Thursday, March 31, 2011

Prescription Medications

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The rapid growth in spending on prescription drugs has pushed up health insurance premiums for individuals and families, has contributed to increases in the cost of health benefits provided by employers, and has driven up the cost of Medicaid, the joint federal and state program for people on low incomes. Proper healthcare is not available to a person with a low-income level.

According to a 1998 survey by the Wall Street Journal, 80 percent of retirees use a prescription drug every day, and the average Medicare beneficiary needs 18 prescriptions a year (Brock). Retirees have a fixed income not allowing extra money to flow in and out of their budget. Paying for prescription medications puts a strain on their financial situations. There are three main factors accounted for the overall rise in spending; an increase in the number of prescriptions written by doctors (accounting for 42%), a shift towards the use of more expensive drugs (36%), and price increases (22%) (Charatan).

Not only does a person who is without healthcare have to pay for the doctor fee but also the price increase of using more expensive medications and the choice of using generic verse name brand. The cost of prescriptions increase is if a person cannot have their prescription filled through the generic brand. Not all prescription medications have the option of the generic equivalence.

Alan Holmer, president of the Pharmaceutical Research and Manufacturers of America, the main trade association for the drug companies, said, "This report should be hailed as good news" because it means that "more patients are getting more and better medicines." He said that the report confirmed what many patients had discovered for themselves - that "prescription medicines are the best value in health care today, allowing patients to stay out of the hospital, off the surgery table, on the job, and in the home (Charatan). The need for prescription medications is great in the American Society. The Commonwealth Fund survey found that "many working Americans with below average incomes do not have the option of obtaining coverage from their jobs, a problem that is particularly acute for low-wage workers." The researchers found that Hispanics are at particularly high risk of being uninsured or for lacking access to employer-based plans. The survey also found that 24% of Americans failed to see a physician, fill a prescription, or undergo a recommended test or treatment because they could not afford it (www.personalmd.com). By being able to pay for the medications, people are cutting out the cost of entering the emergency room, which has a greater cost than prescription medications.

America needs a strong and viable health care system. The Bipartisan Patient Protection Act supports that strategic need. There appears to be significant public support for a patients’ Bill of Rights. The Kaiser Family Foundation and Harvard School of Public Health conducted a nationwide survey following the presidential election in 2000. They found that 71 percent of all Republicans and 81 percent of all Democrats supported patients’ rights legislation (Post Election Survey Finds Health Issues Rank High for Voters, But Consensus on Solutions Will Be Hard To Reach). The rhetoric and rancor that surrounds the liability issue may just be hype. When The State of Texas approved liability suits for non-ERISA HMOs, two years ago, many people predicted a tidal wave of lawsuits. The flood turned out to be a trickle. Only 22 new health care lawsuit cases were filed in the first year of that law (Patients’ Rights for All Patients) Lawyers did not kill the tobacco companies.



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Holes by Louis Sachar

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Holes by Louis Sachar was a very interesting book! Stanley Ylenats, the main character, is caught up in bad luck from his ancient family curse, by being at the wrong place at the wrong time. He is over weight and never ever sticks up for him self when the class bully picks on him. Even though Stanley is large for his age he is too scared to stick up for him self.

He is in the wrong place at the wrong time when a stolen pair of shoes is dropped over the bridge into his hands. Later Stan realizes that they are Clyde livingstons shoes, one of the most famous basketball players ever. Stanley is charged of robberry and is unfairly sentenced to months at detention camp, at Camp Green Lake.

At Camp Green Lake there really is no lake. It dried up years before that. Everyday he is forced forced to dig a hole, five feet in diameter and about five feet down(length from tip of shovel totop of wooden handle) in the rock hard desert soil. Each boy is forced to keep diging his hole till he is completley finished no matter how long it takes him.

Stanley soon begins wondering why they must dig these holes and why the warden cares so much if he finds anything special. According to the warrden, the diigin helps the kides by building character, but we all know she has something else in mind.


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Wednesday, March 30, 2011

Claude Debussy

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“Even though he grew up in France being a painter was more accepted than being a composer. His father thought that he would become a sailor. He had all the tools for a painter but he was said to have, having a musical ear, but of Debussy it could be said that he had the finest ‘musical eye’ of any composer” (Brown).

Claude Debussy is one of the most influential musicians of the twentieth century, loved by many people of different musical tastes. From his early childhood many people recognized his love of music, knowing that he was ready and willing to be a successful musician. Making people love and appreciate the deeper side of music was one of his personal goal; but not the only goal. Due to Claude’s determination, passion, rebelliousness, and sufferings, he changed the way many people approach music today.

Achille-Claude Debussy was born in St. Germain-en-Laye, on August 22, 1862. He remained silent throughout his childhood, maintaining a level of secrecy that no one could understand. Many believe that he was ashamed of his background, but no one has solid evidence. He wasn’t baptized into the church until 1864, leaving room for some speculation. “Out of the mystery have arisen vague questionings and inferences as to Debussy’s parentage, for which no sensible basis can be found” (Thompson).

It wasn’t until he reached the age of seven when he began taking piano lessons from Cerrutti, “who regarded him as nothing out of the ordinary” (Brown). Claude was regarded by many of his peers as an awkward and clumsy boy with a short, fat appearance reinforced by fat little fingers. He was even noted to be a shy and sociable outcast (Brown). He gave music his all, he never felt satisfied with his music. He wanted to be the best but he could not figure out why he was struggling. For the nest three years he studied music with Lavignac, making Claude into a better overall musician. “Lavignac could see Debussy’s talent and his individuality and inquisitive sense of invention.” He liked to do things his way, Lavignac admired Debussy’s intelligence and that helped him reassure the young man (Brown). He was determined to accomplish anything that he set his mind out to do. Many people said that he would struggle to become a great composer, but Claude knew otherwise. “He felt closer to painters and poets that to other musicians” (Gilbert). He liked to show up people who did not believe in him. For Claude, it was a way of expressing his true talents; no one can stop a determined mind when they are hard at work. “Time and time again he would amaze his fellow pupils and disconcert his teachers with improvisations that utilized progressions and harmonies outlawed by the textbooks. However, eventually even such diehard academicians as Marmontel and Durand were won over to Debussy because of his outstanding talent (Hutchinson Encyclopedia).

Claude was always willing to give a 110% into what he composed and into his performances. He disliked being second to anyone and not producing the best material made him feel worthless and confused. His attitude toward the piano was mixed because he couldn’t play all that well, producing mediocre music troubled him. “Debussy wasn’t familiar with the piano, he just liked music” (Brown). He loved the feeling of accomplishing a work that challenged him, making use of his many different talents made him feel accomplished.

Claude was a very passionate man when it came to his music, and the women in his life, being around both made him feel calm and secure. In his music he wanted to present a feeling of unity, a feeling that they are one with each other, “he wants a more personal relationship with his audience so they can understand the hidden meaning behind the music” (Gray). To be on the same plane, Claude felt that the audience could experience more than just music. He wanted the audience to listen to the melody and picture a beautiful place with someone they truly loved and cared about, presenting a vivid picture for them to feel one with their lover. “It’s purpose is not to evoke a definite picture, but to suggest the mood or emotion which the particular image in question aroused in the artist’s mind” (Gray). Though his intent was to force a mental image through the music, his emotions would normally kick in and guide the audience through their day dream, not intending to take control of the situation. “But he never relaxed for it the perfect command over his emotions; and when he means to excite ours, it is not by the power of feverish passionate inspiration.” Opposing his last works forced him to recreate a pleasurable experience rather than just notes (Cortot).

