Antagonist Analysis of The Great Gatsby Essay

Tom Buchanan, the antagonist in the book, The Great Gastby, by F. Scott Fitzgerald is the darker side of the main character, Jay Gatsby. Where as Gatsby is an agreeable, attentive gentleman, Tom is the abrasive, physically powerful, and careless man who is concerned about one thing†¦himself. Tom is introduced as an arrogant and abusive husband to his wife Daisy Buchanan, who states, â€Å"That’s what I get for marrying a brute of a man, a great, big, hulking physical specimen of a —-,â€Å" as she tries to deal with his selfish and emotionally abusive ways (F. Scott Fitzgerald 12). The Great Gatsby explores the dynamics of relationships between the love (or lack thereof) between man and woman. Fitzgerald portrays antagonist Tom as self-centered human being, not only through the emotional abuse and negligence of his wife, but likewise through the sexual encounters and philanders of various women. One of Tom’s lovers, Myrtle Wilson, is so engrossed and enchanted by Buchanan that she is willing to risk her own marriage and is no longer attentive as some of her actions include â€Å"walking through her husband as if he were a ghost, shook hands with Tom, looking at him flush in the eye† (Fitzgerald 26). Unlike Tom, whose life revolves around no one other than himself, Gatsby’s life centers on finding the long lost love of his life, Daisy, and engulfing her with the true endearment of love between a man and woman. His one desire to fulfill his life with true love is interrupted twice by Tom Buchanan. Having loved Daisy as a young teenage boy and loosing her to life’s circumstances, Gatsby is determined to continue his search in hopes of locating this special woman who can never be replaced by no other beautiful face or body. Gatsby’s adoration and respect for Daisy drives him to cast all his possessions and even his life into securing her love and saving her name, as he did after the accident shifting blame from her to him, â€Å"but of course I’ll say I was† [driving the car that hit and killed Myrtle] (143). Tom and Gatsby are black and white images of one another. Tom, the darker character, is a cold heartless man who moves people around like pegs on a game board. He continually rolls the dice to calculate his next moves giving no thought to the human lives he has at stake. After the death of Myrtle, Tom shows his lack of interest for the welfare of the woman he has been having an affair with and uses an opportunity to shift conflict between George, Myrtle’s husband, and Gatsby, â€Å"Wilson’ll have a little business at last† (137). Unlike Tom, Gatsby’s bright image of love, concern, and devotion carries throughout the story. Gatsby holds onto love until the dire end, electing to protect Daisy from the wreck and the reckless relationship with her husband Tom, â€Å"I’m just going to wait here and see if he tries to bother her about that unpleasantness this afternoon (144). Tom is the perfect character to represent the antagonist in, The Great Gatsby. His selfish acts toward each character in the story shows his lack of respect for human relationships and his indulgence for self.

Futile dreams in Of mice and men Essay

How far do you think Steinbeck presents dreams as futile in of mice and men? Steinbeck presents a lot of dreams as futile in his novel of Mice and Men. All the characters dreams are different in their own personal way but all of their dreams come to be in a different place to where they are at now. They all yearn for something better in their lives. The underlying theme of futile dreams in this novel is expressed throughout Steinbeck’s novel throughout many characters. The main dream in the novel of mice and men is that of George and Lennie living of the â€Å"fatta the lan'† getting their own place, being self-sufficient and not have to work on the ranch. The two of them are best friends and how different they may seem in the novel they both share this common goal; â€Å"Some day we’re gonna get the jack together and we’re gonna have a little house and a couple of acres an’ a cow and some pigs and†¦Ã¢â‚¬  This shows they have thought about what they want in every little detail and truly believe it will happen. Their ambition, as they put it, is to â€Å"Get the jack together,† purchase a few acres of land and call it their own. They want to be in their own little place where they are not scrutinised by society; to be away for others in the big wide world where it seems Lennie is not supposed to be. George and Lennie are not unique in wanting this dream but unique in the fact that they have each other and can rest on each other through their dream. They want to be in a place with no rules or regulations. This dream is so appealing that Candy and Crooks want to join the dream of owning their own farm. This is because George and Lennie are close to reaching their dream so Candy and Crooks can actually be part of it for once instead of dreaming it; they can create it. This dream of George and Lennie also appeals to them as they can refer to the same things that they want for themselves but have never had the chance to go ahead with or the chance to achieve that goal. However, perhaps this dream only appeals to them because they see it as something that can be reached and will not remain a dream. They want to be able to live out this dream even if it is someone else’s. In section three, a section of narration shows how much they all want this dream; â€Å"They all sat still, all bemused by the beauty of the thing; each mind was popped into the future when this lovely thing should come about.† This quote shows that they all want this dream so much and really believe it will happen as it is no longer a dream as it says ‘when’ it will come about and not ‘if’. Steinbeck presents this dream of Lennie and George as being futile by speaking through Crooks when he says that he’s; â€Å"seen hundreds of men come by road an’ on the ranches, with bindles on their backs an’ that same damn thing in their heads. Hundreds of them. They come, an’ they quit an’ go on; every damn one of em’s got a little piece of land in his head. An’ never a god damn one of the get it. Just like Heaven,† by this quote I feel that Crooks has best summed up this dream as futile as he shows he has wised up to the dream and is starting to have second thoughts of joining them in the dream. He is brought back to the present when he figures that Lennie and George are just like the rest of the men that come on the ranch with a ‘little piece of land in his head’ and that their goal is never achieved. He is treating Lennie and George like their stereotype. Candy and Crooks want to join in this dream for different reasons; Crooks does not want to be an outcast anymore and wants to feel accepted in some way, Candy wants to join to have something to take his mind of his dog (his only companion) being killed. Although these are the main reasons Crooks and Candy want to join in these dreams they both come down to one thing. They don’t want to be alone. Unlike Lennie, Curley’s wife wants to experience the world for herself and has already had the opportunity of becoming the next up and coming movie star where she ‘coulda been in the pitchers’ snatched away from her; â€Å"He says he was gonna put me in the movies. Says I was a natural. Soon’ he got back to Hollywood he was gonna write to me about it.† Se is a virtual prisoner in her own home with which she has no power to change her fate. Curley’s wife will never live out this dream as she has dedicated the rest if her life to her husband who is unbeknown to her capabilities. She once had a dream but when she married her entire life changed, and not for the better. Curley’s wife has resigned herself to an unfulfilling marriage. What makes all of these dreams typically futile is that the dreamers wish for unbreakable happiness, for the freedom to follow their own desires. George and Lennie’s dream of owning a farm, which would enable them to look after themselves, and, most important, offer them protection from an unwelcoming world, represents a prototypically ideal life. Their journey, which shows George the impossibility of the dream, sadly proves that the bitter Crooks was right; such freedom, contentment, and safety are not to be found. By killing Lennie, George gets rid of a huge burden and a threat to his own life. He is forced to shoot both his companion, who made him different from the other lonely workers, as well as his own dream and admit that it has gone hopelessly wrong. He has the new burden of hopelessness and loneliness. Slim’s comfort at the end of the novel; â€Å"You hadda George† indicates the sad truth that one has to surrender one’s dreams in order to survive, not the easiest thing to do but something that one has no choice but to do in circumstances. Curley’s wife has already had her dream of being an actress pass her by and now must live a life of no hope. Crooks’ situation hints at a much deeper one than that of the white person in a place where black people are discriminated. Through Crooks, Steinbeck exposes the bitterness, the anger, and the helplessness of the black man who struggles to be recognized as a human being, let alone have a place of his own. Crooks’ hopelessness underlies that of George’s and Lennie’s and Candy’s and Curley’s wife’s. But all share the despair of wanting to change the way they live and attain something better; to have a dream. Even Slim, despite his wisdom and confidence towards this unattainable dream, has nothing to call his own and will remain a migrant worker until his death. Slim differs from the others in the fact that he does not seem to want something outside of what he has, he is not beaten by a dream, and he has not relied on a drea m to fulfill his life and is thankful for what he has. Slim seems to have somehow reached the sad conclusion indicated by the novel that to dream leads to, despair and ineffective, Futile dreams that lead to nothing but disappointment. This book makes you decide, should I be realistic or should I try and make my dreams come true?

