Racial discrimination Essay

The time of Jim Crow isolation will perpetually be connected with racial separation and the push for social equality following Reconstruction.â The two most compelling dark men of the time, Booker T. Washington and W.E.B. DuBois, were likewise two of the most polarizing powers inside the dark community.â Both men strived for racial equity according to the law, yet they utilized differentiating methodologies so as to battle the critical political and monetary circumstance African Americans ended up attempting to get away. With his authority abilities and political store, Booker T. Washington was the most celebrated African American driving the dark rush into the twentieth Century.â His capacity expanded with his monetary and political ties through the Tuskegee Institute and his relations with Presidents Roosevelt and Taft, both of whom were racially prejudiced.â Mr. Washington accepted that blacks ought to acknowledge their enslaved citizenship until further notice as opposed to upsetting the white population.â In his psyche, if blacks could gain a dollar through mechanical training they would be vastly improved off than battling the dormant intensity of white society. On the opposite finish of the range, Harvard taught W.E.B. DuBois took the scholarly way to the racial struggle.â His hypothesis held that blacks ought to never acknowledge a lower position in the public eye since that was the way things were.â Through his works and sorting out strategies, DuBois revitalized the intellectuals, The Talented tenth, so as to raise dark awareness over the apparent visually impaired acknowledgment of Booker T. Washington.â DuBois was seriously contradicted to racial isolation in both governmental issues and financial matters while Washington upheld a plan dependent on the detachment of the races. <p

John Updikes Works Essay -- essays research papers fc

Presence resembles an animal that stows away and afterward uncovers itself. Presence is characterized in Webster’s New World Dictionary as the &quot;state or actuality of being.&quot; This presence endeavors to arrive at truth which is situated past reality, yet truth must be gotten a handle on by presence all things considered. This is cultivated through custom, which can realize the catching of the inconceivable.Edward P. Vargo expressed that John Updike utilizes custom &quot;to satisfy the incredible want of catching the past, to make the present significant through association with the past, to defeat demise, and to get a handle on immortality&quot; (Contemporary Vol. 7 487). He joins the perspectives and significance of apparently irrelevant custom alongside mankind’s want for a relationship with God to shape truth and incentive for the past, present, and future. Updike utilizes his gifts as an author to unite the possible and the inconceivable.John Updike executes his ways of thinking and beliefs in a manner that unites presence with significance. &quot;Updike is in the best feeling of the word a scholarly author, a writer of mystery, pressure and unpredictability who as a school mind in the fifties discovered that we are for the most part images and occupy symbols&quot; (World 3752). Updike utilizes his convictions to frame more grounded implications in his writings.John Updike has a solid confidence in human insight. He accepts that individuals can utilize it to investigate the universe. He finds the world &quot;to be a position of mind boggling and glorious examples of meaning&quot; (Contemporary Vol. 5 449). With this confidence he can bring things into center that would not conventionally be seen. &quot;I depict things not on the grounds that their muteness derides our subjectivity but since they appear to be veils for God. . .&quot; (Contemporary Vol. 7 486). Updike can see past the exterior of typical, common life.John Updike utilizes his bits of knowledge in his composition to stress human sentiments. He recommends in his compositions that &quot;the human still, small voice continually languishes coerce over violating the laws of two diverse moralities&quot; (World 3754). John Updike perceives this sentiment of blame and is increasingly ready to unmistakably show the associations of the past to the present. His compositions are additionally ready to catch a &quot;sense of human inadequacy, of the feeling of inconsistency among genuine and the ideal&quot; (Magill’s 1988). He shows how people endeavor to ... ... area of presence and truth, and to conquer demise. Ceremonial offers substance to the present. It has associations with the regular world, to the past, and to what's to come. Hence, custom can represent life itself as it finds new examples for development and satisfaction. Through fantasy, the past gets undying and important. Custom, alongside love of God, can fulfill the extraordinary want for truth, presence, and significance. Works CitedUpdike, John. Widening Views, 1968-1988. Vol. 6. Ed. C.E. Frazer Clark Jr. Detroit: Gale Research Company, 1989. Updike, John. The Centaur. New York: Alfred A. Knopf, Inc. 1963.Updike, John. Contemporary Literary Criticism. Vol. 5. Ed. Carolyn Riley and Phyllis Carmel Mendelson. Detroit: Gale Research Company, &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;1976. Updike, John. Contemporary Literary Criticism. Vol. 7. Ed. Phyllis Carmel Mendelson and Dedria Bryfonski. Detroit: Gale Research Company, 1977.Updike, John. Magill’s Survey of American Literature. Vol. 6. Ed. Honest N. Magill. New York: Marshall Cavendish Corporation, 1991.Updike, John. World Literature Criticism: 1500 to the Present. Vol. 6. Ed. James P. Draper. Detroit: Gale Research Company, 1992.

Organization Tips For College Term Papers Writing

Organization Tips For College Term Papers WritingCollege term papers are a really long and boring job for students. I know this because my writing college essays is one of the hardest things for me to do. I hate reading all the word that I have to write as a writer. It's just so hard, I don't even know if I can write what I read.I think about all those students that are studying and study. It's really getting to me. It's probably not what they want to hear when I'm working hard to finish those term papers. I think my professors are right too, when they ask me to stop writing.So when I'm sitting there, all by myself, trying to figure out what I should be doing with the words in front of me, I'm probably reading the papers. That's the whole thing about the college term papers, it's so hard to study on paper. The problem is, if you are looking at something, the words are in front of you, you can't help but read the paper. That's why I have to make sure that I put them away when I come h ome from class.Not only does that mean I have to do that, but sometimes I will even have to take my computer out to go to work. After doing that for so long, I am now beginning to forget where I put everything. That is the most important thing to remember when you're studying, and that is to make sure you keep everything on a secure place.So after I get home, I will always want to put the papers somewhere safe and easily accessible. I also have to make sure that I know where to find the papers, you never know what you might want to study on those papers. I might have some extra time during a weekend or late night, and I can always look up anything I want, and I don't have to waste that time with papers. It also doesn't matter how many papers you have since it's all right there for you to look up. This is great for when you get into an interesting study, and you just want to read and not write.Having all that time and being able to keep it really valuable, you really want to take adv antage of it. The last thing you want to do is spend all your free time looking for papers. It's not worth it, and you will waste time that you could have used for actual work.It's really easy to keep the term papers organized. You just need a very large desk that you can put all your papers on, so that it can't fall or disappear. You also want a filing system that you can use.The best place to organize the term papers is your home, because it's much easier than going to some place that you won't be used to. If you take advantage of all the free time you have available, then you can really save yourself time and money.