Many of the women that were involved in Claude’s life were extremely important because he adored them and he loved them. He wasn’t an extraordinary looking man, proving that the girls in his life were there because they loved him beyond the physical appearance. Claude was very passionate and caring when it came to the women in his life. He wrote an opera called Rodrigue et Chimene for his live-in girlfriend. “They enjoyed a happy life together at the composer’s most frustrating time – caught as he was between awareness that he was on the verge of fame, and not actually having a penny to his name” (Brown). Writing an opera or any other music composition was a big step for Claude; he needed to truly love that person before he would come out and compose something on their behalf. Although he didn’t have many love interests, he did love women in general. He loved everything about them, from the way they looked to the way they smelled. “…Debussy was the man who in that questionnaire had said that the greatest happiness was to love – not ‘to be loved’ nor merely to make love. Debussy needed to feel his own heart beat. With the new decade, however, came new love” (Brown).

Claude loved incorporating his own style, his own way of looking at things, and his own way of differentiating his music from other people. He loved to do things that would provoke a response from other people. He always liked to be the center of attention, resulting sometimes in harsh punishments. “In 1884, while attending the Paris Conservatoire, Debussy rebelliously took over class on a day that the professor was absent, and started playing all different kinds of harmonies until the superintendent stopped him (Vallas). He was a good rebel not always looking for the negative, but sometimes doing something that would spark a new idea or interest. Sometimes his rebelliousness would get him into trouble resulting in long-term conflicts even in court appearances. Debussy composed the music for an opera called Palleas. After hearing the opera a few times, was dissatisfied with the music played and the parts it was played in so he wanted to rearrange it. The poet that was directing the opera, Maeterlinck tried to press charges against him because he didn’t believe that he should be able to change anything. Maeterlinck did end up getting some things left out, and Debussy was very upset about the situation (Lockspeiser). Events like this would not faze him too bad, getting up after a heavy blow like this was hard, but it wasn’t impossible. Many times his unwillingness to go with the conformity of previous composers would get him into trouble. An opera he wrote in 1892 and finished in 1902 would cause many different discussions and even a lack of recognition by the people of Paris.

In self-defense, Debussy explained his esthetic goal: ‘I have tried to obey a law of beauty which appears to be singularly ignored in dealing with dramatic music. The characters of the drama endeavor to sing like real persons, and not in an arbitrary language on antiquated traditions. Hence, the reproach leveled at my alleged partiality for monotone declamation, in which there is no melody… To begin with this is no true. Besides, the feeling of character cannot be continually expressed in melody. Also, dramatic melody should be totally different from the melody in general… I do not pretend to have discovered anything in Palleas; but I have tried to trace a path that others may follow, broadening it with individual discoveries which will, perhaps, free dramatic music fro, the heavy yoke under which existed for so long (Hutchinson Encyclopedia).

Not conforming to the everyday life was a major aspect that he loved to live by. Producing original works was a key to his success, making people aware that he was here and that he wouldn’t let many people discourage him. Being involved in controversy was a discouraging time for him, but it made people aware of his music and question the reasons for his controversy, resulting in new people listening to his music.

In Claude’s last years he suffered many different blows that would affect the way he approached music and himself. Debussy wrote some of his finest music over the pure happiness of his daughter, Chouchou. He became very used to living an extravagant life. He loved what he did and he took all the lasting benefits of what fame had to offer (Brown). This unfortunately would not last for long, making him vulnerable to many different money situations. Contrary to his loving to live the an extravagant life, he would realize in a hurry what it meant to live the other side of the spectrum. He began to take advantage of his status, resulting in debt. “The next nine years of his life were filled with intense pain accentuated by financial problems and the worry attending the out break of World War I. His mental and physical state affected the quality of his composition” (Hutchinson Encyclopedia). Besides debt he began to worry a great deal about the start of war. He loved his country so much that he could not face

the reality of what was going on. All of his feelings and writing were poured into the love of his country. “All the compositions Debussy wrote during those tragic years were intended as a secret, fervent, tribute to the truth of France mown down by the scythe of war.” He loved his country very much and through that love he expressed his feelings through his writings (Vallas). It was a great way for him to release these feeling of hopelessness that he had been bottling up inside. Debussy knew only one thing that he could do for his country, and that was writing his feelings down. “He was keenly sensitive to the terrible disasters that were overwhelming his country.” It gave him many different opportunities to express his feelings (Vallas).

His financial problems and his country’s problems was not the only thing that had been bothering him, because he had recently been diagnosed with cancer. That by far was the greatest amount of suffering he had gone through. He was lost in a world that he knew nothing about. Surrounded by war and full of financial problems, he needed a way to escape, but he could do nothing because he had been diagnosed with cancer. His work suffered a great deal because he became very depressed and could find no energy to write. “The steady decline in the quality of Debussy’s work in the last years, although it was only the natural consequence of his self-imposed limitations, was undoubtedly accelerated and intensified by the inroads of the terrible illness from which he suffered” (Gray). What could he do but sit back while this illness ate at his body. He did however find some energy to finish the last of his Sonatas before undergoing his second and last operation. By this time Claude had become very weak and finally on March 25, 1918, he gave into cancer and passed away.

Claude Debussy had a very significant impact on the lives of many composers and lovers of music alike. He wrote many different types of music which is still regarded by many as great pieces of work. His non-stop I can do anything attitude was for certain a remarkable trait that not too many people posess. To be the best was a very big deal to him, second best did not exist. If Claude had taken the criticisms that he can’t be a good musician then surly many different outcomes in music would have taken place. We have many things to thank him for, mainly contributions to music, but for sure we can say that he gave it all he had into every piece he composed. Claude truly took to heart what he loved to do, making his music appreciated by many. If it wasn’t for people like Claude then surly our society would lack the music intuition which he so readily exerted. “The composer’s character was from the outset a mercurial mixture of the definite and the undecided: set in certain ways yet open-minded - heroic but vulnerable” (Brown).


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Beowulf

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Beowulf’s story is somewhat of an allegory in which he is depicted as the Christ figure. The theme of Beowulf is a contrast of good and evil which is manifest in both Christian and pagan elements; Beowulf represents good, while Grendel, his mother, and the dragon represent evil. The first monster our hero, Beowulf, faces is Grendel. Grendel is said to be a descendant of Cain. “Unhappy creature (Grendel), he lived for a time in the home of the monsters’ race, after God had condemned them as kin of Cain” (Norton). Cain is the son of Eve, the woman who bore sin into the world. A connection, however vague, can be made between the maternal relations of Eve and Cain and Grendel and his mother. Grendel’s mother can be considered to personify man’s fall from grace and Grendel himself might embody sin. Furthermore, the dragon Beowulf battles can be said to be a picture of Satan: “the smooth hateful dragon who flies at night wrapped in flame”.

When facing Grendel, Beowulf relies on God alone to protect him, saying, "…may wise God, Holy Lord, assign glory on whichever hand seems good to Him”. When Beowulf tears off Grendel’s arm, Hrothgar remarks, “I endured much from the foe, many griefs from Grendel”. It could be said that the Christian foe is sin, which causes much grief.

Against Grendel’s mother, original sin, Beowulf becomes the Christian soldier. When Beowulf struggles against Grendel’s mother, God grants him a precious gift:

“The Wielder of Men granted me that I should see hanging on the wall a fair, ancient, great-sword – most often He has guided the man without friends – that I should wield the weapon” (Norton). 

This great sword is further described as “a victory-blessed blade, an old sword made by the giants… the work of giants” (Norton). The sword used to slay Grendel’s mother is work of her ancestral giants, who were godly until they fell from grace. “From (Cain) sprang all bad breeds, trolls and elves and monsters – likewise the giants who for a long time strove with God” (Norton). Therefore, the sword was god-forged and godly. Here the hero is using “the sword of the Spirit, which is the word of God” to prevail (The Book of Ephesians, Bible).

In his battle with the dragon (which may represent Satan) Beowulf is martyred, losing his life in the of the killing the dragon. Beowulf is the Christ figure; the monsters are sin personified; and, moreover, the work Beowulf effectively becomes the sword of the Spirit and the word of God.