An Analysis of New York City in Martin Scorsese’s Essay

Among the stellar names in the film directing profession in the world, Martin Scorsese’s is most likely near or at the very top of the list—as bright as the city he has chosen to showcase in most of his career pieces. Using New York City as his backdrop, Scorsese has created landmark films that explore the intricacies of specific human qualities, tightly connected to themes of identity, religion, and psychology. Three of his films—Mean Streets, Taxi Driver, and Life Lessons—bear the distinct signature of an artist with an immediate message, which is clearly influenced by the dynamics of the inimitable lifestyle of New York City. A native of Flushing, New York, Martin Marcantonio Luciano Scorsese started planning his life as a priest—which is not at all surprising, considering his Italian and Catholic upbringing. However, he shifted goals at some point and graduated with a film degree from New York University in 1964, when he was twenty-two. Soon after that he became involved in film productions under the tutelage of several directors and producers, and finally emerged with his first notable feature film, Mean Streets (Brown, 1996). This particular work signaled the birth of Scorsese’s iconic style, which is defined by idiosyncratic characters and their internal struggles, marked by various circumstances exposing violence, racism, and oppression. Religious topics and details are also common in Scorsese’s work, which, in the past, received the ire of staunch religious groups. Scorsese is also known for building the careers or collaborating with specially-chosen actors, such as Robert De Niro, Harvey Keitel, and, in recent years, Leonardo DiCaprio. Each of these actors has starred in at least one iconic Scorsese film: De Niro and Keitel in Mean Streets and Taxi Driver, and DiCaprio in The Aviator and Gangs of New York. Common among most of these films is still the appropriation of New York City as the influential setting in playing out each character’s goal and dilemma. Credibility and accuracy in portraying the life inherent in New York City are integral in Scorsese’s work, and the nature of the city as a melting pot of cultures and its reputation for being the end goal of all personal ambition provide more than enough motivation and reason for the many twists and turns that take place in the characters’ minds and on the streets. II. Living the Gangster Life: The Italian Identity in Mean Streets One of the most definitive of New York City’s life and color is the presence of a multitude of cultures; this is largely caused by the representation of immigrants from all over the world, who have brought with them the distinct traditions and values of their countries of origin. The Italian community is mainly known for its influence on New York City cuisine, religion, and, as historically documented, organized crime in the form of the Mafia. Mean Streets is inherently Italian in identity, as it is set in New York’s Little Italy in the early 1970s—the territory and environment of most known Mafia-gangster groups. The portrayals of Charlie and his friend Johnny Boy—Keitel and De Niro, respectively—are excellent examples of life within the gangster reality, of non-negotiable orders, surprises and sudden decisions, the possibility of assault and instant death. This kind of life, however, is not always chosen by those who find themselves in it; Charlie, for one, lives by the dictates of family and religion, and refuses to take a stand on anything—even if he is plagued by his own guilt. Johnny Boy, on the other hand, is the quintessential gangster, the product of family legacy and history and his pleasure in romanticizing violence and aggression. These two personas reveal some of the most prevalent yet opposing attitudes regarding life in New York City—the struggle to accept a predetermined career, and the assertion of identity based on others’ experience. New York City is indeed a complex mixture of culture and identity, and these are often appropriated by those who desire to make their voices heard in the din of success, failure, and everything else in between. Religion, ethnicity, family, and other inherent traits that contribute to create an identity that can set one apart from the faceless rest are apparent means for survival, which is essential in the midst of such an unforgiving address. III. Left Alone and Unnoticed: Idealism, Racism, and Violence in Taxi Driver De Niro’s portrayal of Travis Bickle in Taxi Driver symbolizes the outcome of a person left to survive on his own in the complicated maze that is New York City in the mid-1970s. What begins as a man with fervent dreams of success and fulfillment in the capital of realized wishes can end in cynicism, hopelessness, and despair. Idealism sets the pace for the ultimate acts of violence and racism, played out by succeeding episodes of rejection and perceived injustice—specifically in the context of sex and acceptance. Bickle’s downward spiral into madness is caused by his own set of values, which includes his idealization of women, superiority of race, and self-entitlement coming from the war experience. Finding himself in a world where he is rejected by a woman he admires, where immorality and child prostitution exists, and where blacks are shown to call the shots through violence and extortion, are enough to shape Bickle’s concept of reality and purpose. Ultimately, he decides to take matters into his own hands, in a defining act that finally pronounces his voice and presence. Rejection and disappointment are part of the New York City lifestyle, given the constant struggle and competition naturally occurring within such a lucrative environment. Likewise, the reality of prostitution and other forms of immorality are necessary effects of the ongoing tests of one’s desired fate, since negation and failure will always need a stopgap measure and means for release or revenge. This complicated economy may not always be easy to comprehend, much less seen as one’s way of life; that Bickle is established with traits akin to surreal idealism makes New York City a symbol of both fulfilled dreams and unrealized goals. Bickle’s persona is common among many who have decided to find their success in the city yet is only armed with traditional ideals of morality, justice, and equality. Race is an evident issue, particularly if it figures in the equation of opportunity and chances for success; blacks, to the white Bickle, represents all things he finds wrong in the city. Finding people of a different set of morals is also a trigger for Bickle’s downfall, since he finds himself unable to impose his own ideals on them. New York City is shown here in its element, with the images of political action and objective during the day and graphic evidences of violence and the sex trade at night. These two pictures of the city plainly show that it is not for the weak, nor for the idealistic; what is essential is toughness and open-mindedness in order to understand the nature of New York City as a place where everything can and will happen. IV. The Master and the Servant: Creativity and Political Economy in â€Å"Life Lessons† This installment in the bigger project that is New York Stories is Scorsese’s contribution to the collective efforts made with fellow film icons Francis Ford Coppola and Woody Allen. â€Å"Life Lessons† is a simple story about artist Lionel Dobie, played by Nick Nolte, and his lover/apprentice Paulette, portrayed by Rosanna Arquette, who both engage in the literal and figurative significance of a two-way relationship. Dobie, being a famous abstract artist, imparts his knowledge, skill, and social connections to Paulette, who in turn repays him by serving as his muse and sex partner. Their relationship comes to a turning point when Paulette decides to move on and see other men, which causes Dobie to become insanely jealous. But it is this jealousy that eventually drives him to create his best work, and thus he forces Paulette to stay with him by selling her on the idea that New York City is the only place for an aspiring artist like herself. Evidently, Dobie lives on his negative emotions to survive, and has done exactly the same in his past relationships. In the end, Paulette makes good with her original decision and leaves, and soon Dobie is shown meeting another young female artist whom he convinces to become his new apprentice. This scene is shown with much sexual connotation, leaving the viewer to conclude that Dobie has once more found his muse. Art is never just for art’s sake in New York City; while some of the best minds are indeed residents of the locale, the competitive conditions and social norms that define it are also necessary factors to consider in appraising one’s success. Talent is never just the sole requirement in making it big in New York City, mainly because of the sheer number of individuals of excellent gifts trying to make names for themselves. Thus this brings about the reality and importance of social connection and status; in order to succeed in a place abound with skill and opportunity, one must look beyond the singular benefit of talent and employ all possible elements that can directly or indirectly help realize his or her goal. In this kind of situation, not everyone asked to assist will want to do so without claiming anything back—after all, the brand of opportunity existing in New York City is essentially available whenever and wherever one sees fit to call it forth. Intrinsically, New York City is probably the one significant environment where making and dealing transactions is the name of the game; to participate, one must have something to sell and/or buy. V. Conclusion Martin Scorsese’s depiction of New York City in the three films mentioned is, quite understandably, based on his own perceptions and experiences. These bases, however, are truly authentic and real—enough to convey a significant concept of New York City, as well as its nuances. The appropriation of identity in Mean Streets, idealism in Taxi Driver, and creativity in â€Å"Life Lessons† is truly apt and relevant, considering that these three themes are probably the most prevalent notions that define the city, albeit taken to each theme’s extremes. New York City may result in an assertion of identity or its eventual loss, depending on a person’s chosen path or decisions. It could progress the concept of idealism to its highest degree, particularly when success is met and values are replicated, yet it could also result in the erosion of idealist thinking, if all experiences are negative and disappointing. Lastly, the New York City experience can stimulate one’s creativity, since it is the one of the world’s capitals of art, yet can also diffuse the fire that burns one’s passion, if the right connections and exposure are not met. Nothing can be simply in the middle ground with regard to life in this city, as most things either fulfill or destroy existing beliefs and objectives. New York City is truly an enigma, a place that exists both in the mind and in its physical sense; while these two spaces may not always have the same traits or premises, the fact remains that it is an aspiration, where one should ‘make it’. Scorsese’s attempts at putting together a credible representation of New York City is laudable, but in truth, many more interpretations are still waiting to be conveyed. Such is the meaning of convergence, where anything and everything is possible. References Brown, M. (1996). â€Å"Martin Scorsese†. God Among Directors. Accessed on 10 April 2009 from http://www. godamongdirectors. com/scorsese/index. shtml Scorsese, M. (dir. ) (1989). â€Å"Life Lessons†. New York Stories. Touchstone Pictures (1973). Mean Streets. Taplin-Perry-Scorsese Productions. (1976). Taxi Driver. Bill/Phillips.

Media audiences and Media geography Essay Example | Topics and Well Written Essays - 4000 words

Media audiences and Media geography - Essay Example A potential representation of the traditional media is the folk media that projected the communication channels of the ancient societies. Modern media has a very different and advanced mechanism of mass communication. The mass media in the contemporary age is one of the most effective systems of life support that has pronounced effect on the global future and has the widest distribution all over the world. The contemporary age is essentially the age of information, in which the social and environmental issues continue to grow, that imparts the need of transition to a sustainable economy for every nation. â€Å"There has also been a healthful and general realization that the emphasis on â€Å"mass† audience – meaning an audience of individuals in lonely and direct contact with mass communication was never accurate† (Schramm, 1960, p. vii). The distinction between the audience of the past and the audience of the new age is imperative for the media to customize the content according to the every-changing and modifying needs of the audiences in an increasingly culturally diverse and globalized world. Media has a very strong influence on the society. Klapper (1960, p. 5) defined the consideration of the mass media as a compulsory and sufficient cause behind the effects observed in the audiences as short-sightedness, and recommended the consideration of media as just another influential element amidst other influences. â€Å"[I]t is the presumed power of the media to capture and sway the hearts, minds and behavior of the national public that account for both the fear and anxiety, and the hope and excitement, with which the media are regarded† (Fejes, 1984, p. 219). Media has always been both a trend-setter for and influenced by the audiences of a particular point in time. â€Å"The media are crucial in the social circulation of discourse and thus play a formative role in social and political change† (Fiske, 1996, p. 10). Media place s immense emphasis on the likes and dislikes of the audiences because the success of media fundamentally depends upon the approval of the audiences of the content that the media shows. The first and the foremost basic principle that every would-be programmer is taught through every handbook is â€Å"know the audience† (Ang, 1991, p. 19). â€Å"In order for television to achieve its work – that is, to make meaning and produce pleasure – it has to draw upon and operate on the basis of a kind of generalized societal common sense about the terms of the society and people’s social location in it† (Gray, 1995, p. 9). The research culture has evolved greatly over the passage of time. Although research has been a necessary part of the spread of knowledge in all times, yet the research was never as rampant as it is today. In the past, it was easy to advertise a product by just showing the models endorsing them as the audiences understood that the technology was not quite developed to expect every product to be made after a lot of research. Besides, the audiences themselves were too uneducated and far from being the part of a research culture to think on these lines. Over the decades, there has been immense advancement in technology which has played a fundamental role in the development of a research culture all over the world. Today, scientists are equipped enough to

