the bad guys, and the peasants are the frightened townsfolk who need protection and rule of law† (74). The characters in these films have no ambiguity to them, but rather just the opposite : they are either paradigms of goodness or pillars of evil. By analyzing these one-dimensional characterizations, we are clearly able to see the propaganda in these films. Propaganda in films did not begin with the sending of U.S. troops to Vietnam. As the French were slowly losing the battle in Southeast Asia in the 1950s and the United States was consequently taking over monetary as well as human forces there, an explanation was necessary for the American people. Samuel Fuller’s China Gate was made to offer just that. Filmed when the U.S. was already active in Vietnam but not yet involved in an outright war, the movie, which has â€Å"a rather clear political intent,† attempts to, as David E. Whillock says, â€Å"produce a positive image of involvement in Southeast Asia to the American public† (305). The film seeks to influence American audiences against the Communists and to show the public that Americans are just trying to help the poor South Vietnamese. Made at a time when the Red Scare was at its height, China Gate is an obvious representation of the fear of Communism in that era. In fact, at the time the film was ma de, there were over two hundred suspected Communists blacklisted by the Hollywood studios themselves (Belton 242). This attitude comes through in the film right from the beginning with a voice-over that Rick Berg, in his essay â€Å"Losing Vietnam: Covering the War in an Age of Technology,† calls a â€Å"political endorsement disguised as a history lesson† (53).

A Letter To Myself Essay

No one knows you better than you know yourself.   Moreover, out of all you will experience receiving a letter from yourself 50 years ahead in space-time will be your most profound experience.   So, here I am communicating with myself to inform what I have to look forward to in life. In writing I’m remembering receiving this letter five decades ago.   The odd thing is remembering its receipt but experiencing the writing for the first time.   With only 500 words, rather than focus on the strangeness addressing what will be is my mission.   Your life will be a strange and cruel mix of wonder and despair.   You will experience a living nightmare for love.   You’ll marry a woman who’ll turn out to be schizophrenic.   Dealing with her will be more than troublesome, yet the finer qualities of your character will arise out of the ashes of that experience. Knowing I received this letter will not prevent you from having the experience.   We all are purposed to play a role in life.   Writing this letter affirms some things are inevitable, even when you know about them in advance. You’re at an age where talk of marriage and difficult times are somewhat distant to your experience.   You’re yet to reach your teen years and the joy those years will bring.   Like yourself mom will undergo a troublesome marriage after she and dad divorce.   What you see in her next marriage will be a prophecy for your own.   In the midst of seeing her struggles will be happenings in your life that others will envy.   You’ll be very popular in high school and college.   You’ll turn out to be a champion sprinter and hurdler, you’ll sing in a singing group that will gain national prominence and you’ll have girlfriends that most men could only hope for.   Your teen and early adult years will be rewarding.   Those times I still treasure all these years having passed. Your love for learning will be a beacon to illuminate the way through your marital troubles.   Your field of study, along with your faith would be means to help you recover from troublesome times following your marriage.   This will be a battle however, one that would probably break the average man.   You’ll spend almost two decades unraveling the turmoil you experienced in being married for one decade.   In this you’ll get to know yourself as few people do.   You’ll become very wise and insightful as a result and you’ll be a blessing for what life will take you through. Do not be dismayed at what tomorrow will bring, it will lead to wonderful ends.   You will have a son who will do well in life.   A woman will come into your life who will be a dream come true and you’ll wind up content in your living.   You will appreciate life’s foibles and remember , â€Å"Try not to become a man of success but a man of value.†Ã‚   (Albert Einstein, Great Quotations, pg. 225)   That’s what you’ll do I’m proud to say. References Einstein, Albert, The Great Quotations, 225, George Seldes, May, 1978.