It is important to note that, while there are many references to Cain, the devil, and God (Christian elements) there are also several mentions of fate and destiny, pagan elements. Beowulf believes in predestination and feels that destiny is mortally unchangeable, saying, “Fate always goes as it must”. This idea propels him into many battles even though the competition seems overwhelming. Yet, in apparent disregard for fate and destiny, Beowulf prays to God for help and thanks God for victory and protection.



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Tuesday, March 29, 2011

Freud's Psychosexual Theory

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The main assumptions of this theory are that personality is explained by innate sexual and aggression drives, there is also a vast importance of childhood experiences, especially the relationship with the parents, and of the unconscious mind.

The structural model states that the personality is like an iceberg with a small part above the water which symbolises the conscious mind and a large part underneath the water which symbolises the unconscious mind which is out of the persons awareness but may come out in dreams.

The topographical model states that there are three parts to your personality. The first part is the ID which develops when the child is 0-2 years old, this is called the pleasure principle as it is concerned with instant gratification, the EGO then develops from 3-5 years and this gives the child a sense of self and is called the reality principle as it keeps the ID in check. The SUPEREGO then develops from 5 years onwards it states that children learn through external reward and punishment but as the child gets older the punishment and reward become internalised and the child feels pride or guilt and shame, feelings of pride are called the EGO IDEAL and feelings of guilt are called the CONSCIENCE.

The developmental model of psychosexual stages is a critical stage theory, the first theory being the oral stage which occurs from 0-1 years and this is when all gratification is through the mouth, Freud says this is an innate instinct as babies are seen to suck their thumbs in the womb…before they are subject to environmental influences. The next stage is the anal stage, 1-3 years, this is the first chance the child has to be independent due to potty training, Freud notes that children are both scared and fascinated by their bodily functions and if they are scared it is sometimes pushed into the unconscious mind and be shown in dreams. The phallic stage occurs from 3-5 years and is said to be the first time children get sexual feelings and children begin sexual exploration of themselves and others. Boys go through the oedipal complex and girls go through the electra complex, boys are jealous of their father because they want to have a relationship with the mother and there is said to be some sexual element, girls do the same but with the father. This can then be resolved by identifying with the same sex parent. Gender identity, sexual orientation and moral sense all develop in this stage and if the child identifies with the same sex parent correctly the child should develop these properly. The latency stage then occurs at ages 6-12 and children at this age are not interested in sex but enjoy the company of their own gender, this is known as the time of rest before puberty. The last stage is the genital stage from 12 years upwards and this is the last developing stage before adulthood.

If a parent is absent, weak, neglecting, abusive or over/under gratifies then a child can get fixated at a stage and when under stress in adulthood they can often regress back to that stage. For example if an adult gets stuck at the oral stage they may be too trusting or too aggressive or as the stage is concerned with oral gratification they may become alcoholics or smokers.



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Galbraith's Views on Poverty

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"Poverty is no disgrace but it is damned annoying. In the contemporary United States it is not annoying but it is a disgrace". Galbraith, a professor of economics at Harvard University and economics advisor to John F. Kennedy wrote "Position of Poverty" a selection from his book, The Affluent Society. This essay illustrates his ideas on how society can break the cycle of poverty. Galbraith's involvement with politics seemed to have stemmed from his personal views on social issues. Galbraith has been criticized for oversimplifying complex concepts that a layperson could understand. According to Galbraith the only sound way for society to break the cycle of poverty is to help people to help themselves. He tells us that in order for society to do this; they need to dedicate time and energy to the children from families afflicted with the misfortune of poverty. He suggests that the cycle of poverty can be broken if society will provide the smallest amount of income essential for respectability and well-being for the poor, first rate school for the children, and adequate housing for the poverty stricken families.

Specifically, Galbraith believed that a sympathetic and prosperous society would, no doubt, give to all in need the lowest amount of income needed to secure decency and comfort. He advocates, "the corrupting effect on the human spirit of unearned revenue has unquestionably been exaggerated as, indeed, have the character-building values of hunger and privation" (Galbraith). To ensure that the misfortunes of the parents are not carried through to the children a secure minimum income must be given to these families. Most of the adverse reactions toward giving this income to the poverty-stricken families come from old-fashioned attitudes. An affluent society can use the remedy of providing income for those who are in need. This minimum income would do so much to ensure that poverty was not continued through the children.

As a matter of fact, Galbraith goes on to say, "If there is opportunity for advanced education for those who qualify regardless of means," then there is a chance that the children of the families of the underprivileged, without their hindering inconveniences, will come to their full potential as adults. The effects of a good education will help these children to triumph over the shackles that their surroundings have forced upon them. Much can be done to treat the isolation of being poor, which causes people to be discarded by modern society. Galbraith believes that the availability of a good education to the children of the poverty-stricken families comes second to adequate income in breaking the cycle of poverty. He believed that if education and training were made available to the children of poverty-stricken families then these children upon reaching adulthood would have the means to secure a well paying position thus alleviating the cycle of poverty in their families.

To break the cycle of poverty, obviously, well built, clean housing must be made available to the poor families; then, of course, there would be none of the health problems caused from filth and rodents. Galbraith argued this matter further by stating, "especially in the case of urban communities, if housing is ample and housing standards are enforced, the streets are clean, the laws are kept, and recreation is adequate - then there is a chance that the children of the very poor will come to maturity without inhibiting disadvantages". The need for adequate housing is required to counterbalance the very low amount of money these families are able to spend on their own children. By giving good efficient housing and by making the surroundings pleasant and safe, society can help eliminate many health problems and disadvantages.

Clearly, Galbraith believed that helping people to help themselves would, in the long run, alleviate poverty and thus help the community. He continues with his opinion on poverty by saying, "the remedy for poverty leads to the same requirements as those for social balance," (Galbraith). Galbraith understood that for society to break the cycle of poverty they had to make available to the poor necessities of life in order for the poor to be able to help themselves. Thus, the smallest amount of income essential for respectability and well being, first rate schools, and adequate housing are necessities and not luxuries. In order for the disadvantaged to escape from the restriction that held them in a state of poverty and to break their hold on future generations, society had to help them to help themselves by supplying the necessities needed to break the strong hold poverty held on them. Ultimately, Galbraith blames the continuing cycle of poverty on society's refusing to see what is before them when he argues, "in the United States, the survival of poverty is remarkable. We ignore it because we share with all societies at all times the capacity for not seeing what we do not wish to see. But while failure to notice can be explained, it cannot be excused".



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Monday, March 28, 2011

How you can help your community

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President John F Kennedy said it best when he said, “... it is not what your country can do for you but what you can do for your country”. Being a Ghanaian Canadian has not only been a blessing but also opened various opportunities for me. Hence taking into heart the quote by President Kennedy has changed my views on my education and the children back home in Ghana and Africa as a whole. I feel more responsible to strive and educate others with what I learn and experience throughout my education as a child psychologist. My education and success will encourage youths like myself in the Ghanaian Canadian Community and open doors to others who need encouragement and proof that it can be done.

“Sankofa” meaning “looking back to where you came from to understand where you are going”, has become my favorite term, my encouragement, and my constant reminder to give back. Studying child psychology, to me is a great opportunity for me to give back and reach out to the children of Asante, Ghana, Africa and Canada. Being born in Ghana and growing up in Canada, I have had and experienced many opportunities that most children have not experienced. Life is always a hustle for most of these kids. Education has become a choice in life and not an essential part of it for them. Constant struggle to earn enough money for food and to pay tuition is a burden that they have to carry. It absolutely makes sense why they need all the help they can get and I’m willing to help the children of Asante and its people with the education I obtain.