How to Say I Love You in Russian

The Difference Between Socialism And Communism - 908 Words

The Difference between Socialism and Communism Communism and socialism have been linked throughout most of history, most of the time being confused with one another. Many people tend to think of the communist USSR and the scare in the 50’s when the idea of socialism is mentioned in conversation. And while these two tend to have similar bases, in no way are they the exact same views. The point of this paper will be to debunk the common misconception that socialism equals communism and explore the effect both political views have had in other countries. Many times in the past I have heard negative opinions of socialism, especially now with one of the democratic nominees being a socialist. My own father has tried to tell me that socialism was a bad ideal and would actually lead to a dictatorship. However, he was also never one to pick up a history book or examine how effective socialism can be with other countries. With these false impressions it becomes apparent that it is impor tant to know the difference between these two and become educated on the matter. Firstly, it will be essential to know the definitions of these two political theories. Socialism, as described by Modern History: From the European Age to New Global Era was a word first commonly used in 1830 France and was related as the theory to oppose a society run on market principles and to an economy operated on laissez-faire lines. So basically it is an opposition to the rich getter richer and every individualShow MoreRelatedCommunism Vs. Socialism : Difference Between Communism And Socialism1201 Words   |  5 PagesKinjal Shah Professor Raras Academic Communication Skills 10/26/2016 COMMUNISM VS SOCIALISM The basic idea of the paper is to highlight difference between communism and socialism. Though the concept and ideas seem to be similar there is much difference between the philosophies of two. In a way, communism is an extreme form of socialism. Many nations have dominant socialist political parties but very few are truly communist. In fact, most countries - including staunch capitalist bastions like theRead MoreDifference Between Socialism And Communism Essay2269 Words   |  10 Pagesexplain the difference between socialism and communism as well as to look in more detailed as to what problems arose in the countries that have practiced socialism or communism. Based on the evidence found upon the research we will be able to find an answer to the question: â€Å"Can capitalism and socialism exist simultaneously?† To end the research paper we will look at some of the socialist elements that are practiced in United States. Sylvia Pankhurst states that there is no difference between socialismRead MoreEssay about Comparing Socialism and Communism 702 Words   |  3 Pagesliving. However, the weak point of the measures of life expectancy is of vital importance, although another factor is the unfavourable selection of risks by war, thereby making a less valuable comparison between the international and inter temporal. Another factor is the logical difference between period and the measurement of the group of people sharing a common factor such as the same age or income bracket because of population reorganization change. According to research by Dinkel R. H. subsequentRead MorePaul Nguyen. 20Th Literature. Mrs. Hildebrand. 2/20/2017.1254 Words   |  6 PagesNguyen 20th Literature Mrs. Hildebrand 2/20/2017 The failure of Socialism and Communism In Animal Farm, George Orwell portrays a picture of a farm that is controlled by the animals. He describes how the pigs control and lead their farm and how they relate to the Russian Revolution. George Orwell views his opinion in this story about the way they rule their farm and how it parallels to Socialism and Communism. Socialism and Communism are the idealistic, fantasy economic structures – both ensure theRead MoreKarl Marx And Friedrich Engels1626 Words   |  7 Pagessociety as a whole will take control of their own destines. This involves the battles between the proletarians and bourgeoisie, communism and democracy, and final capitalism and socialism. However, since the times of Marx and Engel communism has been slowly dying. With the rise of capitalism and democracy has come the fall of communism and socialism. Why is that? Well when most people hear the term communism and socialism they quickly assume that it’s a system based on sharing and giving up one†™s completeRead MoreMarian Claro . Ms. Catena . English 9, Period 1 . January1044 Words   |  5 PagesMarian Claro   Ms. Catena   English 9, Period 1   January 5, 2016  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Communism Socialism:   Communism and Socialism are interchangeably used a lot, it s mostly because they are similar. They both want to promote equality to remove social classes from society. They also, have the same ideology. Communism and Socialism at first can sound very appealing with everyone in the community doing their duty and completing their responsibilities toward the same communalRead MorePublic Services Funded By Taxpayer Money908 Words   |  4 PagesThrough my online class, I got the chance to learn about socialism, communism and capitalism. They are all different from each other even though there are some similar stuff between them there is a little thing that distinguishes each one from each other. In this paper, I will go through each term and how each and everyone is different from each other. First of all Socialism is a system of society in which the means of production are owned and controlled by the state. It mostly relies on governmentalRead MoreThe Between Socialism And Communism908 Words   |  4 Pagesfuture of the United States and in which direction it will shift, towards European liberal fascism and equality based Human Rights, alternatively, a return to the constitution. Not understanding leads to an inability to explain the difference between socialism and communism, or equality as an abstract. The well-fed social justice warriors of today have replaced the poverty class revolutionaries of yesteryear, with cultural Marxism, explained in an American context. The aims remain radical and utopicRead MoreModern Political Ideas and Doctrines Essay1670 Words   |  7 PagesPolitical Ideas and Doctrines a) How did Marx conceive the transition from capitalism to communism? Karl Marx is considered to be a historian, a philosopher, a political thinker, and an economist amongst other things. There is a standard misconception that Marx had no idea of economics, by contrast he was quite the economist, and was able to layout the transition of capitalism to communism in a very logical and understanding way. The transition of capitalism arises throughRead MorePreventing The Increase Of Socialism912 Words   |  4 Pagesthe Increase of Socialism in the American Economy He has shown you, O man, what is good; and what does the L-rd require of you but to do justly, to love mercy, and to walk humbly with your G-d? (Micah 6:8). Socialism in general has a record of failure so blatant that only an intellectual could ignore of evade it, said Thomas Sowell, and economist. History repeats itself. Socialism does, too. Though many refuse to believe it, America s economy is being invaded by socialism. Therefore, it s