Economics History Essay

During the 1980s Mexico experienced what Latin American social scientists call a change in its â€Å"development model. † Gone is the import-substitution industrialization model that characterized Mexico since the 1930s. Instead, Mexico has become an open economy in which the state’s intervention is limited by a new legal and institutional framework. Under the new model, the tendency is for the market to replace regulation, private ownership to replace public ownership, and competition, including that from foreign goods and investors, to replace protection. Nothing illustrates the change in strategy more vividly than the pursuit of a free trade agreement with the United States, first mentioned by Salinas in June 1990, and the constitutional reform of land distribution and the ejido system adopted at the end of 1991 (Watling, 1992). What prompted this change in development strategy? Mexico had taken a risk in the 1970s by borrowing heavily in world capital markets and indulging in over-expansive policies, and then paid dearly when oil prices fell and world interest rates rose. Adjustment to the new circumstances required a policy that would increase net exports, generating foreign exchange to service the external debt. Because the government, not the private sector, owed most of the external debt, fiscal policy also had to change in order to increase revenues and cut noninterest expenditures. The restoration of growth required changes that would build confidence and encourage private capital inflows by means other than commercial bank loans, which were no longer available. Finally, to make the economy more flexible and competitive in a global context, the rules that governed the flow of goods and investment had to change. In mid- 1982Mexico was in a deep economic crisis. The international environment was adverse to a Mexico saddled with foreign debt. World interest rates were high, the price of oil, Mexico’s main export, was falling, and commercial banks had stopped lending. This unfavorable international environment exacerbated the consequences of domestic imbalances and contributed to rampant inflation, capital flight, and chaos in the financial and foreign exchange markets. To confront the internal imbalances and accommodate the adverse external conditions, Mexico was compelled to adjust its expenditures, reorient its output, and find new ways to foster growth. In the early 1990s Mexico gained recognition as a country successfully managing economic adjustment and reform. Inflation slowed, flight capital was returning, domestic and foreign investment was rising, and per capita output began to grow. The path to recovery, however, had been far from smooth. Well into the late 1980s, analysts wondered why Mexico’s recovery was so slow despite the sound macroeconomic policies and structural reforms it had instituted. The slow recovery imposed high social costs on the Mexican population, as per capita real disposable income fell on average by 5 percent a year between 1983 and 1988. For some six years the Mexican government focused economic policy on restoring stability, particularly on lowering the rate of inflation and keeping the loss of international reserves in check. It finally succeeded in 1988, when inflation decreased from monthly averages close to 10 percent at the beginning of the year to about 1 percent by year’s end. However, growth did not follow. Only a combination of more decisive external support and a shift in Mexico’s development strategy managed to produce a turnaround. The changes regarding the role of the state in economic matters and the country’s economic interaction with the rest of the world are particularly striking. Reforms sought to reduce state intervention and regulation so as to open new investment opportunities, build business confidence, and create a more flexible and efficient incentive structure. These reforms have called for substantial modifications in the legal and institutional frameworks of the economy that will shape the country for decades to come. In the late 1970s, on the mistaken assumption that the rise in world oil prices and the availability of cheap external credit would continue, the Mexican government engaged in a spending spree. The resulting fiscal deficit increased inflation rates and the trade deficit. The fiscal and external gaps were filled with external borrowing. In 1981, when the price of oil began to fall and external credit became more expensive and of a shorter maturity, the Mexican government failed to implement fiscal and relative price adjustments to adapt to the new, less favorable conditions. Fear of an imminent devaluation of the peso fueled capital flight, and a large nominal devaluation followed in early 1982 (Banco de Mexico, 1983). As inconsistent policies were pursued, the macroeconomic environment became increasingly chaotic. Capital flight continued, and as reserves were depleted and no more credit was available to service debt payments, in August 1982 the Mexican government had to declare an involuntary moratorium on its debt, triggering a debt crisis that soon acquired global proportions. Tensions between the private sector and the government peaked in September 1982, when the government announced the nationalization of the banking system (Banco de Mexico, 1983). When Miguel de la Madrid’s government came to power in December 1982, it confronted the unenviable task of restoring economic stability in the face of a hostile domestic private sector and reluctant external creditors. In other Latin American countries the political resistance of different social groups expressed in massive strikes or threats of coups added to the climate of economic instability and made the necessary adjustment more difficult. However, Mexico’s difficulties cannot be blamed on the political resistance of wage earners or other social groups to absorbing the costs of adjustment. In Mexico, policymakers enjoyed remarkable freedom to act during six years of economic hardship. There were no serious wage conflicts, threats from the military, peasant uprisings, or active guerrilla movements.