I have no intention on giving up my dreams and my focus to study hard to help my people. The children of Asante, Ghana, Canada and Africa are wonderful assets to today’s world and the future. Therefore they deserve the best education, knowledge, and opportunities ready to be passed on to them. Evidently, my education will give me that sense of confidence so that someday I will be able to help create a path, and open new doors of opportunities for the children of Asante, Ghana, Africa and Canada in general.


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Objectification of Women in the Plays "Dolls House" and "Pygmalion"

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Realism is a big part of making a realist production successful, and the argument of weather life can be presented on stage as it ‘really is’ seems to be a discussion that no two play writes will ever agree on. The “objectifying” of women in the realist plays ‘Dolls House’ and ‘Pygmailion’ is a feature that makes the plays real and both present a different view of reality of women place in a mans world. Henry Ibsen of Norway the writer of Dolls House, and Bernard Shaw the writer of Pygmalion have both been responsible for the major theatre movement of Realism. A Dolls House and Pygmalion are both suitable Realist plays and have tremendous sections to suit the upcoming Theatre-in-Education travelling show. Together they both explore and support the objectifying of women in society. The ‘objectifying’ of women in the realist plays of Dolls House and Pygmalion are similar, they are both plays where Nora (Dolls House) and Eliza (Pygmalion) are treated like puppets by the males of the play.

The section chosen from a Dolls House to show the objectifying of women or Nora is Act 3 page 223 to 227. It seems in this section that Nora has always tried to make herself believe that she is more to Helmer than his little songbird. Though it gets to the point that she realises that she has never been happy in the marriage only gay and that it is time to move on and learn about life on her own, and without Helmer there to control her. It is an example of realist theatre as it shows that Nora finally realises that she has been an object of Helmer and that there are always two sides, thoughts and feelings to a relationship. If there is a difference or someone is not happy in the relationship it is sure that it won’t last no matter how much one thinks it’s a real partnership.

Ibsen leaves the readers in this section with the impression that Nora has no idea about life because she has only ever lived in her Helmers house. Nora has never had to make any decisions and so on because she is Helmers puppet a little songbird and obviously too incapable to do so because she is a women. To back this one of the statements in this section from Helmer is my poor little songbird rest safely and my great wings will protect you, making it out as if Nora can not look after herself. Nora talks how Helmer and her have never exchange a serious word on a serious subject, with Helmers response being “What and involve you in worries that you couldn’t possibly help me with?” Making a point that Nora is only a women, a housewife and couldn’t be any help in a mans world of business.

To finish this section of Nora being objectified she tells Helmer that when she lived with her father she had to have the same opinion as him, if she had a different one she had to hide it because it was a worthless women opinion. She explains how she was her fathers doll he played with her as she played with her dolls. She hoped to escape this when she moved in with Helmer only to relive being a doll all over. She’s saying that she was her father’s doll- child and Helmers doll- wife and in turn her children have been her dolls.

This section points out that both Nora and Helmer have very different thoughts of the relationship that they have together. Nora feels that Helmer doesn’t love her, it’s just pleasant for him to be in love with her, she want’s to leave the relationship and educate herself and that Helmer is not the man to do it, she must do it alone. Helmer thinks that Nora is a blind inexperienced little creature that couldn’t live life with out him. It is clear in this section that Nora has been an objectified women.

The section chosen in Pygmalion to show the independence and objectifying of women or Eliza is Act 4 pages 75 to 77. It is a good example of realist theatre as it is where Eliza realises that she was just a game to Higgins; Eliza had looked up to Higgins and was inspired by him. When she won the bet for him he tells her the he won it, and it seems that Eliza thought that Higgins would be more proud of her and fancied her more than his slippers on the ground. This section points out that Eliza has been an object for Higgins to experiment on; she was nothing but a bit more money and someone else to boss and be control of. Eliza is very mad when she realises that she has been a doll or an object that Higgins could play with. He makes a person that he would like her to be and when Eliza hears Higgins “Thanking God” that it is all over she gets annoyed at Higgins and throws his slippers at his face saying “That’s enough for you I don’t matter, I suppose?

The relationship that Higgins and Eliza share is very different. Higgins can never respect Eliza because he cannot see the new Eliza, Higgins can only see Eliza for what she was not what she has become. Where Eliza looks up to Higgins as he has made her what she is now, exactly what she had dreamed to be, only to find out that Higgins doesn’t care and that she is no better of being a duchess that what she was a flower girl.

In conclusion A Dolls House and Pygmalion are both excellent realist plays and written by two play writes that have a wonderful way of trying to represent the majority of life and realism on stage. It seems though that a Dolls house – a play about serious problems is a little more interesting, a better example and probably more appropriate for the upcoming Theatre-in-education travelling show as the “objectifying of women” seems a little more obvious.


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Sunday, March 27, 2011

Legionnaire's Disease

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Legionnaire’s Disease

Case study:

Legionnaire’s Disease and Saunas.

Causative organism:

Legionella pneumophila

Acquired name:

First recognized in 1976 when an outbreak of a respiratory disease occurred among many delegates of the American Legion members attending a convention in Philadelphia.

182 people contracted pulmonary disease and 29 died.

Characteristics:

Small, thin microbe (2-10 micrometers in length).

Cell wall-high lipopolysaccharide content.

Gram negative aerobic rod (bacillus).

Facultative intracellular parasite.

Definition:

An acute respiratory infection caused by the bacterium Legionella pneumophilia, which can cause a broad spectrum of disease from a mild cough and fever to a serious pneumonia by influenza-like illness, with high fever, chills, headache, and muscle aches.

Anatomy or system affected:

Chest, lungs, and respiratory system.

Location:

Found in warm water environments such as rivers, lakes, ponds, streams, hot tubs (spas) and unclorinated tap water.

Airborne microbes in wind gusts

Water delivery systems, cooling towers, air conditioning systems of large buildings including hospitals and hotels.

Soil

Pathogenicity/Infection:

Incubation period (2-10 days)

First symptom is cough (mucous) and diarrhea.

Most common in the summer months-air conditioning.

Mode of Transmission:

Through the respiratory route. (must reach the lungs)

Inhalation of small particles of contaminated water (aerosols) or soil.

Spread in indoor environments-cooling towers, evaporative condensers, hot water tanks, hot water propelled from shower heads and faucets, and whirlpool spas.


Symptoms:

General discomfort, uneasiness or ill feeling, cough (of mucous or blood), headaches, shaking chills, nausea, vomiting, diarrhea, high fever (over 104 degrees).

Chest pain, shortness of breath, aching muscles, stiffness, joint pain, loss of energy, lack of coordination.

Mental changes: confusion, disorientation, hallucination, and loss of memory(extent of the fever),

Diagnosis/Signs and tests:

Organism can be cultured from the airway and also isolated from natural waters.

Best grown on a selective charcoal-yeast extract medium nutrients such as amino acids, vitamins, and iron are included in the medium while the charcoal removes potentially toxic material.

Sputum DFA (Direct Fluorescent antibody) staining method- detects antigens

Urine antigen test may be positive.

Chest X-ray shows pneumonia.

Gene probes and Polymerase chain reaction tests detects bacterial DNA.

Risk Factors:

Being middle-aged or elderly (especially in men over 50).

People with suppressed immune systems. Workers-in sealed buildings that maintain water-cooling towers in air-conditioning systems. Soil disturbed by bulldozing.

Epidemiology/Current status:

Fairly common, even if unrecognized.

2.4 million cases have pneumonia each year estimated 10,000 to 100,000 have Legionella.

More than 1000 cases reported each year.

Mortality rate ranges from 15-60%.

Morality rate develop while hospitalized is close to 50%(especially when antibiotics are started late).

Treatment:

Goal-stop infection with antibiotics.

Drug- Erythromycin.

Supportive treatment-hospitalization for fluid and electrolyte replacement and oxygen administration.

Complete recovery-several weeks.

Prevention:

Good engineering practices in the operation and maintenance of air and water handling systems.