Code-switching Among Students in the UK Essay Example | Topics and Well Written Essays - 3750 words

Code-switching Among Students in the UK - Essay Example This paper has been a pilot study to investigate the code-switching between English and Arabic among the Kuwaiti students in the utterances and construction level in the speech.The respondents of this study were undergraduate and postgraduate Kuwaiti students, studying in one of the UK universities programmes of both genders in different ages. The target population were from different universities, majors, and social status. The graph shows the results of the analysis. Most of the respondents do not find it a reason to code switch from Arabic to English because they want to raise audience and interest of what they are talking about with about 40 per cent said they slightly agree. There was about 25 per cent of those who disagree slightly with this fact while about 15 per cent strongly disagree. The first language of the target and sample population is Arabic, and second language is English where most of them have learned it as a compulsory subject at the age of six in the state schoo ls or earlier if they were in private schools. The quantitative method was used in this research. This was aimed at providing data for meeting the objectives of the study. This report makes a conclusion that this was a pilot study and it was aimed at finding out how the actual research will be conducted. The main aim was to find out the structure of the questions and how well they were understood by the respondents. Based on the results analyzed, most of the research questions were well understood. This is because there was no missing question that the respondents did not answer.

Build and sustain an innovative work environment Assignment - 1

Build and sustain an innovative work environment - Assignment Example There are three approaches of developing an innovation system for small businesses. The approaches are systems review, systems design and systems implementation. Systems review entails the adequate understanding of the present innovation state in the business organization. The review is conducted through several steps. Analysis is conducted on the informal and the formal processes. It is also necessary to understand the attitudes that the business stakeholders have towards the innovation process. The attitudes are effectively determined through interviewing employees, management staffs, customers and financiers. During the review process, it is necessary to identify the resources and the requirements needed, in terms of staffing. The main outputs required must also be adequately identified (Victor & Greg 2012). Systems design entails integrating the innovation system interfaces with the present process and strategies. This is necessary for enhancing the continuity of the information, and the successful delivery of projects dealing with innovation. The design process gives the business the innovative systems model which interfaces with the present systems and processes. Systems implementation entails the development of adequate understanding of the systems and processes that are presently available, and that effectively suits the business requirements. Implementation systems analysis is important because; it adequately integrates the new systems with present processes and programs. The implementation analysis also develops the complete implementation plans for the business innovation system (Bruce 2005). The innovation tool analyzed in this paper is referred to as the i2B Performer. The innovation system entails an internet and intranet platform which allows for the idea and opportunity illustration, categorization, development, launch and evaluation. The innovation system has a set of customizable innovation reports and templates. The innovation system,

Corporate Social Responsibility Term Paper Example | Topics and Well Written Essays - 2500 words

Corporate Social Responsibility - Term Paper Example They also realized that injudicious exploitation of the communities and the environment is nothing more than making graveyards for themselves. The importance of a healthy community and environment has been realized quite late by the corporate world. The above realization resulted in the development of topics such as corporate social responsibility, sustainable development etc. he needs of nature and societies should be balanced with the needs of the corporate world in order to create a healthy business environment. Earlier, business world were concentrated more on their own needs which resulted in weakened relationships between the business and the society or nature. In short, current companies are aware of doing something to the communities and the environment in which they operate. This paper briefly analyses various dimensions of corporate social responsibility. Corporate Social Responsibility (CSR) Change is an inevitable aspect of human life. One can see tremendous changes in ev ery aspect of human life if he compares the current standards of living with respect to that a couple of decades before. Business circle is also undergoing lot many changes over the past few decades. The introduction of globalization, privatization and liberalization forced corporate companies to implement many changes in their business strategies. Earlier, organizations were more focused increasing their profits. They did so at the expense of the interest of the people. However, current organizations realized the importance of doing something in return to the community in which it operates. Corporate Social Responsibility is thus evolved as a new term in organizational world recently. Nexen (2009) defined Corporate Social Responsibility â€Å"as a commitment to behave ethically and contribute to economic development while improving the quality of life of our workforce and their families as well as the local community at large† (Nexen, 2009). Ethics and morality are rapidly d isappearing words from human life; however in the corporate world, these topics are much debated ones now. Relationship building is accepted as the core of every business activity by the modern companies. They are keener in establishing or developing strong relationship with the community in which they operate. Companies often strengthen their relationship with the communities with the help of doing some favors to the communities for the re4sources they exploited from the community. In short, modern companies are so particular in protecting the community and the environment in which they operate. Corporate social responsibility is currently accepted just as another business strategy by the modern organizations. Various dimensions of Corporate Social Responsibility (CSR) Hawkins, (2006) has pointed out that it is â€Å"the society which provides both customers and resources to fulfill the business objectives of the corporate companies† (Hawkins, 2006, p.2). A company can never operate in vacuum. Moreover, a company can never operate with the help of their own resources alone. For example, Coca Cola is the biggest soft drink manufacturer in the world at present. It operates in more than 200 countries worldwide. The major ingredient of every soft drink is water. Coke can never generate water from vacuum. They are exploiting both ground water and under water resources to produce their soft drinks. Exploitation of water resources will create drinking water

Existentialism in European Art Essay Example | Topics and Well Written Essays - 4250 words

Existentialism in European Art - Essay Example This art is still relevant today for all practical purposes and will be demonstrated as such. Europe had been left ravaged by Hitler and the Nazis. There was a great deal of despair in the region over the fact that for six years (1939-1945), basically Europe had been Hitler's stomping grounds. In 1938, Austria fell; in 1939, Germany invaded Czechoslovakia; also in 1939, Poland fell; Belgium, France, and the Netherlands surrendered in 1940; and Luxembourg fell in 1940 and was annexed to Germany.1 Then, also in 1940, Denmark and Norway were invaded, and Romania surrendered to Germany; Germany entered the Soviet Union in 1941 and lost; and then Yugoslavia, Greece, and Estonia all surrendered to Germany in 1941.2 By the end of the war, the U.S.S.R. (the United Soviet Socialist Republic) controlled a majority of Europe. In most countries, the U.S.S.R. put communist factions in control. Also, a few Baltic nations were annexed to the U.S.S.R. Germany was required to make reparations to several countries, notwithstanding. Much of these accoutrements had to be made in order to pacify the Allies' thirst for power in a declining German economy. In many ways, this was payback for the Nazism that had ravaged Europe. Germany was reduced to being in a bad situation financially, about where it had been before the start of World War II economically. At the end of World War II, people were ... Also, a few Baltic nations were annexed to the U.S.S.R. Germany was perhaps affected in the worst way in some senses of the word. There was an economic depression of sorts, and the country had to be entirely rid of Nazi policy and symbolism. Several German and Polish people were banished from their countries of origin due to the way Europe was divided based on post-war treaties. Germany was required to make reparations to several countries, notwithstanding. Much of these accoutrements had to be made in order to pacify the Allies' thirst for power in a declining German economy. In many ways, this was payback for the Nazism that had ravaged Europe. Germany was reduced to being in a bad situation financially, about where it had been before the start of World War II economically. At the end of World War II, people were seeking answers about existence and selfhood. After having lived through the concentration camps and the occupations, Europe was ready for a paradigm shift in the way people connected to one another (themselves) as well as other people. People were seeking more out of life. They wanted to know answers to the questions "Who am I" and "Why am I here" Post-World War II, many people were left wondering what to do with themselves. Now that they were free, people had the time on their hands to finally navel-gaze and be disaffected observers. For now, they were not the ones being interrogated. It was their turn to interrogate others and ask of life all of the questions that filled their souls with longing. People were struggling not to be bored (when they weren't in dire need of worrying about surviving, of course). And, surviving was an entirely different topic altogether that needed to be addressed. Many survivors of World War II

Answer the questions in Bold Essay Example | Topics and Well Written Essays - 500 words

Answer the questions in Bold - Essay Example My earliest memory of visiting a hospital as a patient was after hurting my thumb during a game of football as a pre-adolescent. It predictably turned out to be a sprain, but the pain and parental concern called for a doctors evaluation. I remember a brief exchange with the doctor, who eventually wrapped my thumb and suggested some type of over-the-counter pain medication before disappearing into the hallway. Later, in my teens, I contracted a mild form of strep throat. This time I ended up at a doctors office rather than the emergency room since it first presented as a potential flu. After an excruciating examination of my throat, the doctor prescribed antibiotics to counter the infection that was present. As I further contemplate the aspects of my healthcare memories, the contributions of various organizations become apparent. The hospital is the earliest interaction with a primary healthcare provider that I can recall, which is fitting since hospitals serve as the foundation of all healthcare delivery services (Weinberg et al., 2012). It was very evident that the place served a massive amount of people, based on the number of patients I noticed and the concise, turn style type of diagnosis and treatment I received. My other stated experience with a direct healthcare provider (at the doctors office for strep throat) was slightly less machine-like. This was probably a result of the scaled-down nature of an office compared to a hospital. However, the process still felt rushed, and I remember feeling that the doctor was more concerned with dazzling my parents via jargon than trying to make me feel comfortable. Spraining my thumb and catching strep throat also resulted in some experience gained with indirect care organizations. As with any professional healthcare delivery situations, my parents, being responsible for me as a patient, had to deal with the consequences imposed by the dreaded insurance