The Story of Her Life Free Essays

A deaf and blind girl born in 1880 said, â€Å"Everything has its wonders, even darkness and silence, and I learn whatever state I am in, therein to be content.† Thus, this individual with incapability played and enjoyed her life amid the lack of two senses—ability to hear and see—was able to receive praises and admirations from the people around her. In addition, she was able to contribute to the world important things that even people with senses could not be able to give. We will write a custom essay sample on The Story of Her Life or any similar topic only for you Order Now The beginning of her life As accounted by the Royal National Institute of Blind People (RNIB), it was on June 27, 1880 when Helen Adams Keller, the daughter of Captain Arthur Henley Keller and Kate Adams Keller, got her first glimpse into the world. She was born healthy—with full ability to hear and see—in Tuscumbia, Alabama in the United States. Based on her writing â€Å"The Story of My Life,† Helen at the age of six months could whistle out the words â€Å"How d’ye† followed by the word â€Å"Tea†. She, like any other normal child, was fascinated with the beauty of the surroundings—its colors and the things composing it. She insisted on imitating whatever people around her were doing. Likewise, she enjoyed the music produced by the natural world and the noise by other people. She could learn whatever the child of her age could learn. Helen started to walk a day before she celebrated her first birthday (6). Nonetheless, unlike the other children, her happy days, manifested by her experiences of being able to see and hear, did not last long. The life of the healthy Keller baby, as claimed by RNIB, changed dramatically in February 1882. Helen fell ill with a disease by which the doctor during that time had named as brain fever—an illness which was also assumed to have been a scarlet fever or meningitis. This illness is still a mystery for the medical doctors of today. The sickness of Helen had led the Keller family in believing that their daughter will die. When, eventually, the fever subsided, made the family rejoiced on the possibility that Helen will become well again. After the fever has passed, however, Helen’s mother noticed the changes in her daughter’s behaviors—Helen was failing to react whenever she passed her hand in front of her eyes or she was failing to hear and to respond whenever the dinner bell was rang. Later they realized that the fever—the illness that struck Helen—had left her both blind and deaf. On her account on her life, she mentioned, â€Å"Then, in the dreary month of February, came the illness which closed my eyes and ears and plunged me into the unconsciousness of a new-born baby.†(7) In the young mind of Helen, she realized that something was being taken away from her—her ability to see the colors and hear the noise, again. This discovery gave the family much worry especially during the following years when taking care of Helen proved to be very hard for them. She became uncontrollable—her attitude and behavior became reasons for her relatives to regard her as a monster and a bad member of the family. This made them thought that the young Helen should be put into an institution capable of handling a child with such behaviors. When Helen reached the age of six, the family became more problematic on handling her. Though succumbed in the sad situation, the young Helen was been took care of by her mother. As she accounted, her mother gave her a loving wisdom that was bright and good during when she experienced long night. She began to learn some patterns like when to say â€Å"No† or â€Å"Go away.† At the age of five she learned more things beyond the things that she could see and hear. Based on the accounts of RNIB, Kate Keller, Helen’s mother had read a book by Charles Dickens entitled â€Å"American Notes† which entailed the fantastic work done to another deaf and blind child named Laura Bridgman. Because of her love to her daughter, she travelled to a specialist doctor in Baltimore to seek for advice in regards to the situation of Helen—later she learned that Helen would never see and hear again. However, the child could learned and be taught. They were advised to see an expert on the problems regarding deaf children—Alexander Graham Bell, the inventor of the telephone. Graham Bell pointed that they should write to the director of Perkins Institution and Massachusetts Asylum for the Blind, Michael Anagnos, and asked for a mentor that would guide and teach the deaf and the blind child. Convinced with the hopes and possibilities that Helen would learn, Michael Anagnos, recommended Anne Sullivan, the Institution’s former student, to be the tutor of Helen. How to cite The Story of Her Life, Papers

Quiz Unit free essay sample

One of the requirements of science is that all experimental results must be (Points : 1) | reproducible absolutely without error communicated to popular media sources all of these are correct | 2. Determine which of these questions could be researchable using the scientific method. (Points : 1) | Under what conditions could bass live in a lake? What was the artist thinking when he painted Mona Lisa? Are UFOs related to crop circles? Is there a supreme deity? What is the meaning of life? | 3. How does science differ from pseudoscience? (Points : 1) | Scientific hypotheses are always testable. Science requires a lower standard of proof than pseudoscience. Scientific statements are based on anecdotes. Science is just one persons opinion. Science is the quest for absolute truth. | 4. Which of the following statements is a prediction? (Points : 1) | Mealworms prefer dark environments. High quality balloons filled with atmospheric air will float higher than low quality balloons filled with atmospheric air. Spearmint candies taste better than peppermint candies. We will write a custom essay sample on Quiz Unit or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Data show that a decrease in food lowers the rate of mealworm reproduction. Therefore, if there is an increase the amount of food available to mealworms, their reproduction rate will increase. Most scientists never communicate their work. | 5. Peer review in science (Points : 1) | demoralizes most young scientists before they can become established. is accomplished in the editorial offices of major scientific journals. causes delays between the conclusion of an experiment and the communication of the results. is conducted in confidence by a panel of experts in the field.

Elizabeth Blackwell Biography essays

Elizabeth Blackwell Biography essays Elizabeth Blackwell was born on February 3, 1821 and she died on May 31, 1910 at the age of 89. Elizabeth, also known as Lizzie by her family, was born in England, and lived with her two sisters, her mother, and her father. Her sisters names were Anna and Marian. When she was growing up, she always like to play doctor, and she really loved going grocery shopping with her mom. Lizzies family lived in a two-story house that had two bathrooms, two bedrooms, a dining room, and a kitchen. Plus they had a giant shed and a food storage house on their yard. Her family wasnt rich, but they were lucky when they inherited a close friends home. A private tutor taught Lizzie all she needed to know during her early years of school. Her favorite subjects were math and science because her lifelong dream was to be in the medical field. She attended a school in England until her father moved them to the United States. She attended school every chance she could and kept her grades high. Once she reached the age where she could start working, Elizabeth, her two sisters, and her mother opened up a private school in Cincinnati to support the family. While working at the school, Elizabeth became interested in medicine, and really sound of being a women physician. Elizabeth went to Henderson, Kentucky, as a teacher, and then to North and South Carolina, where she taught while reading medicine in her free time. She said later, "The idea of winning a doctor's degree gradually assumed the aspect of a great moral struggle, and the moral fight possessed immense attraction for me." (This quote is from a site recommended by google.com) In 1847 she began searching for a medical school that would admit her for a full course of study. When she did try to get into a medical school people laughed and wouldnt take her seriously. The schools didnt even give her a chance to prove that she was serious, they just turned her dow ...