US imperialism essays

US imperialism essays Under the Monroe Doctrine of 1823 the United States had policed the hemisphere, in theory to preserve the independence of its nations from European covetousness, in reality to protect America ¡Ã‚ ¯s own interests. This often involved military intervention, especially in Central America and the Caribbean. The Monroe Doctrine was based on the reasoning that the Caribbean was America ¡Ã‚ ¯s  ¡inland sea ¡Ã‚ ¯ and part of the economic structure. In Cuba, which America had liberated Spain, the US right of intervention was actually written into the Cuban constitution, through the so-called  ¡Platt Amendment ¡Ã‚ ¯. The reason behind the American imperial upsurge is mainly an economic issue: coincided with recovery from the Civil War, the U.S. started to expand in late 19th century. However, the American expansion into Latin America can also be attributed to nationalistic causes that go beyond the economic spectrum. Thus, U.S. expansion into Latin America was a result of U.S. eco nomic expansion and rising nationalism. American policy toward Latin America has changed over time to accommodate burgeoning American economic activities in the region.(1) During the early years of the nineteenth century, U.S. commerce with its southern neighbors demanded little more than policing the Caribbean for marauding pirates. As the United States grew into a commercial, industrial, and, eventually, financial power, its foreign policy broadened in scope.(2) The hunt for new markets brought it into competition with European nations, especially Great Britain. As a result, it became one of the major aims of American policy to check the further penetration of European commerce and capital into Latin America. By the turn of the century, Latin America had become not only a substantial market for American products but an important source of raw materials and a major area for capital investment as well. Having recently built a powerful navy, the United Sta...

Creating a Vertical Coherence for English Curriculum

Creating a Vertical Coherence for English Curriculum Every high school student in every state must take English classes. The number of English credits required for a high school diploma may differ according to legislation  state by state. Regardless of the number of required credits, the subject of English is defined in the Glossary of Education Reform as  a core course of study: A core course of study  refers to a series or selection of courses that all students are required to complete before they can move on to the next level in their education or earn a diploma.   Most states have adopted requirements of four years of English classes, and in many  states,  the local school boards may adopt additional graduation requirements beyond those mandated by the state. Most schools will design their four year English course of study so that it has a vertical coherence or a progression from year to year. This vertical coherence allows curriculum writers the opportunity to prioritize learning, so that  what students learn in one lesson, course,  or grade level prepares them for the next lesson, course or grade level. The following descriptions provide a general overview of how four years of English is organized.   Grade 9: English I English I  is traditionally offered as a survey course that serves as an introduction for the rigors of high school reading and writing. As freshmen, students participate in the writing process by  constructing thesis  statements and  writing essays  in multiple genres (argumentative, explanatory, informational). Students in grade 9 should be explicitly taught how  to research a topic using valid sources and how to use valid sources in an organized manner as evidence in making a claim. In all written responses, students are be expected to be familiar with  specific  grammar rules  (ex: parallel structure, semicolons, and colons) and their application in writing. Students also learn both academic and content-specific  vocabulary.  In order to participate in both  conversations and collaborations, students should  be prepared to speak and listen  daily in class based on the activity (small group work, class discussions, debates).  Ã‚   The literature selected for the course represents multiple genres (poems, plays, essays, novels, short stories). In their analysis of literature, students are expected to look closely at how the authors choices of literary elements have contributed to the authors purpose. Students develop skills in close reading in both fiction and nonfiction. Close reading skills should be developed so that students can use these skills with informational texts in other disciplines. Grade 10: English II The vertical coherence established in the curriculum for English I should build on the major principles of writing in multiple genres. In English II, students should  continue  to focus on the skill sets for formal writing using the writing process (prewriting, draft, revision, final draft, editing, publishing). Students can expect that they will be required to present information orally. They will also learn more about correct research techniques. The literature offered in grade 10 could be selected based on a theme such as  Coming of Age or  Conflict and Nature. Another format that may be used in selecting the literature may  be  horizontal coherence, where  the texts selected are designed to complement or be associated with another sophomore-level course such as social studies or science. In this arrangement, the literature for English II may include selections from world literature texts that may be  horizontally coherent  with social studies coursework in global studies or world history course. For example, students may read All Quiet on the Western Front while studying World War I. Students continue to focus on increasing their comprehension skills by analyzing both informational and literary texts. They also examine an authors use of literary devices and the effect an authors choice has on the whole work. Finally, in grade 10, students continue to expand (at minimum  500 words annually for each year in high school)  their academic and  content-specific  vocabulary. Grade 11: English III In English III, the focus may be on American studies. This focus on a particular literary study will provide  teachers another opportunity for horizontal  coherence,  in which  the literature  selected may complement or be  associated with materials for required social studies coursework in American history or civics. Students may be expected to successfully complete a research paper this year in English or in another discipline, such as science.  Students continue to work on their formal forms of written expression in multiple genres (EX: personal essays as preparation for the college essay). They should understand and apply the standards of English, including the use of the hyphen. In grade 11, students practice speaking and listening to conversations and collaborations. They should have the opportunities to apply their  understanding of rhetorical style and devices.  Students will be expected to analyze informational and literary texts  in multiple genres (poems, plays, essays, novels, short stories) and critically evaluate how an authors style contributes to the authors purpose.   Students in the junior year may choose to select a course in Advanced Placement English Language and Composition  (APLang) that could replace English III. According to the College Board, the AP Lang course prepares students to read and comprehend rhetorically and topically diverse texts. The course prepares students to identify, apply, and finally evaluate the use of rhetorical devices in texts. In addition, a course at this level requires that students synthesize information from multiple texts in order to write a well-organized argument. Grade 12: English IV English IV  marks the culmination of a students English course experience after thirteen years from kindergarten to grade 12. The organization of this course may be the most flexible of all high school English classes as a multi-genre survey course or on a specific genre of literature (ex: British Literature). Some schools may choose to offer a senior project selected by a student to showcase a set of skills. By grade 12, students are expected to have mastered the ability to analyze various forms of literature including informational texts, fiction, and poetry. Seniors can demonstrate their ability to write both formally and informally as well as the ability to speak individually or in collaborations as part of college and/or career ready 21st Century skills.   AP English Literature and Composition may be offered as an elective (in grade 11 or 12).  Again, according to the College Board, As they read, students should consider a works structure, style, and themes, as  well as such smaller-scale elements as the use of  figurative language, imagery, symbolism, and tone. Electives Many schools may choose to offer English elective courses for students to take in addition to their core English coursework. Elective credits may or  may not serve for English credits required for a diploma. Most colleges encourage students to take the required core classes, which may or may not include electives, and college admission officers generally look for a student to complete academic requirement before expressing their interests through electives. Electives  introduce students to a completely new subject to challenge themselves and stay motivated throughout high school.  Some of the more traditional elective offerings in English include: Journalism: This course exposes students to the basic concepts of reporting and non-fiction writing. Students work with various article formats. Journalistic ethics and bias in reporting are generally included. Students write news to develop and improve their writing in a variety of styles and formats. Journalism is often offered with a school newspaper or media platform.Creative Writing:  Ã‚  Either through assignments or independently, students participate in creative writing to write fiction, narratives, using  description  and dialogue. Works by established authors may be read and discussed as models for student writing. Students may complete  in-class  writing  exercises and  comment on each others  creative  work.Film and Literature: In this course, students may explore texts to their film versions to analyze the narrative and artistic decisions of the writers and directors and to better understand the art of storytelling and its purposes.   English Curriculum and the Common Core While the curriculum for high school English is not uniform or standardized state by state, there have recently been efforts through the  Ã‚  Common Core State Standards  (CCSS) to identify a set of specific  grade-level skills that students should develop in reading, writing, listening and speaking. The CCSS  have heavily influenced what is taught in all disciplines.  According to the introduction page of the literacy standards, students should be asked: ....to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Forty-two of the fifty U.S. states adopted the Common Core State Standards. Seven years later, a number of these states have since repealed or are actively planning to repeal the standards. Regardless, all secondary school level English classes are similar in their design to promote the skills of reading, writing, speaking, and listening needed for success beyond school.