Reasons Why Mayella Ewell is a Dichotomous Character Essay Example for Free

Reasons Why Mayella Ewell is a Dichotomous Character Essay Mayella Ewell is a dichotomous person because she is like any other girl that wants to fit in. The one that wants to be something she’s not. She wants to be beautiful, accepted, have friends. She is tired of people thinking she’s dirty or feeling unwanted, like an outsider. She’s alone in a big room of people and cannot take it anymore. The first reason why she is a dichotomous character is she wanted to be accepted, but she can’t because she is unwanted by many people in Maycomb because of her last name, Ewell. The last name, Ewell is known by the people of Maycomb because the Ewell’s are sloppy and dirty and do not care about anything. So just because she’s a Ewell people judge her as dirty and poor, when really she tries to fit in with everyone by cleaning up her appearance and growing flowers. Then, here she goes not know what the word, â€Å"friend† even means. She only had one friend which was Tom Robinson, but she betrays him by lying to everyone in Maycomb saying he beat her up, when really it was her dad. She does this because she would rather save her abusive father than saving an innocent black man’s life, even if he was nicer than her father. Just these two comparisons do not tell you why she is a dichotomous character, the last one is very important because she pretty much shows you the main reason why she brayed Tom Robinson. She has this big, careless family that everyone in Maycomb doesn’t care for and her she is alone in her own family of nine people. They do not care for her, but she cares for her dad and younger siblings by giving them money for ice cream. No one feels her pain except her, and with that pain what makes you think she wouldn’t have two different personalities.

Effects of Training Hours on Cardiovascular System

Effects of Training Hours on Cardiovascular System Imran Osman The effect of the average training hours per week on the cardiovascular fitness of sport participants: Studies such as that by Shannan E. Gormley et al. (2008) and Tabata et al. (1996) clearly show that exercise and regular training have a positive effect on the heart (circulatory system) and the respiratory system and therefore on the cardiovascular fitness of the individual. The aim of this study was to further endorse and determine the effect that training hours have on cardiovascular fitness of sport participants. Both the resting heart rates and VO2 max of sport performers were taken into account when measuring the cardiovascular fitness. Frequent training is of key importance for sport participants. Regular training should increase the aerobic fitness of the performer due to increasing their VO2 max and decreasing their resting heart rate. The hypothesis suggested that an increase in average training hours per week would results in an increase in VO2 max and decrease in heart rate. This is based on the fact that ‘VO2 max is the maximum amount of oxygen that the body can utilise per minute during intense exercise’ (Elizabeth Quinn, 2011) which is said to be an accurate measure of cardiovascular fitness. Resting heart rate is also a determinant of the fitness of sport participants. The resting heart rate of those who exercise and train more frequently should be lower because less effort is needed from the heart to pump blood.(Source?) Found this as a source; can’t find a author though.  http://www.nytimes.com/health/guides/specialtopic/physical-activity/exercises-effects-on-the-heart.html Try to f ind a journal that says it because they prefer you to use peer reviewed sources Fifty sport participants, 25 male and 25 female took part in the study. The experiments included measurements of each participant’s VO2 max, resting heart rate and average training hours per week in their specific sport. In addition to this, alcohol intake and whether or not the participants smoked were recorded, as all of these factors may affect the results. Ethical issues were considered before the tests on these subjects were carried out. For example participants had given informed consent, they understood their role in the experiment, as well as having the choice to withdraw at any time. The subjects had volunteered to take part and were not pressurised to participate. If the participants had an injury or disease they would not be chosen to take part as this may have adversely affect their health during the experiment and have a negative impact on results. VO2 max was measured using the ‘Astrand 6 minute cycle VO2 max test’ which was performed using a cycle ergometer. A heart rate monitor, weighing scales and a stopwatch were also required. Resting heart rate is the number of beats per minute when the performer is at complete rest (Elizabeth Quinn, 2011), and was measured using the heart rate monitor. Many experiments involving the measurement of VO2 max have used the Astrand cycle test such as that by R.E. Cink et al.(1981) and it was said to be successful, also a study by G. Keren et al.(1980) on the Comparison of Various Methods for the Determination of VO2 max came to the conclusion that the Astrand-Rhyming procedure can be a reliable measure for maximal oxygen consumption. Therefore this test was chosen for the investigation. Before each participant carried out the test, the seat height was adjusted appropriately where the knee was almost straight and the pedalling position made to be comfortable for the subject. In advance to the participant took part in a 3 minute warm-up. The initial cycle work rate was set to 125 kilogram-force meter/minute. This setting was chosen as it was appropriate when looking at the age of each participant also this setting should raise the participant’s heart rate to 130-160bpm after 2 minutes cycling at 50rpm before the test starts. The participants would start the test on command and the stopwatch was then started. The performer(s) pedalled at 50rpm for 6 minutes whilst maintaining their heart rate between 120-170 bpm. The heart rate was chosen to be maintained at this range as recommended by G. Keren (1980), who is one of many others who carried out studies using the Astrand technique. He said that the procedure can only be a reliable measure for maximal oxygen consu mption if done properly in the way that Astrand, (1985) carried it out so that heart rate should be kept between 120-170 beats/min. The participant’s heart rate was recorded each minute and after 2 minutes if the participant’s heart rate was not in the target range of 120-170bpm then the work rate wattage was adjusted accordingly. The heart rate rose to a level in the target range and then levelled off, staying relatively constant during the last few minutes of exercise. After 6 minutes the test stopped and the final work rate wattage was recorded. To estimate VO2 max using this protocol, the Astrand-Ryhming nomogram was used, similar to the study by Stephen. F.Siconolfi (1985), where the nomograph technique is carried out where the heart rate (left of nomograph) is plotted and then the workload (right of nomograph), which helps find the VO2 max (middle of nomograph). Once the estimated VO2 max value had been determined the calculation-based formula was used where the estimated VO2 max value was multiplied by the appropriate correction factor (based on age). A treadmill or a stationary bike could have been used to measure the VO2 max and it was important to stay with the same apparatus for each participant to maintain an accurate and fair test. The bicycle ergometer was chosen over the treadmill because it is less expensive, requires less space and is easily transported. It also makes it easier to take heart rate or attach an ECG and requires little training or practice. Furthermore, mechanical efficiency of individuals on stationary bikes varies less than the mechanical efficiency of during running protocols. It is also relatively easy to calculate the external work done on a bike, whereas the work done on a treadmill could be quite variable. Due to variation in mechanical efficiency of a treadmill, bike tests were seen to be better at identifying differences between subjects VO2 max. The mean resting heart rates and mean VO2 max of each participant (male and female) were calculated. As well as the standard deviations of resting heart rate and VO2 max, to see the number of variations that can exist from the average and to determine how numbers varied and how spread out they are. Results: The average resting heart and average VO2 max of each participant as well as the standard deviations: Note; (Do Quantitative comparison; here)-comparing males and females vo2 and resting HR?.. Table of general results: Subject number Gender Average Training Hours per week VO2 Max (ml/kg/min) Resting HR (bpm) 1 Female 20 48 54 2 Female 9 44 59 3 Female 22 32 74 4 Female 18 41 66 5 Female 6 35 69 6 Female 18 36 69 7 Female 16 42 65 8 Female 10 42 67 9 Female 12 47 66 10 Female 8 41 66 11 Female 24 50 61 12 Female 14 31 75 13 Female 20 60 48 14 Female 18 59 48 15 Female 18 41 66 16 Female 20 60 56 17 Female 12 48 64 18 Female 11 41 65 19 Female 10 43 63 20 Female 26 46 61 21 Female 22 67 40 22 Female 16 54 50 23 Female 16 36 69 24 Female 16 56 62 25 Female 12 50 57 26 Male 18 39 68 27 Male 8 43 68 28 Male 12 46 66 29 Male 9 47 62 30 Male 16 46 58 31 Male 16 38 72 32 Male 16 44 58 33 Male 12 40 60 34 Male 20 42 58 35 Male 22 41 68 36 Male 18 44 60 37 Male 16 55 56 38 Male 16 34 69 39 Male 18 44 65 40 Male 14 35 69 41 Male 18 62 43 42 Male 20 45 70 43 Male 9 34 75 44 Male 16 44 54 45 Male 8 38 67 46 Male 8 32 70 47 Male 9 43 63 48 Male 14 43 55 49 Male 18 60 53 50 Male 10 47 62 Imran I don’t think you need the info for every subject, just the averages. Otherwise there’s too much data to read. The results vaguely show that as the number of training hours increase, the cardiovascular fitness for both genders increases. Figure 1 vaguely shows that the VO2 max increases for both genders, and figure 2 vaguely shows that for both genders as the average number of training hours increases the resting heart rate decreases. Figures 1 and 2 show that there was a large variation in results and that the results are not all close to the line of best fit, the data has anomalies, although there is a weak correlation. The variation could be down to factors such as the participants smoking and/ or having high alcohol intake, therefore affecting the VO2 max and resting heart rate. The participants may also have carried out different types of training and training in a way that was specific to their individual sports. Their activities may have been aerobic or anaerobic training and this was not taken into account. The biggest limitation is the fact that the results are varied and not all are similar, there are many outliers, and as discussed this may be due to the differing types of training of the participants and so a future recommendation would be to carry out the experiment with a sample of participants who have preferred sports of which are only anaerobic or only aerobic. Shannan E. Gormley et al. (2008) undertook a similar study to determine the effects of regular aerobic training on VO2 max and resting heart rate, and whether various intensities of aerobic training differentially affected VO2 max as well as resting HR and resting blood pressure. Sixty one healthy young adults took part in the study, they were matched for sex and VO2max and were randomly assigned to a moderate, vigorous near-maximal-intensity, or a non- exercising control group. Intensity during exercise was controlled by having the subjects maintain target HR. Exercise volume was controlled across the three training groups by varying duration and frequency. Fifty-five subjects completed a 6-wk training protocol on a stationary bicycle ergometer and pre and post testing. The researchers concluded that VO2 max had significantly increased in all exercising groups ‘by 7.2, 4.8, and 3.4 ml/kg/min in the near-maximal, the vigorous, and the moderate-intensity groups, respectively’. Therefore showing that Vo2 max increases with intensity of exercise as well as frequency of exercise. Other studies show similar results. Carleton B. Chapman and Robert. S. Frazer (1954) implies that regular exercise training increases cardiovascular function of an individual by increasing their cardiac output and therefore lowering the resting heart rate of the individual. A trial performed by Tabata et al. (1996) showed that after two experiments involving individuals whom are also young sport participants that took part in training programmes, and that after this regular training VO2 max of these individuals increases significantly. In conclusion, the results do not follow the hypothesis in that the data does not clearly show correlations of the effect of average training hours on the resting heart rates and VO2 max of this group of people. This however is only for this specific group of people and may be down to other factors influencing these results such as their alcohol intake, if they smoke or not, and also more importantly, what is involved in their training. One participant may be mainly focusing on agility, whilst another on strength. Furthermore, their particular sporting activity may be aerobic or anaerobic which may have affected the results also. Moreover, this sample size was small also, which means that the results cannot be generalised. References: Elizabeth Quinn. (2011). What Is VO2 Max. [Online] [Accessed 20/02/2014] Available from: http://sportsmedicine.about.com/od/anatomyandphysiology/a/VO2_max.htm. Elizabeth Quinn. (July 26, 2011). Resting Heart Rate. [Online] [Accessed 20/02/2014] Available: http://sportsmedicine.about.com/od/anatomyandphysiology/qt/Resting-Heart-Rate.htm. Tabata et al. (1996). (Department of Physiology and Biomechanics, National Institute of Fitness and Sports, JAPAN) Effects of moderate-intensity endurance and high-intensity intermittent training on anaerobic capacity and  ·VO2max. [Online] [Accessed 20/02/2014] Available from : http://jeffosadec.files.wordpress.com/2011/01/effects-of-moderate-intensity-endurance-and-high-intensity-intermittent-training-on-anaerobic-capacity-and-e280a2vo2max.pdf. Carleton B. Chapman and Robert S. Frazer. (1954). Studies on the Effect of Exercise on Cardiovascular Function: Cardiac Output and Mean Circulation Time. [Online] Last accessed 19/02/2014.Available from: http://circ.ahajournals.org/content/9/1/57.full.pdf+html Shannan E. Gormley et al.(2008) Effect of Intensity of Aerobic Training on VO2max. [Online] [Accessed 20/02/2014] Available from: http://www.medscape.com/viewarticle/576846 REFERENCE THE ONES BELOW CORRECTLY.. -STEVEN F. SICONOLFI, CAROL EWING GARBER, THOMAS M. LASATER AND RICHARD A. CARLETON (1985) http://aje.oxfordjournals.org/content/121/3/382.full.pdf+html R.E. Cink, T.R. Thomas. (1981) http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1858756/pdf/brjsmed00255-0036.pdf EXERCISES EFFECTS ON THE HEART, New york times http://www.nytimes.com/health/guides/specialtopic/physical-activity/exercises-effects-on-the-heart.html -A comparison of various methods for the determination of VO2max. Keren G, Magazanik A, Epstein Y. (1980). VO2 max ;(use this to replace all throughout essay) Usefull links? http://www.sportsci.org/jour/0101/cf.htmhttp://www.ncbi.nlm.nih.gov/pubmed/2644030 http://www.sfu.ca/~leyland/Kin343%20Files/Bike%20Lab.pdf http://library.crossfit.com/free/pdf/52_06_VO2_Not_Gold_Standard.pdf Links to do with the method/ Amstrad test;†¦ http://highered.mcgraw-hill.com/sites/dl/free/0072844221/123981/laba3_3.pdf and http://web.sls.hw.ac.uk/teaching/level3/A33TT3/A33TT3/Practical%202%20Astrand%20Rhyming.prn.pdf http://www.brianmac.co.uk/cycle6min.htm https://www.youtube.com/watch?v=MQ2adzoaVdI (This link here will help find studies using the test; )=http://www.vo2konsulten.se/artiklar/dan_andersson_astrand_ryhming.pdf