Active surveillance of infections, detection, and treatment.

Corroded parts-replace

Growing algae-remove

Examine, clean or replace air filters.

Hot water tanks-clean regularly to prevent the water from stagnation. (Thrive in warm stagnant water).




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The Cask of Amontillado: The Dangers of Pride

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In one of Edgar Allen Poe's best-known tales of horror, "The Cask of Amontillado," he suggests that pride can be a very dangerous thing. Through the use of foreshadowing, irony, and symbolism, Poe presents the compelling drama of two men. One who will stop at nothing to get the revenge that he deems himself and his family worthy of, and another who's pride will ultimately be the catalyst for his death. Fortunato falls prey to Montressor's plans because he is so proud of his connoisseurship of wine, and it is for the sake of his own pride that Montressor takes revenge on Fortunato. In this essay, I will examine how Poe utilizes the theme of pride and many other literary techniques such as foreshadowing and irony, in order to create such a horrific and suspenseful masterpiece.

In "The Cask of Amontillado," Poe employs a sinister aspect of foreshadowing. First, when Fortunato says, "I shall not die of a cough" (1148), Montressor replies, "True-true" (1148). Instead, Montressor knows that Fortunato will perish from his vengeful scheme that consists of dehydration and starvation. Fortunato is a proud man and he does not think that his death with be due to something as petty as a cold. Rather, he believes that his life will end as a result of some courageous act and he will die a noble death. However, Montressor can only laugh at this thought because he knows Fortunato's death will be far from noble and his pride will be soon is shattered in the dark depths of the catacomb.

Another instance of foreshadowing comes with the trowel scene. At one point in their journey, Fortunato makes a movement that is a secret sign of the Masons, an exclusive, fraternity-like organization. Montressor does not recognize this hand signal, but claims that he is a "mason" (1149). When Fortunato asks for proof, Montressor shows him his trowel. The implication is that Montressor is a stonemason-that is, that he will be building things out of stones and mortar: namely Fortunato's grave.

Irony is also widely used throughout Poe's great story. In fact, even the mode of revenge in this story shows irony. Montressor avenges himself by fooling his victim into literally walking into his own grave. Fortunato pursues the "cask" which ends up being his own casket. Montressor even asks Fortunato repeatedly whether he would like to turn back. Fortunato refuses to leave the catacombs until he proves that he is a true connoisseur of wine and that he knows more about wine then Luchesi. He will not allow his pride to be hurt even if it means getting sicker or catching pneumonia. With Montressor's method, he takes Fortunato completely by surprise and makes his death ironic. After all, Fortunato is the one eager to get to the end of the catacombs.

Another instance of irony is Montressor's statement to his friend that they should return because his Fortunato's "health is precious" (1147). This bit of conversation is ironic because Montressor does not really want to protect Fortunato's health, but indeed to kill him.

The short story, "The Cask of Amontillado," contains many accounts of symbolism. First of all, the black silk mask and "roquelaire" (1147), or cape, which Montressor puts on before entering the catacombs, represents the devil or death. They represent and tell the reader what Montressor has planned. His "getting even" is evil and will mean death to Fortunato, who's name, meaning fortunate, does not ring true.

The coat of arms of Montressor's family is perhaps the best example of symbolism and foreshadowing in the whole story. Montressor's description of it is "A huge human foot d'or, in a field azure; the foot crushes a serpent rampant whose fangs are imbedded in the heel" (1148). In this image, the foot is symbolic of Montressor and the serpent of Fortunato. Montressor is very proud but he feels that he was wronged and that Fortunato had insulted both him and his family, or so we are to believe. He says, "I must not only punish, but punish with impunity" (1146). Although Fortunato has hurt Montressor, the coat of arms suggests that Montressor will ultimately crush him. It is his duty and obligation to right the wrongs done to his family, even if it means death. The motto of Montressor's family is, "Nemo me impune lacessit", which means, "No one wounds me with impunity" (1148). Poe uses this image of the coat of arms to drive home his message of the dangers of pride and extend it to cover family pride.

The cask of wine is yet another important example of the symbolism in Poe's "The Cask of Amontillado." During the carnival season, the narrator, Montressor, approaches Fortunato, telling him that he has acquired something that could pass for Amontillado (a light Spanish sherry). He tells Fortunato that since he was not around, a man named Luchresi tasted it. Fortunato is apparently competitive with Luchresi and claims that this man could not "tell Amontillado from Sherry" (1147). Fortunato is anxious to taste the wine and to determine for Montressor whether it is Amontillado or not. It is Fortunato, in his attempt to boost his pride and show off his wine-tasting abilities, which insists that they enter Montressor's catacombs.

The cask of wine also serves as a warning to the reader, advising the reader to be wary of gifts from those whom you have wronged. The more unbelievable it is, the more it should not be believed. Amontillado should have been a very, very hard to find wine, and even harder to find during the carnival season.

The dangers of pride are addressed in "The Cask of Amontillado," a short story by Edgar Allen Poe. In this story, Poe uses the modalities of foreshadowing, irony, and symbolism to convey his message in a creative and original way. He reminds us that pride can lead us to do unthinkable things that we would never otherwise consider doing such as killing in order to get revenge on someone who has hurt our pride. Our pride can also cause us to be naÏve and blind to things around us, leading us to dangerous situations and, in the most sever of cases, leading us to our own deaths. Fortunato did not live up to his namesake in this story and his pride ultimately drove him to his own death. And so, I leave you with this question, is your pride hurting you in anyway?



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Saturday, March 26, 2011

Christianity

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Christianity In The Middle Ages

Christianity originated around 476 a.d. and is a breakaway religion from Judaism. This religion played a major role throughout the Middle Ages in society and politics. In the early Middle Ages after the fall of Rome about the time of the dark ages, the reorganization brought about the desire for religion, as a belief system for the desolate people at the time. The Christians church became feudalized, full of corruption, greed and very materialistic, but its presence did bring hope and stability to the empire of Rome at the time. (Sporre).

Christianity had spread its wings very rapidly thru the years from the teachings of St. Paul and also Jesus over the centuries and conflicted greatly with the Romans. The Romans were angry that the Christians had ignored the gods of the Romans, and instead worshipped only the Christian God. This caused great concerns for the rulers of the Roman Empire and so the Christians were persecuted and dealt with very harshly. Even during the rule of Nero, when Rome burned, the people blamed the fire on Nero, and accused him of setting the fires. But Nero had a plan to stop the flow of Christianity, so he set out to exploit the Christians, by insisting that the fires were the cause of the Christians. He then had the ammunition to persecute them and gruesomely executed them during the games in the amphitheatre. Some of the Christians were covered in pitch and used as live human torches during the emperor’s parties. (bahai-library.org/unpbl.articles/. n.d).

This blatant cruelty during the said period made the people sympathetic towards the Christians. Furthermore the Christians were looked upon as martyrs because of their refusals to conform. Despite all the persecutions this did not put an end to Christianity, instead it only strengthened it. By the fourth century Christianity had become a state religion and was widely accepted. Religion and the church now had great influence and gave the people expanded religious freedoms. Although this prominence existed there were many set backs for the church and Christianity because of the weaknesses of the papacy and the corruptness in some of the churches? ((bahai-library.org/unpbl.articles/. n.d).

During the tent century the people of the Christian faith lost respect for the church and its position. This was due to the incompetence’s and inadequacies of the ruling of the pope at the time, Pope John. But this was altered during the high middle ages when the papacy became increasingly powerful and strong with the prosperity that it had acquired by its centralization. This was as a direct result of new laws set by the church, likeness of the canon laws, which banned certain marriages and acts of immorality in the church. The first crusade began shortly thereafter and the Christians captured Jerusalem and enjoyed some success. But this did not last long as the second crusade ended in disarray, thus the Muslims drove out the Christians and ended a reign of eighty years. There would be other crusades but they all ended in disaster for the Christians. (Sporre).