President Truman's decision to drop Atomic Bomb Assignment

President Truman's decision to drop Atomic Bomb - Assignment Example In the words of Walker, another option available for Truman was to try a Normandy-type amphibious landing. In this case, the estimated casualty would have been anything around a million (2008, p. 9). That is, though cruel at the first sight, Truman’s decision was not less ethical given the options available at that point of time. In the words of Wainstock (2013), the Japanese government had no respect for the lives of its own citizens and was not trying to save them. For example, though Japan faced several critical military defeats along with a crumbling industrial capacity, it exhibited a reluctance to give up the war. In contrast, it adopted highly unethical practices like ‘Kamikaze’ attacks where suicide bombers were used to target American military (Wainstock, 2013, p. 56). From this point, it is only rational to assume that had the war continued, Japan would have used its every citizen as a human shield. Thus, the decision by Truman to end the war instantaneously and unconditionally was the right option at that point of time. Admittedly, Truman was advised that the power of the atomic bomb should be demonstrated to the government of Japan before its actual use so that they could take an informed decision. However, a close analysis reveals that it was not possible for Truman to do so. For example, had the demonstration failed, it would have caused serious damage to America, and Japan would have continued with increased rigor and confidence (Wainstock, 2013). In addition, even if Japanese authorities had known the power of atomic bomb, they would not have ceased. Firstly, Japan was duly warned of a â€Å"total destruction† but there was no effort from Japan to stop war. Instead, it went on adopting unethical practices like ‘Kamikaze’. However, before giving a clean chit to Truman, it is wise to assess the other side of the argument as well. Firstly, Goldberg