african american leaders Essay -- essays research papers

Jesse Jackson, Mumia Abu-Jamal, Booker T. Washington, and W.E.B DuBois are all African American leaders. All of these men were leaders in their own time and their own sense, living in different eras with different views, but they all shared common ground. All four were African Americans trying to overcome obstacles and become influential leaders in their society. Jesse Jackson was an African American civil rights activist and political leader. He was born in Greenville, South Carolina in 1941. Jackson overcame numerous childhood insecurities. He was shunned and taunted my classmates and neighbors. However, instead of letting this adversity defeat him, Jackson developed his exceptional drive and understanding for the oppressed. He worked hard in school, finishing 10th in his class while actively involved in sports. His academic and athletic background earned Jackson a football scholarship at the University of Illinois in Chicago. It was here Jackson realized discrimination was inescapable. After 3 years he left the University and attended North Carolina Agricultural and Technical College in Greensboro, an institution for African-American students. He proved himself to be scholar athlete. Soon after college Jesse Jackson began his civil rights quest. He founded two groups, the PUSH operation and the rainbow coalition, in order to promote racial and economic justice in the United States. Then, in 1984 and 1988 Jackson campaigned as a candidate for the Democratic presidential nomination. Even today, Jackson is renowned spokesman and continues to work for racial and economic justice. Mumia Abu-Jamal was a radio journalist in Philadelphia, known as "the voice of the voiceless". He was born in Philadelphia on April 24, 1954. Mumia Abu Jamal was the Minister of Information for the Philadelphia Black Panthers at a very early age. By the age of 15 he had attracted much attention through his protests and thus, the FBI began keeping a file on him. He worked as a print and radio journalist who had aired on National Public Radio and National Black Network. He had also served as president of the Philadelphia Society of Black Journalists. Jamal's style of journalism allowed the voices of ordinary people to be broadcast. He was an African American that was put on trial for a murder charge. However, Jamal's case has been much publicized for reasons t... ...can Americans, and believed strongly in integration. W.E.B DuBois eventually moved to Ghana and gave up his American citizenship. Martin Luther King wrote on W.E.B DuBois by saying, "History cannot ignore W.E.B. DuBois because history has to reflect truth and Dr. DuBois was a tireless explorer and a gifted discoverer of social truths. His singular greatness lay in his quest for truth about his own people. There were very few scholars who concerned themselves with honest study of the black man and he sought to fill this immense void. The degree to which he succeeded disclosed the great dimensions of the man." Although DuBois was labeled a â€Å"radical† his ideas and literary works live on today. All these men, although from different times and situations, changed the world in influential ways. Not only did they overcome a great deal of adversity, but they made countless lives better from their ideas, courage and strength. If not for the influential dreams and actions of men such as this, the lives of so many may have been altered but these men had the courage and conviction to stand up for what they believed in, and the world will forever be a better place for it.

Grandma and Grandpa - My Grandfather, A Man of Respect :: Personal Narrative Profile

My Grandfather – A Man of Respect Winds scratch his hands and his sharp bones deeply assert their lineaments. He stands like a trembling leaf on the branch of an evergreen, and will not fall. (Emmanuel di Pasquale, "Old Man Timochenko") This stanza from Emmanuel di Pasquale's poem "Old Man Timochenko" portrays my grandfather well. My grandfather is a man of respect because he never gave up on life, not even when his friends and family were burned alive on a train traveling from East Punjab to West Punjab during the partition of India and Pakistan in 1947. He immediately understood that emigration from this Hindu dominant country to a Muslim state was important for his family's safety, faith, and future. My grandfather was nineteen years old when he moved from India's Punjab to Pakistan's Punjab; he was able to escape and obtain border passes from high authorities because his father was a wealthy landlord. After three days, he arrived in the city of Lahore with his mother, three brothers, and one sister, but they were shocked when they saw small houses overburdened with people like fish in a tuna can. The biggest misfortune struck when they found out that they were not going to be fully compensated for all the property they had left behind. During this entire incident, my grandfather did not shed a single tear because he knew that this migration was his family's choice, and they had to pay a price for a better life. Throughout his life he valued one thing the most: respect. In fact, he thought of it as a reversible equation; you give respect and you get respect, and that is what he me throughout his lifetime. My grandfather always taught me to respect people regardless of their religion, status, and color. He said that these are man-made boundaries and differences, and in order to socialize in this world, one must learn to accept people in all forms. For example, on the day of Eid-ul-Fitar, a religious day observed by Muslims, my grandfather would embrace his servants, wish them a happy and prosperous year ahead, and give them presents.