Christianity made great gains over Europe in the end of the twelfth century and brokered in many intellectuals of western cultures. This put Christianity in to question and required interpretation and proof of the events of the bible of which the Christian faith is based upon. There are many questions that have been left unanswered, and no proof given. Many question the stopping of the sun by Joshua, the creation of Eve as the first female, the question of how many god there is? The story of incest, if incest is a sin then how comes every one comes from Adam and Eve? The very Christian Bible has illustrated that it is ok to own slaves and to also beat and punish the said slave. This is truly opposite to the teachings of love, kindness and tolerance and understanding. Take for example “Daniel in the lion’s den”. Why didn’t the lions tear Daniel to pieces? Were they not hungry? You must remember that they had just eaten. But then no proof has ever surfaced that this event actually occurred. Lets take Jonah being swallowed by a whale, Think of the reality of this for a moment, and ask your self this question, “Could a human survive in the belly of a large fish under the ocean for 3 days”? There are too many illogical ideas that are far fetched in the Christian faith and religion, based on their holy book of guidance. Although in believing in the Christian faith, Christians are not allowed to challenge the interpretation of the scriptures. We all need something to believe in.



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The Digestive System

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The Digestive System

Does anyone ever wonder what happens to food once is leaves the fork and enters the mouth? Most likely no one does but it is all very important to the body that everything works in the digestive system. From basic functions, the path and diseases of the digestive system are vital to daily life. So let's take a journey through the digestive system.

There are many functions of the digestive system, which is also called the alimentary canal or the gastrointestinal tract. All the work begins when food enters the mouth or the oral cavity. Here the teeth, tongue and digestive enzymes break the food down. The food is broken into different types of energy sources that parts of the body can use. The types of energy sources are amino acids, glucose, triglycerides which are broken into fatty acids and glycerols. Once this is completed the next step is to have the energy sources absorb into the bloodstream and sent to different places in the body. An example of how these nutrients are used is when food is broken into amino acid, they then travel to cells. Here the cells catabolize the nutrients to release energy that is stored. After the nutrients have been absorbed the final phase is ridding the body of waste materials that are not used or needed. This process takes place in the large intestine. The solid waste that passes through the anus is called feces. Other waste would be urine which will pass through the urethra. These are just the basic functions of the digestive system. The path will involve a lot more.

To start the digestive path, food will enter the mouth or oral cavity. Here the teeth will begin to chew the food into smaller pieces. As stated earlier the food is broken down from a solid form to a mushy form and it goes to the pharynx. The pharynx, or better known as the throat, is common passage for food and air to travel. After leaving the pharynx the food then travels through the esophagus to the stomach. The stomachs main purpose is to prepare the food for the small intestine. The food will only leave the stomach when it is chemically ready to. The process of digesting the food in the stomach will take 1-4 hours depending on the food consumed. The pyloric sphincter controls when the food will pass on to the small intestine. Rugae, the lining of the stomach, produce an enzyme called pepsin and hydrochloric acid. These enzymes help to digest food. When leaving the stomach the pyloric sphincter opens and allows the digested food to pass to the small intestine. The small intestine has three parts: duodenum, jejunum, and ileum. The duodenum receives bile from the liver and gall bladder plus food from the stomach. The enzymes and bile breakdown the food more to enter into the jejunum. The jejunum attaches to the last part of the small intestine called the ileum. There are villi on the lining of the small intestine that will absorb nutrients into lymph vessels and the bloodstream. The large intestine is the last stop in the digestive train is the large intestine. The large intestine has six parts: cecum, ascending colon, transverse colon, descending colon, sigmond colon and rectum. All of the fluid waste from digestion are received here. The large intestine absorbs water through its walls to make solid feces. After the absorption of the water the defecation process can begin. The solid feces will leave the body through the anus. Waste that come from the kidneys will leave through the urethra. After all this hard work the process will begin again when food enters the mouth.

The process of digestion seems very simple and easy but there are some individuals that have complications with digesting food. There are several diseases that affect the digestive system. Some common problems are ulcers, hemorrhoids, nausea, anorexia, constipation, and diarrhea. There are other diseases that can lead to very serious problems. A disease called Crohn disease which affects any part of the gastrointestinal tract causes a variety of problems. Crohn disease is chronic inflammation on the intestinal tract. It may cause diarrhea, cramping and fever with inflammation. The etiology is unknown and the treatment will generally involve drugs and/or surgery to remove trouble areas. Another disease is gastroesophageal reflux disease (GERD). This disease causes fluids and solids from the mouth to return to the stomach. One affect of GERD is heartburn. The hydrochloric acid from the stomach will cause a burning sensation in the esophagus called heartburn. There is drug treatment for GERD, which would included acid-suppressive agents.

There are three other organs that play a role in the digestion process. The liver, gallbladder, and pancreas all help in absorbing nutrients and proper digestion. The liver produces bile, a yellowish-brown substance that combines with bilirubin that gives feces it brown color. The gallbladder stores the bile for later use. The bile from the gallbladder and the pancreatic juices from the pancreas will go the duodenum to break down the food. The pancreas produces insulin that will help get sugar into the cells for energy.

All of these organs together make digesting our food possible. The digestive process keeps up going daily. If it were to fail the body would lose all of its energy to move about. It is very important to eat healthy and exercise to keep this bodily function normal and well.



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Friday, March 25, 2011

The Use of Hand Gestures and Smiles in the Inaugural Addresses of Presidents of the United States

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The Use of Hand Gestures and Smiles in the Inaugural Addresses of Presidents of the United States

GOALS: the goal of this article is to confirm the hypothesis that United States presidents use more hand gestures than smiles in their inaugural address. The author has made associations to these non-verbal gestures. The hand gestures are said to be linked with power and the function of nonverbal behavior in social interaction smiling ; associated with approval seeking and ingratiating behavior.

METHODOLOGY: In order to test this hypothesis the hypothesizer need to watch significant inaugural speeches from former presidents. More than one trained and experienced person would watch the speeches, each independently rating the number of hand gestures and smiles given by of the United States Presidents. In order to eliminate confusion the speeches were watched without sound, in order to focus on only on non-verbal communications. When all speeches had been rated and watched, each persons data would be compiled and a conclusion would be made.

SUBJECTS INVOLVED: The subjects in this case had to be very specific because they need to give a United States Presidential inaugural speech. The Presidents observed were Dwight D. Eisenhower, John F. Kennedy, Richard Nixon, George H. W. Bush and, William J. Clinman, Ronald Reagan, and jimmy Carter.

ABSTRACT: I found this article interesting because actions always speak louder than words in most situations. George I. Whitehead III and Stephan H. Smith, the authors of this article "The Use of Hand Gestures and Smiles in the Inaugural Address of Presidents of the United states" make an interesting discovery that hand gestures are used more than smiles and that hand gestures are a sign of power.

However when you think about this concept, it would be reasonable that common sense would tell one, a president would want to exert more signs of power oppose to approval seeking which is represented by a smile. A man should not be trying to seek approval after he has just been elected president. The article neglects to tell the reader why a smile is considered a search for approval and why a hand gesture is a sign for power.

In the first paragraph the article says that as distances between two people become greater that hand gestures become more prevalent and facial expressions less detailed. This would make sense because as people tend to get farther away they are only more susceptible to exaggerated expressions and movements. It is my opinion that the thesis of this article, that speakers rely hand gestures opposed to facial expressions or smiles during their speeches seems to be obvious to anyone who knows anything about public speaking, but still remains interesting in the way that they relate the smiles and hand gestures of United States Presidents, even pointing that two Presidents didn’t even smile once during their speech, Eisenhower and Kennedy.