7 Classes and Types of Phrases

7 Classes and Types of Phrases 7 Classes and Types of Phrases 7 Classes and Types of Phrases By Mark Nichol Phrase is such a banal term for two or more words that convey an idea that it may surprise you that there are seven types of phrases, with variations. Here, with pertinent phrases in sample sentences formatted in boldface, is a rundown of the categories: 1. Absolute Phrase An absolute phrase is a modifying parenthetical or subordinate phrase of a root sentence that includes a subject but does not have an acting verb so cannot stand on its own as sentence: â€Å"Their effort to regain the lead successful, the team continued to score until they pulled ahead by a wide margin. 2. Appositive Phrase An appositive phrase is one that restates a preceding term, or expands or explains it, in a parenthetical statement. There are three variations of appositive phrases: â€Å"Her dog, a bull mastiff, looks ridiculous with a pink bow stuck to her head† features a noun phrase. â€Å"His favorite hobby, knitting, is rather unusual for a man† includes a gerund phrase. â€Å"The Tahitian’s ambition, to become an ice skater, is unexpected† has an infinitive phrase. Note that these three types of phrases are explained below; the distinction in the phrase types as applied above, as opposed to the types described below, is that each type serves as the basis for an appositive phrase; on their own, they need not be appositive, or set off. 3. Gerund Phrase A gerund phrase includes a verbal, a hybrid that functions as a noun (or adjective). There are three distinct functions: â€Å"Juggling knives is not recommended as a relaxation technique† includes a gerund phase as the subject of the sentence. â€Å"I’m going for a long walk off a short pier† features a gerund phrase as the sentence’s object. â€Å"She’s saving up for a vacation in Antarctica† has a gerund phrase as the object of a preposition. 4. Infinitive Phrase An infinitive phrase includes the word to and a verb as the basis of a modification of a root sentence: â€Å"His effort to pass the bill doomed his political ambitions† includes an infinitive phrase that functions as an adjective modifying the previous noun. â€Å"He plans to see the movie† features an infinitive phrase that functions as the sentence’s object. â€Å"To write of the experience is to dredge up unpleasant memories† has an infinitive phrase that functions as the sentence’s subject. â€Å"To say as much is to admit guilt† includes an infinitive phrase that serves as predicate nominative, or a substitute subject. â€Å"I went to the store to buy some ice cream† features an infinitive phrase that stands as an adverb (modifying the verb went). 5. Noun Phrase A noun phrase consists of a person, place, or thing and any modifiers: â€Å"This is a grammar lesson.† It may include one or more adjectives (as grammar modifies lesson here). It might include a noun and a modifying clause: â€Å"This is a lesson that explains the various types of phrases.† It might take the form of one of three other types of phrase: infinitive, participial, and prepositional. (The infinitive phrase is discussed above, and the latter two types are described below.) Many noun phrases are continuous; they consist of words in sequence. However, a noun phrase may be discontinuous, meaning that it is broken up into more than one element: â€Å"This lesson is one that explains the various types of phrases.† 6. Participial Phrase A participial phrase consists of verbals ending in -ing or -ed, or another irregular form of a verb, and serves as an adjective: The participial phrase in â€Å"Having been lied to before, I was wary† modifies the word I. The phrase may be parenthetical within a sentence, too: In â€Å"You, knowing what you now know, are in a better position to judge,† the participial phrase modifies the word you. 7. Prepositional Phrase A prepositional phrase consists of a preposition and a noun or pronoun that serves as the preposition’s object, and often one or more adjectives: â€Å"I went for a walk in the dark woods.† Prepositional phrases are often located at the head of a sentence. â€Å"When the sun went down, I hurried back.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:50 Rhetorical Devices for Rational WritingAwoken or Awakened?20 Ways to Cry

Students, Taxpayers Forced to Pay for Abortions on College Campuses Essay

Students, Taxpayers Forced to Pay for Abortions on College Campuses - Essay Example The report elicited much outrage from pro-life activists and taxpayers across the nation who wished for this hole in the federal legislation (put in place to stop taxpayer funding of abortions) plugged. Before one can comment on the validity of either the pro-life or pro-abortion viewpoint in this situation, it is important to understand the legislation in question namely, the Hyde Amendment. Passed by the Congress in 1976, the Hyde Act is a legislation that removes abortion from the healthcare services provided to low income groups by the federal government through Medicaid (ACLU, 2004). The only exception to this law was made in cases of rape, incest or when the woman’s life was endangered by a physical disorder, illness or injury. Though the act has to be renewed every year, it is quite clear in its stand that federal funds are not to be used to fund abortions. The Act was adopted by most states as were subsequent similar legislations that permitted insurance companies to r efuse cover to patients for abortions or counsel and referrals related to abortions. In addition to poor women, the act also affected Native Americans, federal employees and dependents, Peace Corps volunteers, federal prisoners, military personnel and their dependents and disabled women relying on Medicare. The study on healthcare in universities by Students for Life of America (SFLA) examined the systems in 200 universities across the states with regard to university sponsored or subsidized healthcare plans. With data retrieved from the Integrated Post Secondary Education Data System (IEPDS), SFLA discovered that a number of universities (such as in North Carolina) required students to have healthcare plans and automatically enrolled them in plans that covered elective abortions (SFLA 2011). To be precise, 33.5% of the schools surveyed made it mandatory for students to have healthcare coverage, 97% of these offered school sponsored healthcare plans, 44.3% of this segment offered pl ans that included cover for elective abortions, and 44% of these schools automatically enrolled their students in these programs. Also, 33% of the 200 schools automatically enrolled the students in school sponsored plans to their accounts and 57% of these plans covered elective abortions (SFLA 2011). While one might argue that the university was being responsible and considerate in ensuring that medical problems and especially unwanted pregnancies did not interfere with the education of their students, there were many who found it hard to digest. There were two main reasons for this, one being that the healthcare plan was believed to encourage carelessness among youngsters, counteracting decades of sexual awareness campaigns and the second being that this provision was in direct contradiction of the Hyde Amendment and other similar legislations. Grants such as the Pell Grant offered to students use federal funds provided to universities to bridge the gap between the economic capacit y of the student and the actual fees of the course. Since some of these universities include their health plans in the students’ fees by default, it indicates that the federal funds are indirectly used to pay for health insurance that covers elective abortion