Vonneguts Cats Cradle: Exposing the Folly of Humanity :: Vonnegut Cats Cradle Essays

Vonnegut's Cat's Cradle: Exposing the Folly of Humanity In an interview published in The Vonnegut Statement, Kurt Vonnegut states that one of his reasons for writing is "to poison minds with humanity. . . to encourage them to make a better world"(107). He uses poison, not in the context of a harmful substance, but as an idea that threatens welfare or happiness. In Cat's Cradle, Vonnegut strives to disturb the complacency of his readers by satirizing humanity and its institutions, such as religion, science, and war, to name a few. If Vonnegut is successful in his endeavor, he may disturb some enough to make them see the folly of what humanity has achieved, and attempt to make some meaningful and positive changes. In some instances, however, Vonnegut hedges his bets by not relying entirely on the perception of humanity, and succumbs to the temptation of plain speaking. Julian Castle, physician and philanthropist, offers this opinion about his fellow man, "Man is vile, and man makes nothing worth making, knows nothing worth knowing" (116). Yet even with this opinion, Castle removes himself from the civilized world, and serves the mankind for whom he expresses so much contempt by building a hospital in the jungle and tending to the medical needs of the natives. Perhaps in Castle, Vonnegut is attempting to show how one person can make a difference. Another example of plain speaking is seen in Horlick Minton's address honoring the Hundred Martyrs to Democracy. He states his feeling that rather than the "manly jubilation of patriotic holidays," the day would be better spent "despising what killed them. . . the stupidity and viciousness of all mankind" (170). As Minton himself points out, this is not the type of speech expected of an ambassador. Still, he is compelled to speak what he feels almost as though he has a premonition that his time is short and he may never have another chance to make people see what they are doing to themselves. It should be remembered that Cat's Cradle was written in a time when the fear of man's stupidity leading to his annihilation was not so far fetched. After all, the Cuban Missile Crisis was still fresh in everyone's minds, the cold war with Soviet Russia was ever present, and bomb shelters were naively considered to be the hope of man's salvation.

Define Self-Esteem, Including Contingencies of Self-Worth

Definitions Jennifer Crandall PSY/220 November 17, 2012 Professor Sheats Definitions Define self-esteem, including contingencies of self-worth. When might the pursuit of self-esteem be harmful to individuals? When might threats to self-esteem be helpful? Self-Esteem refers to the evaluative component of self-concept ( Baumeister, 1998; Coopersmith, 1967). This is the feelings that one gets when doing self-evaluations.It is how a person sees themselves and judges themselves. The contingencies of self-worth may be a favorable view of themselves, thinking that they are competent, likable, attractive and successful may help them to believe they are worthy and increase levels of self-esteem. Self-esteem may also be influenced by the expectations of others. The approval of others is one example of the contingencies of self-esteem.Other examples of the contingencies of self-esteem are: appearance, competition, academic competence, family support, virtue and God’s love. There is a dar ker side to self-esteem, people that constantly pursue elevated levels of self-esteem have traits that are similar to those that are associated with materialism. People that make choices based on others perceptions of them rather than what makes they happy are depriving themselves of well-being.They give up their own autonomy, intrinsic motivation, and personally expressive actions. Threats to self-esteem can also be helpful. While experience threats to self-esteem people may learn to come up with better coping skills than they may have previously possessed. By experiencing these threats, they learn to overcome obstacles in turn, they may actually boost their self-esteem by learning that they are capable of overcoming these challenges.