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Compare Contrast Chesapeake and New England Regions

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From earliest English colonization the New England region and the Chesapeake region developed differently. Yet these two areas were later to unite as the major driving force behind the American Revolution. Compare and contrast their development socially politically and economically. Also describe the role geography played in their differences.

The colonies of New England and Chesapeake differed for two primary reasons. The way the two colonies regarded their Indian neighbors were dramatically different. This coupled with the overall differences in personalities of the settlers brought forth the differences between these two colonies.

Beginning with the first season of the New England colonies, the Indians were essential to the survival of the New England colonies. The Puritans that settled in the New England region came over poorly equipped. The climate of the New England region was especially harsh during the winter; the storms brought forth by the winter were severe and often. The Indians in the area would help the Puritans survive by teaching them how to hunt for food and giving them some food as well. This was radically different from the Chesapeake’s attitude towards Indians. The Chesapeake region was constantly fighting with the Indians, sometimes even avoiding work in order to defend their homes against local tribes.

The economic situations of the two regions were diverse too. The New England colony went through a general slow building process; their economy was very stagnant with advances few and far between. They survived mainly on the catching of fish, and their crops were only supplemental fodder. This was due primarily to the infertility of the soil in the New England region. The constant storms during the harsh winter devastated what few crops could cultivate in the barren soil.

The Chesapeake colony’s economy was even worse; they barely made enough money to stay alive, sometimes less. The major economical revolution came in the form of tobacco; John Rolfe introduced a highly exceptional breed of tobacco. The tobacco thrived in the ideal soil of the Chesapeake region. The farmers turned wealthy in a very short time. The farmers would try to limit their dependence on tobacco but few other plants were best suited for the soil of that region. The economy of the Chesapeake region became entirely dependant upon tobacco. With all the wealth came expansion and along with expansion came a high demand for labor. The labor was provided in the form of indentured servants and later slaves. The indentured servants would normally create their own plantations after finishing their service, but the slaves were perpetually in service.

The lives of the people in the New England region were strictly ecclesiastical. All laws were derived from the bible, as well as daily life. Those who did not adhere to the strict standards of the region such as Anne Hutchinson and Thomas Hooker were expelled to other lands. The governing body consisted of local men who were respected by all. No one challenged their authority. Rarely was anything allowed if the town did not support it unanimously. The law was seldom broken and those who dared to break the law were punished swiftly and severely.

Life in the colony of the Chesapeake area was much more secular. The inhabitants were very religious people, but they did not function nearly as well as the New England colony. The town rarely gathered together and there was no formal governing body. Everyone did what they wanted as long as it was not bothersome to the others. The Chesapeake colony lacked the skilled people that the New England colony had. No one was especially skilled in a useful area of work such as blacksmith or construction.

The colonies of Chesapeake and New England were disparate in most ways but both eventually succeeded economically and despite the overwhelming differences, they united to fight a common enemy. This diversity in regions led to prosperity and proved to be invaluable to the Revolutionary War.



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Thursday, March 24, 2011

What Keeps Me From Writing

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When I was a child I liked to write letters to my friends. I had a lot of pen-pals. Also, I had no problems with essays during my grade school years. I did not need much time to create an essay, or a journal, or something else for my writing class. The older I become, the more difficult it gets for me to write. Perhaps, I have more problems, needs, or other various things in my life that keep me from being able to focus on writing. Therefore, when I read “The Watcher at the Gates” by Gail Godwin, I saw myself there. In this essay, Godwin illustrates examples of many things that may be obstacles to some people to start writing. Also, she suggests several ways that may help people to overcome such a problem. Although I have different kind of excuses to not start writing, they all have the same meaning, purpose, and consequences as in Godwin’s essay: take me away from writing. There are some of my favorite excuses such as having no ideas to write about, other important things to do, and enough time before the deadline, that give me no good chance to begin writing. Still, I know that I must turn in my assignments on time, and this helps me to put aside these excuses.

The first reason why I don’t sit down and write is that I don’t know what to write about. I just have nothing in my head to write about the particular topic. Often, I begin with a couple of sentences and stop because I don’t have good thoughts to continue. In these cases, begin to look out my window, my eyes wander around walls in my room searching for ideas. During such moments, I silently repeat these words to myself, “What do I write about? What’s next?” This may last ten minutes, or twenty, or even an hour.

Sometimes, I just put all of my papers away and do something else, but usually (I have already begun!) I don’t allow myself to give up writing. Also, I tell myself, “I should write because I must, because I will write this anyway today or tomorrow. Why not do it right now?! So, write!” In addition, I try to begin from the middle. For example, if I need to write an essay, I don’t always begin with an introduction. Often, I write body paragraphs, then introduction. Then I may correct my paragraphs or even swap them, and then I write a conclusion. Very rarely do I write a conclusion first, and then the rest of the essay. Although it may look funny to start an essay with a conclusion, sometimes this helps me to stick around and continue writing.

Homework for a different class, some reading assignments, housework, or (to make a long story short) other important things are my next excuse to avoid writing. Like writers, those watchers tell them, “ ‘Don’t try and continue with your book till your dental appointment is over’ ”, I yield to a pull to do some other things, which seem to me very urgent and the most significant in the world. For example, when I think that I need to write an essay, I suddenly remember that there will be a test tomorrow, and I need to reread several chapters for that test or I need to start cooking because my husband is due to come from work anytime. Therefore, my writing is postponed to a later time, then again it’s put off till one hour later, and finally it is so late that I can hardly keep my eyes open, and I need to go to bed. “Well, I’ll do tomorrow” – but tomorrow everything may repeat again. In order to handle the situation, I don’t write “while the kettle is boiling”, yet I do something similar. For example, I can write a part of my essay while a cake is baking in the oven or while my husband goes grocery shopping taking my little daughter along. Although I don’t like to write in these conditions, it gives me a chance to begin writing something. Usually, I try to make my schedule so that I have enough time to begin and to finish my essay.

The last reason not to write immediately is a due date that is pretty extended in the future. It is my favorite of favorite excuses. Though I like to write essays or other written assignments ahead of time, it does not happen frequently. Usually, I tell myself, “Don’t worry. You will make it on time. You still have a whole week!” However, when one of two days remain before the due date, I start blaming myself for wasting so much time, become nervous and even angry. It is not only because I need sometime to think and create something, to correct and type it, but also because it is the time when I need to finish some projects for another class or prepare for test(s). As for me, it is very difficult to overcome this problem and begin to write earlier before other due dates come and take all of my time. Indeed, I feel happy and free when I write an essay as soon as I get an assignment. Now I won’t have headaches or worries that I still have to write an essay. To start writing ahead of time I also try to think that every next day is a due date, so I don’t have extra time to write. Sometimes, it helps me, but usually I just give in to my excuse to not write until the deadline starts pressing really hard.

Whatever excuses are to avoid writing – big or small, reasonable or not – they disturb normal life of any person. I can say that I have nothing to write about, I am now too busy to write, or I have a lot of time before I have to turn my writing assignment in. All these ways of justification only help me to feel bad and strained. On the other hand, I am in the very good mood if I finish my writing sooner than later. It should be my best purpose to write, and I should not yield to any excuses or reasons not to write.



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Healthier You

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I’m going to tell you about a horror story I read a little while ago called The Willys.

It all started with this kid in 5th grade, James Brun, nobody really payed to much attention to him except 3 bullies, Tom Flot, Frank Terish, and Gary O’niel. Tom was the main bully of them.

One day James was looking at the trophies in the show case, when Tom, Frank, and Gary walked up and taped him up on it with a big sign that read: I’M A BIG LOSER! Then they took off. But before the bell rang the janitor came and took him down. “ Those bullies messing with you again?” the janitor asked while brushing James off.

“Yes, they are Mr. Jock” James sighed.

The bell then rang. “You better get going James,” the janitor announced.

“Ok, thanks again Mr. Jock,” James said in a hurry.