The concept of trust Essay Example | Topics and Well Written Essays - 750 words

The concept of trust - Essay Example To the extent, this expectation is present, there is also risk factors that the other person may not be able to stand up to the expectations. Herein lays the risk in trust dealings. It is seen that trust is all encompassing both in organizational and personal interactions. In a nurse-provider setting it is seen in the range and diverse functions that are being carried out by the service provider towards the care and welfare of the patient. The concept of trust is present in all areas of human endeavor where there is need for one person to place trust on another, for the performance of services or actions and it is more so in the cases of nursing services where the duty of caring and saving human lives are concerned. Definition: A trust could be said to be a basis of relationship between one person and another in terms of the firm belief of the veracity, genuineness and worthiness of the relationship between one people with another. The basis of trust could therefore, be in terms of a bonding relationship between one person and another based upon the fiduciary trust between the persons. However, in the context of nursing trust, it could be defined to be the bond that exists between the client and the health care service provider. In other words, in the case nurse-client trust, the trust between the members of the immediate family of the client, or even the client himself, could be defined to be a process, which comprises of different strata’s, some of them of an evolutionary nature that exists between the client and the provider that is based on the foundation of mutual beliefs, understandings and intentions. â€Å"These six characteristics of trust between family and health care provider were identified regardless of patient age, patient condition, health care provider, health care situation, and health care setting.† (Lynn-sMcHale & Deatrick. 2000, 210-230). We shall

The Disease to Follow Is a Greater Threat :: Journalism Epidemics Health Essays

The Disease to Follow Is a Greater Threat This year, our nation faced a pair of crises: war and pestilence. Even as our brave men fought for America on Germany soil, an invisible and perhaps more deadly foe took hold in our nation and around the world. Our nation's hospitals face a drastic shortage of staff and space to accommodate adequately both the wounded soldiers who have returned from the war and our civilian population who have fallen victim to influenza. This was a consequence that we could not have foreseen. It is suspected that the origin of this great epidemic may have been Boston, considering that it is one of the busiest ports in our nation. From there the infection has spread throughout the New England area and reached areas as remote as California. Although this disease is called the "Spanish Influenza" it has spread beyond Spain, Europe and America. Cases from as far as the Orient and even Africa have been documented and verified. Clearly, this is no ordinary flu. However, I believe that this flu is extraordinary not only in its destructive nature, but in casting a legacy of distrust for science amongst the general populace. In Sierra Leone the flu was brought from Europe and become a deadly epidemic. A report claims that as many as 1,000 individuals had died there in a single week. Furthermore, the shortage of food in the region further execrated the problem. Strangely, the disease did [not] just claim human victims. There were even reports in Sierra Leone of monkeys and other primates who became stricken with the flu. (NY Times) The flu was perhaps hardest on our troops fighting abroad. Not only did they have to contend with the German infantry's relentless machine gun fire from the trenches, but they also endured some of the harshest conditions in the history of war. Here at home, we could easily put on a mask and avoid those who are infected hoping that we could avoid this virulent disease. But our brave fighting men could not. In the trenches of Germany, they had more to worry about than simply catching a cold. Their survival often depended on the cover fire from their nearest comrade, sick or not. Needless to say, the Americans were not the only party affected by this illness. The Disease to Follow Is a Greater Threat :: Journalism Epidemics Health Essays The Disease to Follow Is a Greater Threat This year, our nation faced a pair of crises: war and pestilence. Even as our brave men fought for America on Germany soil, an invisible and perhaps more deadly foe took hold in our nation and around the world. Our nation's hospitals face a drastic shortage of staff and space to accommodate adequately both the wounded soldiers who have returned from the war and our civilian population who have fallen victim to influenza. This was a consequence that we could not have foreseen. It is suspected that the origin of this great epidemic may have been Boston, considering that it is one of the busiest ports in our nation. From there the infection has spread throughout the New England area and reached areas as remote as California. Although this disease is called the "Spanish Influenza" it has spread beyond Spain, Europe and America. Cases from as far as the Orient and even Africa have been documented and verified. Clearly, this is no ordinary flu. However, I believe that this flu is extraordinary not only in its destructive nature, but in casting a legacy of distrust for science amongst the general populace. In Sierra Leone the flu was brought from Europe and become a deadly epidemic. A report claims that as many as 1,000 individuals had died there in a single week. Furthermore, the shortage of food in the region further execrated the problem. Strangely, the disease did [not] just claim human victims. There were even reports in Sierra Leone of monkeys and other primates who became stricken with the flu. (NY Times) The flu was perhaps hardest on our troops fighting abroad. Not only did they have to contend with the German infantry's relentless machine gun fire from the trenches, but they also endured some of the harshest conditions in the history of war. Here at home, we could easily put on a mask and avoid those who are infected hoping that we could avoid this virulent disease. But our brave fighting men could not. In the trenches of Germany, they had more to worry about than simply catching a cold. Their survival often depended on the cover fire from their nearest comrade, sick or not. Needless to say, the Americans were not the only party affected by this illness.