Computer Use in Early Childhood Education Essay

Abstract The importance of the child’s development in early years of education has reached the stage where it becomes critical that learning programs becomes a global issue. Understanding changes and undertaking practice is fundamental in student learning. The purpose of this article is to increase our perception on the different effects of using computer technology in early childhood setting. In answering the question ‘What is the purpose of education? I started at that time from the observation that man lives in a world of objects which influence him and which he wishes to influence, and so he must know these objects in their characteristics, their essence and their relation to one another and to mankind. Friedrich Froebel Keywords : Early Childhood, Computer, Technology Education, Curriculum Introduction Throughout educational history, world philosophers have wrestled with understanding the myriad of questions and problems surrounding the education of society’s children. Historically, many early childhood educators supported the idea that children should be trained as soon as possible to become productive members of the larger society so that the cultural heritage of the society could be preserved from generation to generation; this cultural imposition theory has been prevalent throughout the educational history of the world (Staff, 1998. Early Years of Education Early Childhood Education is the term commonly used to describe the formal teaching and care of young children by people other than their family or in settings outside of the home. The developmental definition of early childhood education spans the human life from birth to age eight. However, typically early childhood education covers the period from birth to when a child starts school and this can be as early as five years of age as in New Zealand. This time period is widely considered the most vulnerable and crucial stage of a person’s life. The early years of childhood are receiving increased public attention around the world. Issues on providing quality service and ensuring a good foundation for lifelong learning is generating a new interest in the academic community by adapting different theoretical perspective, pedagogy and philosophy. There are several key components to understanding how young children learn, and therefore how they need to be taught. In New Zealand, the process of creating the early childhood curriculum was inspired by the evidence of not only a bi cultural society but a multi cultural and multi racial society. CurriculumCurriculum is defined in Te Wha? riki as ‘†¦ the sum total of the experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development’ (Ministry of Education, 1996, p. 10 cited in Nutall, 2003). This definition of curriculum as ‘everything that happens’ is acknowledged in the curriculum theory literature (e. g. Cornbleth, 1990 cited in Nutall, 2003) and it is a description that resonates with the holistic, child-centred philosophy of early childhood education in New Zealand. The central expectation of Te Wha? riki is that early childhood centres and services will articulate ‘their’ curriculum in a conscious, culturally situated way. (Nutall, 2003). The implementation of Te Wha? riki, which was inspired by The Socio Cultural Constructivism principle of Vygotzsky, introduced the early childhood teachers in New Zealand to the most recent curriculum tradition. One of the reasons socio-cultural approaches resonate with teachers in childcare centres is the way in which children are understood to be learning through their experiences in the centre, including routine happenings such as play and mealtimes. (Nutall, 2003) Within this pedagogy, both the teachers and students are understood to be engaged in a process of actively constructing knowledge, through their interactions with time, space, objects and people. Children learn through collaboration with adults and peers, through guided participation and observation of others, as well as through individual exploration and reflection. There are five different developmental domains of children which all relate to each other. They are easily referred to as the SPICE of life: Social – Refers mostly to the ability to form attachments, play with others, co-operation and sharing, and being able to create lasting relationships with others. Physical – Development of Fine (small) and Gross (large) Motor Skills. Intellectual – The process of making sense of the world around them. Creative – The development of special abilities creating talents. Music, Art, Writing, Reading, and Singing are all ways for creative development to take place. Emotional – Development of self-awareness, self-confidence, and coping with feelings as well as understanding them. http://www. teachingexpertise. com/articles/computers-and-early-years-1124 According to Yelland (1999), Educators beliefs such as Montessori, Isaacs, Froebel, and Steiner, has led to early childhood programs that are characterized by their adherence to such traditional principles, manifested in unstructured environments, informal contexts, and learning through active exploration and play. Indeed, early pioneers such as Montessori advocated relatively structured learning opportunities, whereas Froebel’s views supported a less formal structure. However, both Froebel and Montessori seemed to agree that children learned most effectively from self-directed activities that gave them a high level of empowerment and ownership. Technology Education Technology education all over the world is evolving dramatically in a very fast phase as international academic institutions explore the implication of their present status and the rate they are progressing as compared to other developed countries. It is quite safe to say that, it is the brewing competition over the magnitude of the technology education, which comprises the curriculum that is becoming the main catalyst to these rapid changes. This notion could set the trend on how Early Childhood Curriculum should be designed and be implemented. What should be the content of this curriculum to help the children be prepared for technology education? Is the integration of technological tools beneficial to the learning outcomes of the students? Are computers developmentally appropriate to early childhood students?. Introduction of these devices and in some cases integration of the use of the technology in the existing curriculum has been a massive ground for global arguments. What brought this massive revolution to this day’s education is coherent to how fast the world is changing. Change is inevitable and sometimes predictable as it may seem, most of us will still be caught unaware and mislaid. As members of the community everyone takes part in the development of tomorrow’s citizens. The early childhood sector has been heavily influenced by particular views of child development and how children learn. Such views are often based on developmental psychology and seek to develop practices that are developmentally appropriate (Hirsh, 2004, cited in Zevenbergen & Logan , 2008) The author believed that whether traditional or technology education, students’ experiences, social influence, and development are the main considerations on the part of the educators/teachers approach in delivering knowledge and evaluating learning outcomes. There have been several studies and articles (Cordes & Miller, 2000; Haugland, 2000; Plotz, 2007) on arguments about the content of technology in early childhood, or the appropriate age to expose children to computers. Regardless what the parents thoughts are, whether or not they choose to expose their children to computers, eventually they will be introduced to technology when they enter school. To this day it is still uncertain on whether or not extensive use of computers for young people could be detrimental to their being, physically, socially and intellectually to say the least. What is certain is that technology is at hand and here to stay. Computers are increasingly present in early childhood education settings. Toward the end of the 1980s, only one-fourth of licensed pre schools had computers. Today almost every preschool has a computer, with the ratio of computers to students changing from 1:125 in 1984 to 1:22 in 1990 to 1:10 in 1997. This last ratio matches the minimum ratio that is favourable to social interaction (Clements and Nastasi 1993; Coley et al. 1997). In the event that the use of this technology could be measured in education settings, what are we to assume or expect in the different household settings. No one knows the exact number of computers in each and every particular household. Are Computers Developmentally Appropriate? There are many researchers, organizations, and other programs that recognize the benefits of using computers with young children. One major supporter of children and technology is the National Association for the Education of Young Children (NAEYC). They created a lengthy position statement on Technology and Young children that states, â€Å"The potential benefits of technology for young children’s learning and development are well documented† (1996). Susan Haugland, a professor of child development and president of K. I. D. S. & Computers, Inc. , has done research and recently published an article about the benefits of technology called, â€Å"Computers and Young Children. † In this article, Susan states that an appropriate age to introduce children to computers is at age 3. She also goes on to state that, â€Å" children 3 and 4 years of age are developmentally ready to explore computers, and most early childhood educators see the computer centre as a valuable activity centre for learning. Children this age are developmentally within Piaget’s preoperational stage. This means they are concrete learners who are very interested in using newly learned symbolic representation – speaking, writing, drawing (including maps and geometric figures) and using numbers. Children this age are extremely active and mobile. They often have difficulty sitting still; they need frequent changes in learning modalities; and they want a variety of physical experiences involving dance, physical play, climbing and sports. Pre operational children are also are continuing their mastery of language, and exploring various facets of social behavior. Another large organization that supports technology in early childhood education is NETC (Northwest Educational Technology Consortium). They created a resource website for educators and providers called, Early Connections: Technology in Early Childhood Education. This website offers information on how to implement technology into child care centres, preschools, kindergarten, primary grades, and in before/ after school programs. They also offer suggestions on classroom arrangement, software selection, health & safety, hardware, and other resources. However, I think the most valuable information they offer is how technology is linked to learning and the curriculum. They state that one of the main benefits of computer use is because it enhances the five development domains: social and emotional, language, motor, and cognitive skills (Early Connections, â€Å"Learning and Development,† n.d. ). Clearly many of these developmental needs match up well with appropriate use of technology in the classroom, especially exploration, manipulation of symbolic representation, matching alternative learning styles, and quickly changing learning modalities that individual students can control and pace to meet their individual needs. It is also a very powerful tool for students with specific learning disabilities (Wardle,1999). If the goal for a certain age child is to learn to write personal journals, then the computer can naturally support that through writing software, digital cameras, and other methods. A science goal that requires learning the solar system can be augmented by using specific CD ROMS and accessing web sites. Similarly, studying extinct and endangered animals becomes more real and educational through the use of specific software and web sites. Lee and O’Rourke (2006), reported an Australian project on ICT use in Early Childhood setting, they discussed that teachers experimented with a range of activities and, in keeping with Piagetian perspectives of early development and learning, attempted to connect concrete experiences with those experiences children accessed on the computer. An example of this is the work done in one early childhood centre with the software ‘Millie’s Math House: Build-A-Bug’. The children created a ‘critter’ on the software and then recreated it in 3D using playdough, matchsticks and other collage materials. Making a connection between the image and the object was a powerful tool for engaging reluctant learners and the teacher was encouraged by the student response to the experience. Another example of this type of experience was developed by a teacher in a rural pre-school centre who used the program ‘Sammy’s Science House: Workshop’ to design, make and appraise a toy or machine. The children were invited to design a machine using the software and to describe what its function was. The teacher suggested that some children might like to build the machine out of materials of their choice. The use of computers in a fully integrated classroom is endless. Software can be used to assist not only the learners but the teachers as well in so many ways. Although research has proven many beneficial reasons to include technology in early childhood programs, there are many who believe that computers are not appropriate and could have harmful effects on young children. Jane Healy, an educational psychologist, wrote a book called, Failure to Connect: How Computers Affect Our Children’s Minds- for Better and Worse (1998), in the book she states that children should be 7 before introducing them to computers due to the harmful effects of computer use on their development. Her view is one that is shared with another large organization, The Alliance for Childhood. The Alliance for Childhood published a large report, Fool’s Gold: A Critical Look at Computers in Childhood, which claims â€Å"computers can have damaging consequences for children under age 7 in terms of their health, social relationships, and intellectual development† (Cordes & Miller, 2000, pg. 3). In this report they stated that, â€Å"Computers in childhood may expose children to the risk of a broad range of developmental setbacks† (Cordes & Miller, 2000, pg.3). A wide array of experts release a statement about the ways computers are reshaping children’s lives, at home and at school, in profound and unexpected ways. They stress that the use of technology is a distraction from the urgent social and educational needs of the low income children. And concludes with the following statement, â€Å"Those who place their faith in technology to solve the problems of education should look more deeply into the needs of children†. The renewal of education requires personal attention to students from good teachers and active parents, strongly supported by their communities. It requires commitment to developmentally appropriate education and attention to the full range of children’s real, low-tech needs — physical, emotional, and social, as well as cognitive† (The Alliance for Childhood, 2000. ) While both views provide compelling arguments, one can not avoid the obvious fact that technology will continue to evolve and will become a more significant part of the daily life. Use of technology in the early childhood program must not be a goal unto itself: the purpose is not to teach children how to use computers; they can do this as they get older, just as they can learn to drive a car later in their lives (Wardle, 1999). Appropriate use of technology in the classroom is to expand, enrich, implement, individualize, differentiate, and extend the overall curriculum. Computers are not to replace physical play, outdoor exploration of the community and of nature; art, music and dance; learning specific social skills and moral values, and experiencing diversity in a myriad of ways. Common sense suggests that we consider the potential harm, as well as the promised benefits, of this change and not rush forward with computer usage in childhood. As an educator we always want the best learning outcome for our students, and to extensively use whatever possible ways to achieve this goal. The only true education comes through the stimulation of the child’s powers by the demands of the social situations in which he finds himself. (James, 2005) Teachers’ Perception on the use of Computer Technology inside the classroom. One more compelling issue as regards to the use of technology in early years of education is the preparedness of the early childhood teachers in the use of technology inside their classrooms. Hsiac (2003) stated that the most important aspect of good early childhood program is its teacher, as classrooms practices are influenced by teachers’ beliefs. May (1997, 2000) has traced this rich heritage of multiple ideological, theoretical and pragmatic influences, showing how each successive trend has challenged early childhood teachers to re-examine their practice. (Cited in Nutall, 2003) Fact is not all early childhood teachers embraces the idea of technology education, some of them are faced with ethical dilemma in the use of information technology, (Myers & Miller 1996). According to Morrison (2007) there are, â€Å"three challenges confronting early childhood teachers when implementing effective programs using technology in their instruction: 1. ) Their own personal acceptance of technology, 2. ) Confidence that technology has a positive influence on children, and 3. ) Decisions about how to use technology in early childhood programs and classrooms† (pg.383). It’s important for teachers to accept technology and learn how to use it effectively. (cited in Plotz, 2007). Nutall’s (2003) research suggests to explore some provisions of frequent opportunities for teachers to make explicit their knowledge and assumptions about their role. As well as ideas about how children learn through the various aspects of their daily life. Furthermore, such research must take into account the way in which teachers in early childhood constantly teach each other about the deeply inter subjective and interpretive task of working with very young children. Aside from personal struggle there were also some issues being raised in accordance with the role of early childhood teachers in technology education. Gibbons (2006) mention some tensions between the early childhood educators and the government sector which in becoming a challenge for teachers and in one way or another becomes one of the reason for the derail of the their readiness and compliance of the task. Teachers as well as student possessed certain individuality; the trust that teachers should adjust to their student’s ability, will not be the same as students will adjust to their teachers ability. As teachers we are given the higher responsibility of being, according to Vygotzsky, the more knowledgeable other. Complex as it may be or to others simple as it may seem, early childhood teachers should take a step ahead to deliver this overwhelming educational demand. It’s important for teachers to accept technology and learn how to use it effectively. Morrison (2007) offers these guidelines for educators (pg. 384): Educate yourself on the potential benefits of computers and technology. Be willing to try new ways of using technology to help your children learn new knowledge and skills. Collaborate with colleagues in your school and school district to explore ways to use technology. Collaborate with parents and community members, many of whom have skills that you can use and apply. It is also important for teachers to have a positive attitude toward technology to create an appropriate classroom environment. Children will have a difficult time embracing technology if their teacher doesn’t approach the situation with a positive outlook. Summary and Conclusion Endless as it may seem, the ongoing issue of Information and Communication Technology in Early Childhood Education is giving the community of education a more clear and vivid guidelines on the process of creating, conceptualising and implementing policies and standards suitable to each and every environment. Immense concerns coming from diversity of culture and practice takes place. Analysing the impact of using technology in early childhood classrooms have established a variety of implications on different members of the academic community. Teachers, students, policy makers, writers and researchers, centre, and of course the ministry have presented diverse opinions and views on different aspects over this highly arguable issue. Because of the ongoing conflict of interests, the government of New Zealand particularly the Ministry of Education have gone through a major curriculum reforms leading to the development of a national technology curriculum. Technology in the New Zealand Curriculum (Ministry of Education 1995) became mandatory for all schools in February 1999. The development of the national technology education policy and the way in which the curriculum was developed, was described in an article by Jones(2003). This curriculum area will be compulsory for all students from years 1–10. Aside from Jones (2003), the evidence of issue concerning the integration of Information Technology in Early Childhood Education curriculum is becoming countless Gibbons (2006), Compton & Hardwood (2005), Zebenbergen & Logan (2008), Walters & Fehring (2009), Mawson (2007) to cite a few, and of course publications from the Ministry of Education (1993), (1995) and (1996) is as substantial. Recent development in Early Childhood Education offers exciting opportunities for exploration on how these technological tools will continue to improve children’s learning development and provides new stage to discover different aspects of teachers role. The challenge for parents and educators is to maintain a balance on the possible huge and massive effect of this ongoing evolution in technology education. * draft journal article for International Journal for Early Years References Clements, D. H. , and Nastasi, B. K. (1992). Computers and early childhood education. In Advances in school psychology: Preschool and early childhood treatment directions, eds. M. Gettinger, S. N. Elliot and T. R. Kratochwill, 187–246. Hillsdale, NJ: Lawrence Erlbaum Associates. Clements, D. H. & Nastasi, B. K. (1993). Electronic media and early childhood education. In Handbook of research on the education of young children, ed. B. Spodek, 251–275. New York Cordes, C. & Miller, E. (2000). Fool’s Gold: A Critical Look at Computers in Childhood Alliance for Childhood. Retrieved April 2, 2011, http://www. allianceforchildhood. net/ Compton , V. & Hartwood,C. (2005) Progression in Technology Education in New Zealand Components of Practice as a Way Forward, International Journal of Technology and Design Education Genishi, C. , McCollum, P. , and Strand, E. B. (1985). Research currents: The interactional richness of children’s computer use. Language Arts, 62(5): 526–532. Gibbons, A. N. , (2006) The politics of technology in early childhood in Aotearoa/New Zealand Fitting early childhood educators in the ICT grid, Australian Journal of Early Childhood 31. No. 4 Haugland, S. (2000). Computers and Young Children. ERIC Digest. Retrieved April 2, 2007 from http://ceep. crc. uiuc. edu/ Hsiac, W. (2003), Comparison of Montessori and Non Montessori Teachers beliefs about Developmentally appropriate practice in pre school, Unpublished Doctoral dissertation, University of Northern Colorado, Greeley James, 2005 retrieved from http://www. wilderdom. com/experiential/JohnDeweyQuotes. html Jones, A. 2003, The Development of a National Curriculum in Technology for New Zealand, International Journal of Technology and Design Education 13, 83–99 Lee, L.& O’Rourke,M. (2006) Information and Communication Technologies: Transforming views in literacies in early childhood setting, Early years, Vol 26,p 49-62 Marrison B. (2007), Factors affecting learning in technology in the early years, at school, Intl Journal of Technology and Design Education May, H. (1997) The Discovery of Early Childhood: the development of services for the care and education of veryyoung children, mid eighteenth century Europe to mid twentieth century New Zealand (Auckland, Auckland University Press/Bridget Williams Books/NZCER). May, H.(2000) Politics in the Playground: the world of early childhood in postwar New Zealand Wellington, Bridget Williams Books/NZCER). Ministry of Education, (1996) Te Wha? riki. He Wha? riki Ma? tauranga mo? nga? Mokopuna o Aotearoa: early childhood curriculum (Wellington, Learning Media). Ministry of Education ,(1998) Quality in Action. Te Mahi Whai Hua: implementing the Revised Statement of Desirable Objectives and Practices in New Zealand early childhood services (Wellington, Learning Media) Ministry of Education, (1993b), Technology in the New Zealand Curriculum (Draft),( Learning Media, Wellington). Ministry of Education: (1995), Technology in the New Zealand Curriculum, (Learning Media Wellington). Ministry of Education, (2005) Foundations for Discovery) p. 17 Ministry of Education, (2000) The Quality Journey. He Haerenga Whai Hua: improving in Early childhood services (Wellington, Learning Media) Ministry of Education, (2002), Pathways to the Future: Nga? Huarahi Arataki: a 10-year strategic plan for early childhood education (Wellington, Ministry of Education). Muller, A. A. , and Perlmutter, M. 1985. Preschool children’s problem -solving interactions at computers and jigsaw puzzles. Journal of Applied Developmental Psychology, 6: 173–186. National Association of the Education of Young Children. (April 1996). Technology and Young Children- Ages 3 through 8. National Association for the Education of Young Children. Retrieved April 2, 2007 from http://www. naeyc. org/about/positions/pdf/PSTECH98. PDF Nutall, J. (2003), Influences on the Co-construction of the Teacher Role in Early Childhood Curriculum some examples from a New Zealand childcare centre, International Journal of Early Years Education, Vol. 11, No. 1, 2003 pp24-39. Papert, S. ,(1980). Teaching children thinking: Teaching children to be mathematicians vs. teaching about mathematics. In The computer in the school: Tutor, tool, tutee, ed. Plotz, K. , (2007), Integrating Technology into Early Childhood Classroom, Retrieved August 2010 from http://education. csm. edu/students/kplotz/position_paper. htm Staff, 1998, retrieved from http://froebelweb. tripod. com/web2002. html The Alliance for Childhood 2000) retrieved May 2011 (http://drupal6. allianceforchildhood. org/computer_position_statement) Wardle, F. 1999. Retrieved May 2011 http://www. earlychildhoodnews. com/ Walters , M & Fehring H. , (2008) An investigation of the incorporation of Information and Communication Technology and thinking skills with Year 1 and 2 students, Australian Australian Journal of Early Childhood Journal of Language and Literacy Vol 32, No. 3pp 258-272 Weir, S. , Russell, S. J. , and Valente, J. A. (1982). Logo: An approach to educating disabled children BYTE, 7: 342–360. Wyett, J. (1999), John Dewey and Earl Kelly : Giants in Democratic Education, Education Vol. 119, No. 1, pg 151-174 Yelland, N, (1999), Technology as Play, Early Childhood Education Journal, Vol. 26, No. 4 Zevenbergen R. & Logan, H. (2008) Computer Use by Preschool children. Rethinking Practice as digital natives come to preschool. , Vol 33, No. 1 Friedrich Froebel, retrieved April 2011 /froebelweb. tripod. com/web2002. htm http://applestar. org/capella/Educational%20Philosophers. pdf http://www. educate. ece. govt. nz/ http://www. simplypsychology. pwp. blueyonder. co. uk/vygotsky. html.