When James got to class the 2nd bell rang. “Ok everyone,” Mrs. Biotch, the one teacher that always picks on James, started “I’m passing out the quizzes so, sit down and shut up!”

Just then James walked in. “Well It’s about time, go take a seat you little mama’s boy.” Mrs. Biotch announced.

“Yes Mrs. Biotch,” James replied.

Three minutes later James got up to ask the teacher if he could use the restroom. She wouldn’t let him go till 5min latter after the 3rd time he asked.

While almost to the restrooms he heard a weird noise, wasn’t sure where it came from though. He walked in the restroom then heard a squik, he walked towards the closet in a very slow scared paste. He then opened the closet door and in there was the janitor looked almost as if his skin was peeled off and was thrown in there. James then ran back to the class. “Mrs. Bioch, Mrs. Bioch!” James yelled.

“What do you want now James?” the teacher asked.

“Something killed the janitor there’s something in the bathroom!” James replied.

“Whatever,” the teacher said getting up to check it out, not believing him.

When she got to the restrooms she went in then James went in. She went in to the middle stall and down came 2 huge brown leg things, with long sharp claws, from the ventilation u p on the roof. Picked her up, and next thing James saw was blood dripping down in to the toilet. James was never seen again


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Wednesday, March 23, 2011

Fairytales and the impact on women

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Fairy tales have always been a part of children’s lives. Snow White, Cinderella, Sleeping Beauty and so on – we all know them off by heart, but have we ever stopped to think what messages they are sending to society? What kind of influence they have on the structure of social and gender roles? “Male/female roles have been ground into us since the day we were born, in the disguise of innocent little fairly tales”.1 It is amazing how many of us don’t realise what fairy tales teach us until we closely examine the way females are portrayed in each story and what roles have been assigned to them.

I have chosen to deconstruct Cinderella and Snow White as I have found them to be sexist and to be portraying women in a subordinate light, which oppresses them. Both stories perpetuate stereotypical thoughts on the “ideal virtues” of women. They are shown naturally beautiful, vulnerable, passive and obedient. “These tales teach us our little girls that the only way for them to get anywhere in life is to be beautiful, obedient and passive. They should be quiet, always smile and be friendly, and of course take responsibility for their actions and others”. Furthermore, both Cinderella and Snow White provide another example where the heroines of the stories must be “rescued” by Prince Charming who is by coincidence handsome, powerful, and good. It is sending a false message to girls that “Man is God’s gift to women”, “He will rescue you from all your troubles and take you away from a critical situation, where he will then marry you and make you his Queen, who will have to do nothing much but preserve beauty. If you follow his instructions you will live happily ever after…”

Having all these ‘fantastic’ attributes (in the view of men), both females of each story happily accept the role of a housewife. When Snow White finds shelter in a dirty little house in the woods, she immediately cleans it from top to bottom. When she lives there, she continues to do the housework and she takes on the natural role of being a ‘mother’ to the seven dwarfs. Cinderella is portrayed in a similar light; she takes care of her evil stepsisters and assists them in preparation for the ball. She alone cannot attend as she is dirty and poor (class subordination) and therefore helplessly runs off and cries. Then, with the help of magical force, she acquires beautiful clothing, jewellery and transportation to the ball. Here, the prince is mesmerized by her beauty and falls in love. He decides to marry her and she passively accepts with no objection. These messages are certainly ‘unhealthy’ for the minds of young girls. They suggest that beauty and the power of man is all they need to be happy in life.

1. “Woman Hating”, by Andrea Dworkin.

2. www.geocitites.com/wellesley/8740/woman.html, by Andrea Dworkin.

Another interesting typical fairy tale character is the evil older woman, who has a lot of power, but is always destroyed in some way or another. Both stories portray a wicked stepmother who reveals her true face when the ‘good’ father dies and uses witchcraft in many bad ways. A good question to ask is “Why are the mothers looked upon so horribly? Why are the daughters looked upon as if they sold their brains for an evening gown?”.

Snow White’s wicked stepmother hates her for her beauty and therefore tries to trick her into eating a poisoned apple. (Here is a great example of how competition is brought about amongst women.) Snow White falls asleep into a coma after she bites the fruit and (unfortunately for the step-mother) is later rescued by the kiss of a handsome prince with whom she happily rides off.

In Cinderella’s case the story looks a little different. She is a helpless female who not only desperately relies on a man to take her out of oppression, but also needs magical force to rescue her. How intelligent does that make females look? Furthermore, when her slipper is lost as she runs out of the castle, it’s the Prince of course that finds it. He announces he will marry the woman whose foot fits the slipper. The notion of the story goes back to very old days: “Therefore, she will serve him more assiduously than if she had been a slave bought and taken home. For he has indeed bought her with a great price—with partnership in his life and in the procreation of children…”
This view was written by a famous Philosopher Aristotle in 330 B.C. It carries the notion that a woman should be grateful if any man shows the initiative to marry her. Another point to criticize in Cinderella is the competition amongst three sisters with all anxiously awaiting their chance to try the slipper on. Honestly, how desperate does that show females wanting to marry?

It’s important to analyse what is being taught to children and find a better, non-sexist way to teach them what being a woman really is about. To teach our society there are no social, gender roles assigned to either sex, but rather are a freedom of choice of what man and women want to do, what they enjoy doing, not what is being accepted by society as womanlike/manlike.

One way many feminists are dealing with this problem is by re-writing many of the stories. Take for example the book “Feminist fairy tales”, by Barbara G. Walker. Snow White is called Snow Night and Cinderella Cinder-Helle. In Snow Night the author suppresses the hatred of the stepmother towards her stepdaughter and replaces it with love and protection. When Snow Night objects to Lord Hunter’s marriage proposal his

3.

“Woman Hating”, by Andrea Dworkin.

4

www.amazoncastle.com/feminism/aristo.shtml - paragraph 3.

 “He wanted to see her injured, even dead, in recompense for his humiliation.” He then tries to insinuate to the Queen she should be jealous of the beauty of Snow Night. Instead of being naïve like in Disney’s version, she shows wisdom and replies “The wise expect it. Younger life takes place of the elder; it’s the way of nature…; To challenge nature is folly.” She then sets out to protect Snow Night and pays the seven dwarfs to get rid of the Lord Hunter. Cinder-Helle is also another example of how many stories could be written, in a way that doesn’t oppress women and put them in a subordinate light.

A well put feminist perspective on fairy tales that concludes my essay:

“Young girls and boys identify with their same sex characters. This means in most cases that girls are identifying with passive, beautiful and helpless heroines, while boys identify with active, adventure seeking heroes. Girls wait for their prince charming while boys learn to take on the world before returning home to save the beautiful girl and carry her off. Girls learn that their life goal is complete with the marriage and ‘happily ever after’, and that beauty equals success in love and life.”

5.

“Feminist fairy tales”, by Barbara G. Walker


6.

“Feminist fairy tales”, by Barbara g. Walker


7.

www.haverford.edu/psych/p311/pringle/paper.html

Bibliography

Books:

1.) “Woman Hating”, by Andrea Dworkin

2) “Feminist fairy tales”, by Barbara G. Walker

Internet Sites:

1.) http://disney.go.com/disneyvideos/animatedfilms/cinderella2/flash/index.html

2.) www.snow-white-disney.com

3.) http://members.aol.com/surlalune/frytales/cinderel/index.html

4.) www.feminist.com/resources/quotes/

5.) www.geocities.com/wellesley/8740/woman.html

6.) www.amazoncastle.com/feminism/aristo.shtml

7.) http://iabramson.web.wesleyan.edu/project.htm

8.) http://www.womenwriters.net/bookreviews/wellsfairytale.html

9.) http://www.angelfire.com/journal2/wickedalicemag/bewarefairy.html

10.) http://www.haverford.edu/psych/p311/pringle/paper.html


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