Inheritance of Loss Essay

Chapter 1 In chapter one of Kiran Desai’s novel, â€Å"The Inheritance of Loss,† the author describes the setting and presents the first perspectives of the characters. Their home is presented as being rather unattractive as it was colder inside their house than outside of it even the temperature was relatively low. Further, when the author presents the cook’s difficulty of trying to light damp wood for the purpose of making tea in a kettle that looks to have been found in an archeological dig, shows the living conditions of the setting. However, the Judge still expects the cook to be able to cook with out gas and over a fire the old fashion way in order to maintain his routine schedule. He still expects this even when there is no food and then forces the cook to make something out of nothing. Kiran Desai’s use of nature emphasizes her use of anthropomorphism to present a situation which allows for the events of the novel to flow smoothly. The author first presents this when Sai is reading about giant Squid from a â€Å"National Geographic† when â€Å"the caress of the mist through her hair seemed human, and when she held her fingers, the vapor took them gently into its mouth. It is this anthropomorphism during teatime when the boys from the Kathmandu black market find the opportunity to creep up to the Judges house in search of guns and supplies, where mutt initially frightens the boys. The boys remain persistent even when the judge tells them that he has no guns and demand that they be fed before they continue of their journey. The boys are disappointed at the lack of food which further demonstrates the living conditions of this setting. Chapter 2 The chapter starts from the cook’s perspective as he is trying to justify why going to the police to report the robbery at Cho Oyu would do any good. The cook explains that if the police were being paid off by the robbers they would do nothing but if they were not then the robbers, who now had weapons, would come for revenge against him and the other members at Cho Oyu. The cook does not believe that there is any benefit to reporting the robbery. The police do take action as there was a robbery of guns from a previous member of the judiciary and the police arrived at Cho Oyu later that day to search the property, collect evidence, and interview the members of the family. The police looked around and were not impressed by the condition of Cho Oyu. The police proceeded to the cook’s hut where they looked through the cook’s belongings, what little belongings he has. Sai felt very sad at the sight of the cooks hut, how little he had and how his privacy had been violated by the police as they searched through every little corner of the cook’s hut and read letters that had been sent by Biju. Other less important parts of this chapter include the brief history of Cho Oyu and the cook’s encounter with the black cobras. We learn that Cho Oyu was built by a Scotsman long ago. In order to build Cho Oyu, porters had carried boulders from the riverbed and piping, wrought iron gates, tiling, and tubing were all brought in to create what the Scotsman believed was a place that could raise the human heart to spiritual heights. The cook’s encounter with the cobras had happened when one time, defeated by a rotten egg, had proceeded to defecate behind the house instead of his usual place at the far end of the garden. In doing so, the cook had angered two snakes, who lived in a hole nearby. Although the cook was not bitten, he swelled up to ten times his size and so he went to the temple where he was instructed to ask of forgiveness from the snakes. He did so by creating a clay cobra and cleaning the area with cow dung. In this chapter, we also learn some characteristics of the cook and Biju, that he is powerless, can barely read or write, he has worked hard all his life, has avoided trouble, and lives only to see his son. We also learn that the cook’s wife died seventeen year prior when Biju was only five years old. His wife had slipped from a tree while collecting leaves for the goat, an accident. We also learn some of Biju’s characteristics in this chapter including his good nature and his fearless personality. Chapter 3 This chapter portrays the cook’s son, Biju, working at a hot dog restaurant in New York, USA. The other employees try and convince Biju to use the services of Dominican prostitutes but Biju is very timid about this idea. To mask this feeling from the other employees he portrays a fake sense of disgust at this idea. Biju feels, â€Å"several years younger† (p 16) than the other workers because of this. Then, the manager of the restaurant receives a memo instructing him to go a green card check on his employees. He tells his employees that there is nothing that he can do, and they disappear quietly. Chapter 4 This chapter starts with the police still at the judge’s property and they are searching through the cook’s house for any evidence that it was the servant that robbed the judge. The police find the letters that Biju has been writing to the cook, which describe the different jobs he has been working at, and he describes a false sense of excellence of his new life in America. The cook writes back to his son, advising him to save his money, beware of liars and cheats, and to stay healthy. He also says if he has any problems to talk to Nandu, who is another man from their village who is also in New York. Then we get a recount of a story where the judge gets a coupon for a National Geographic Inflatable Globe. Sai fills it out and mails the coupon away, and the Globe comes in the mail long after they had mailed it away. Sai blows it up, and she shows the cook where New York is, and tries to explain to him why it is day there when it is night in India. The police continue searching the cook’s house, exposing his poverty and that his dignity has no basis. The cook justifies this treatment because they need to search everything, and that it is usually the servant who steals. The policemen then leave the property, and Sai is embarrassed for the cook to have this poverty exposed. Sai remembers when she first met the cook nine years about when she first arrived to live with the judge. Sai expresses her displeasure at the way the police treated the cook, but the cook responds with, â€Å"But what kind of investigation would it be, then?