Benjamin Collins Quarshie Kwesi Essay

Honorable Headmaster, Members of Staff, Co-aspirant, Out-going Prefect, Fellow Student, Ladies and Gentlemen. I greet you all. I am very grateful for being given the chance to read my manifesto to you, as an aspirant for the position of boy school prefect. I am Benjamin Quarshie, a second year art student of this great institution. I am before you today, to solicit to your vote for the enviable position of a boys school prefect for the 2013/2014 academic year. Honorable headmaster, my reasons for vying for this position are very tangible and varied. Firstly, my personal qualities compelled me to vie for this enviable position. I am specifically referring to my high sense of discipline, hardworking, academically good, physically and friendly. These are not all, my astuteness, Honest and ability to turn adversity into advantage are just proverbial. Beloved student, a compound prefect should be descent and well discipline, dedicated and wiliness to serve his people with all diligence. These are qualities that I am not deficient in. I know by now most of you are wondering how I will be able to realize them, I am specifically referring to my tactics for achieving these. Honorable headmaster, if you give me the mandate to serve you as your boy school prefect for the 2013/2014 academic year, my first priority will be ensuring high sense of discipline, as discipline being the hallmark of every institution, I intend when giving the mandate, to build upon the already laid foundation of the school by my predecessor. To do this, I need your maximum cooperation and that of the administration, to see to it that the discipline level of this institution has raising to our expectation both in mind and attitude to deal with the environmental challenges of this institution.

Internal Sanctions

One of John Stewart Mill’s focuses in his book Utilitarianism, is that utilitarianism has all the sanctions of other moral systems. Events or excuses that people accept as permission to continue with a choice. These sanctions derive from a wide spectrum of different approvals, usually built upon moral preference. Mill is able to categorize every human license into exist internal and external sanctions, and believes that it is possible to change your moral selection.External sanctions exist outside of the individual, independent of his mind. They may take the form of peer pressure, the fear of disapproval, or the fear of god. Internal sanctions stem from one’s conscience. These consist of feelings like discomfort or joy when one realizes the consequences of a decision. These feelings can influence actions, especially if one’s moral nature is particularly sophisticated. Internal sanctions often prove to be more powerful than any external sanctions because they do r equire more emotional attention.Because these forces are often based on individual morals and duty, there is no reason that they can’t be changed to support utilitarian principles. Some philosophers suggest that individuals are more likely to follow moral principles if the see them as object fact, rather than subjective feelings. Mill observes that regardless of what a person believes the root of a moral principle to be, his ultimate motivation is always subjective feeling. Mill focuses on if the feeling of duty is â€Å"innate or implanted,† mostly because this area is so confusing.To try and understand how both of these sanctions would affect choice, it could be explained as follows: If a religious leader, government professional or respected philosopher was to suggest to society that all our current morals were wrong and it was the purpose of humans to promote suffering among men, would society be able to change? People must be capable of internalizing this extraneo us command, and convince their conscience that it is morally acceptable. But could a person force his mind to accept such a drastic and dramatic change?Mill would way that is most definitely possible, especially for this example. People could easily be educated and socialized and develop the internal sanctions to promote suffering, but they would be artificial feelings. Since these emotions are not particularly a part of human nature or experience, the society would end up reacting more on external sanctions, with internal reactions. Sanctions are something we constantly unconsciously use to make decisions. Whether it is outside or inside forces that compel us to make a decision, our morals are the mold.

Importance of China And India On Projections of Future Energy Needs Research Paper

Importance of China And India On Projections of Future Energy Needs - Research Paper Example This report stresses that the rapid population growth, industrial growth and changing life styles may increase the energy requirements of India further than forecasted. For example, mobile phone and automobile usages in India has increased a lot in the last two decades. It is difficult to see a family without a vehicle in the urban areas now. Even in rural areas many people using motor bikes for their travelling needs. Same way mobile phones are a house hold entity now. In fact most of the people in urban areas have their own cell phones. Thus the energy requirements in India are rapidly growing because of the changing life styles or advancements in life standards. This paper makes a conclusion that China and India are the two major countries in the world at present which are developing more rapidly than any other countries in the world. The huge energy crisis in the world at present is because of the immense developments in these heavily populated countries. The GDP growths of these two countries are one among the top five countries in the world whereas population wise they are the number one and two. China is currently developing more solar energy equipments whereas India is more focussed on developing nuclear energy sources in order to meet their future energy requirements. In short, India and China have significant role in increasing the global energy demand and it is necessary fro them to develop renewable energy sources further.