† The chapter ends with the cook cleaning up his belongings, putting them back in the same place. Chapter 5 In this chapter, we are introduced to Biju’s different places of employment in America and of the different races represented in each. Firstly, The Baby Bistro where it was French in the restaurant but Mexican, Indian and Pakistani in the kitchen. Then, there was the Baby Bistro which was rich up top and poor down below. At the Baby Bistro, some of the poor ethnicities present included Colombian, Tunisian, Ecuadorian, and Gambian. At the Stars and Stripes Diner, it was all American in the diner but all Guatemalan below, plus Indian when Biju arrived. At all of these different places of employment with all of the different cultures, Biju found himself asking where the different places were. It was through his questioning that he learnt that there are Indians spread out all over the world. After learning of the different cultures present in Biju’s different places of employment, the cooks warns him to be careful of the Pakistani in particular. The cook does not feel that they are to be trusted. Biju has already received a negative vibe from the Pakistani and felt that he was unable to talk to the man as he felt that he was fake. Biju found himself fighting with the Pakistani, Desis against Pakis, and because of the noise that the two created, both of them were fired from the Baby Bistro. Chapter 6 In this chapter we find out that Sai’s parents are dead. We learn how they met, by a tree while Sai’s mother was at collage, and her father was in the air force. They had got married and had Sai, however Sai’s father was picked to go to Russia, to become a space pilot, furthermore Sai had to be left behind, so she was sent to the convent that her mother had attended. However while in Russia, Sai’s parents were killed when they were run over by a tourist bus. Also in the chapter we find out how Sai comes to be living with her grandfather. As we know Sai was at the convent, but when her parents died there was no one left to pay for her to stay at the convent. So the nuns looked through their information, and the name under â€Å"in case of an emergency† was Sai’s grandfather, Justice Jemubhai Patel. So Sai was sent with a visiting nun, to Kalimpong, where her grandfather lived. Additionally we learn how Cho Oyu was built. It was built by a Scotsman who said it was a very good location to build a house, however this was not why the judge wanted the house built there, it was built there because it was a place that the judge could live. Chapter 7 The cook welcomes Sai by constructing a motorcar modeled out of mashed potatoes; a skill in which the cook had not used in a while. The car acted as a center piece for the table, as to state that the purpose of the evening was to welcome Sai. However, initially the Judge shows no apparent knowledge of Sai’s arrival or her presence at the very table. This changes, and the Judge asks for Sai to tell him what her name is, which seems to actually anger the judge. Later when Sai complements mutt the Judge avoids his expression of the complement and instead demands that the soup be presented to him. When the Judge realizes that the soup is not ready be becomes very frustrated that his routine has been upset. The cook describes how poverty stricken he is and what he has to work with. While eating the Judge discusses with himself how Sai has a tutor and the disadvantages of the other forms of schooling and the affects that types of schooling can have on you. Later on when Sai is lying in her bed, which demonstrates the poverty as her sheets are table clothes since there are no blankets left. Poverty is further presented when Sai comments of the structure of the house and how it seems to be fragile. Suddenly Sai hears microscopic jaws munching on the house which could destroy the house in a season. Summary 8-11 With the arrival of Sai, the judge kept thinking about his past, annoyed with the similarities of Sai’s loneliness and his own. The judge was only nineteen when he left Piphit, his ancestral home to study at Cambridge, in England. At the time the future judge was called Jemu which was a nickname of his real name, Jemubhai. Jemubhai was a one-month married man to a fourteen year old girl, whom he was to leave for some years. With his arrival to England, he was amazed with the sights he greeted though over time things changed, not to a better situation yet he did not lose his courage. In England, he was isolated, different, lonely and reaching madness as his antisocial behaviors increased, while avoiding light to hide from others. His ideas also began to develop a in a new way of self disgust, and embarrassment. Judge insisted that Sai must have a tutor; therefore she came to meet Noni whose house was an hour far. Noni and her sister, Lola possessed a cat named Mustafa and a guard, a retired army man named Budhoo. With the suspense of trusting a man with no clear vision of stealing their possessions or lives, they found him necessary for guarding their house. They both were a fan of the English culture. Lola had a daughter named Pixie which perhaps is the BBC radio reporter, who inspires them to listen to radio at nights. Biju on the other side of the world in United States attempted everyday to find better jobs though his lack of self-respect did not prosper his standings. He started working at Freddy’s Work delivering food with a bicycle. He worked for long hours and when arrived home, in the basement of a building where among other illegal fellows he lived under cruel condition. Later he loses his job as Saeed Saeed whose grandmother was Indian. The cook considered with Biju’s condition in USA, sold alcoholic beverages called chhang. The cook was not satisfied with his salary from the judge; he felt rage inside himself serving Judge’s family. Despite the rage, the cook lied about Judge’s lost glory; he praised him in front of others, attempting to make himself seem worthier. Sai was a follower of the cook’s stories as she sat in the kitchen asking questions about judge and his wife who passed away. Judge able to hear the stories, was annoyed of his past, the truth that he knew of and the lies that cook told. He was raised with hardship during his childhood. One thing calmed him down and it was his schedule of everyday life and being on task.

A Comic Poem About English Spelling and Pronunciation

Composed by Dr. Gerard Nolst Trenità © (1870-1946), a Dutch author and teacher, The Chaos illustrates many of the irregularities of English spelling (orthography) and pronunciation. The Chaos by Charivarius (Gerard Nolst Trenità ©) Dearest creature in Creation,Studying English pronunciation,I will teach you in my verseSounds like corpse, corps, horse, and worse.I will keep you, Susy, busy,Make your head with heat grow dizzy;Tear in eye, your dress youll tear;So shall I! Oh, hear my prayer.Pray, console your loving poet,Make my coat look new, dear, sew it!Just compare heart, beard, and heard,Dies and diet, lord and word.Sword and sward, retain and Britain(Mind the latter, how its written!)Made has not the sound of bade,Say-said, pay-paid, laid, but plaid.Now I surely will not plague youWith such words as vague and ague,But be careful how you speak,Say break, steak, but bleak and streak.Previous, precious, fuchsia, via;Pipe, snipe, recipe and choir,Cloven, oven; how and low;Script, receipt; shoe, poem, toe.Hear me say, devoid of trickery:Daughter, laughter and Terpsichore,Typhoid; measles, topsails, aisles;Exiles, similes, reviles;Wholly, holly; signal, signing;Thames; examining, combining;Scholar, vicar, and cig ar,Solar, mica, war, and far.br/>From desire: desirable--admirable from admire;Lumber, plumber, bier, but brier;Chatham, brougham; renown but known,Knowledge; done, but gone and tone,One, anemone; Balmoral;Kitchen, lichen; laundry, laurel;Gertrude, German; wind and mind;Scene, Melpomene, mankind;Tortoise, turquoise, chamois-leather,Reading, Reading, heathen, heather.This phonetic labyrinthGives moss, gross, brook, brooch, ninth, plinth.Billet does not end like ballet;Bouquet, wallet, mallet, chalet;Blood and flood are not like food,Nor is mould like should and would.Banquet is not nearly parquet,Which is said to rhyme with darky.Viscous, viscount; load and broad;Toward, to forward, to reward,And your pronunciations OK.Rounded, wounded; grieve and sieve;Friend and fiend; alive and live.Liberty, library; heave and heaven;Rachel, ache, moustache, eleven,We say hallowed, but allowed;People, leopard; towed, but vowed.Mark the difference, moreover,Between mover, plover, Dover,Leeches, bre eches; wise, precise;Chalice but police and lice.br/>Camel, constable, unstable;Principle, disciple; label;Petal, penal, and canal;Wait, surmise, plait, promise; pal.Suit, suite, ruin; circuit, conduitRhyme with shirk it and beyond it.But it is not hard to tellWhy its pall, mall, but Pall Mall.Muscle, muscular; gaol, iron;Timber, climber; bullion, lion,Worm and storm; chaise, chaos, chair;Senator, spectator, mayor.Ivy, privy, famous; clamourAnd enamour rime with hammer.Pussy, hussy, and possess,Desert, but desert, address.Golf, wolf, countenance, lieutenantsHoist in lieu of flags left pennants.Courier, courtier, tomb, bomb, comb,Cow, but Cowper, some, and home.Solder, soldier! Blood is thicker,Quoth he, than liqueur or liquor,Making, it is sad but true,In bravado, much ado.Stranger does not rhyme with anger,Neither does devour with clangour.Pilot, pivot, gaunt, but aunt,Font, front, wont, want, grand, and grant.Arsenic, specific, scenic,Relic, rhetoric, hygienic.Gooseberry, goose, a nd close, but close,Paradise, rise, rose, and dose.br/>Say inveigh, neigh, but inveigle,Make the latter rhyme with eagle.Mind! Meandering but mean,Valentine and magazine.And I bet you, dear, a penny,You say mani-(fold) like many,Which is wrong. Say rapier, pier,Tier (one who ties), but tier.Arch, archangel; pray, does erringRhyme with herring or with stirring?Prison, bison, treasure trove,Treason, hover, cover, cove,Perseverance, severance. RibaldRhymes (but piebald doesnt) with nibbled.Phaeton, paean, gnat, ghat, gnaw,Lien, psychic, shone, bone, pshaw.Dont be down, my own, but rough it,And distinguish buffet, buffet;Brood, stood, roof, rook, school, wool, boon,Worcester, Boleyn, to impugn.Say in sounds correct and sterlingHearse, hear, hearken, year and yearling.Evil, devil, mezzotint,Mind the Z! (A gentle hint.) Now you need not pay attentionTo such sounds as I dont mention,Sounds like  pores, pause, pours  and  paws,Rhyming with the pronoun  yours;Nor are proper names included,Though I often heard, as you did,Funny rhymes to  unicorn,Yes, you know them,  Vaughan  and  Strachan.No, my maiden, coy and  comely,I dont want to speak of  Cholmondeley.No. Yet  Froude  compared with  proudIs no better than  McLeod.But mind  trivial  and  vial,Tripod, menial, denial,Troll  and  trolley, realm  and  ream,Schedule, mischief, schism, and  scheme.Argil, gill, Argyll, gill. SurelyMay be made to rhyme with  Raleigh,But youre not supposed to sayPiquet  rhymes with  sobriquet.Had this  invalid invalidWorthless documents? How  pallid,How  uncouth he, couchant, looked,When for Portsmouth I had booked!Zeus, Thebes, Thales, Aphrodite,Paramour,  enamoured, flighty,Episodes, antipodes,Acquiesce, and  obsequies.Please dont monkey with the  geyser,Dont p eel taters with my  razor,Rather say in accents pure:Nature, stature  and  mature.Pious, impious, limb, climb, glumly,Worsted, worsted, crumbly, dumbly,Conquer, conquest, vase, phase, fan,Wan, sedan  and  artisan.br/>The  TH  will surely trouble youMore than  R, CH  or  W.Say then these phonetic gems:Thomas, thyme, Theresa, Thames.Thompson, Chatham, Waltham, Streatham,There are more but I forget em-Wait! Ive got it:  Anthony,Lighten your anxiety.The archaic word  albeitDoes not rhyme with  eight-you see it;With  and  forthwith, one has voice,One has not, you make your choice.Shoes,  goes, does. Now first  say:  finger;Then say:  singer, ginger, linger.Real, zeal, mauve, gauze  and  gauge,Marriage, foliage, mirage, age,Hero, heron, query, very,Parry, tarry fury, bury,Dost, lost, post, and  doth, cloth, loth,Job, Job, blossom, bosom, oath.Faugh, oppugnant, keen  oppugners,Bowing, bowing, banjo-tunersHolm  you know, but  noes, canoes,Pu isne, truism, use, to  use?Though the difference seems  little,We say  actual, but  victual,Seat, sweat, chaste, caste, Leigh, eight, height,Put, nut, granite, and  unite.Reefer  does not rhyme with  deafer,Feoffer  does, and  zephyr, heifer.Dull, bull, Geoffrey, George, ate, late,Hint, pint, senate, but  sedate.Gaelic, Arabic, pacific,Science, conscience, scientific;Tour, but  our, dour, succour, four,Gas, alas, and  Arkansas.br/>Say  manoeuvre, yacht  and  vomit,Next  omit, which differs  from itBona fide, alibiGyrate, dowry and awry.Sea, idea, guinea, area,Psalm, Maria, but  malaria.Youth, south, southern, cleanse  and  clean,Doctrine, turpentine, marine.Compare  alien  with  Italian,Dandelion  with  battalion,Rally  with  ally; yea, ye,Eye, I, ay, aye, whey, key, quay!Say  aver, but  ever, fever,Neither, leisure, skein, receiver.Never guess--it is not  safe,We say  calves, valves, half, but  Ralf.Starry, granary, ca nary,Crevice, but  device, and  eyrie,Face, but  preface, then  grimace,Phlegm, phlegmatic, ass, glass, bass.Bass, large, target, gin, give, verging,Ought, oust, joust, and  scour, but  scourging;Ear, but  earn; and  ere  and  tearDo not rhyme with  here  but  heir.Mind the  O  of  off  and  oftenWhich may be pronounced as  orphan,With the sound of  saw  and  sauce;Also  soft, lost, cloth  and  cross.Pudding, puddle, putting. Putting?Yes: at golf it rhymes with  shutting.Respite, spite, consent, resent.Liable, but  Parliament.Seven  is right, but so is  even,Hyphen, roughen, nephew, Stephen,Monkey, donkey, clerk  and  jerk,Asp, grasp, wasp, demesne, cork, work.A  of  valour, vapid vapour,S  of  news  (compare  newspaper),G  of  gibbet, gibbon, gist,I  of  antichrist  and  grist,Differ  like  diverse  and  divers,Rivers, strivers, shivers, fivers.br/>Once, but  nonce, toll, doll, but  ro ll,Polish, Polish, poll  and  poll.Pronunciation--think of  Psyche!-Is a paling, stout and  spiky.Wont it make you lose your witsWriting  groats  and saying  grits?Its a dark abyss or tunnelStrewn with stones like  rowlock, gunwale,Islington, and  Isle of Wight,Housewife, verdict  and  indict.Dont you think so, reader,  rather,Saying  lather, bather, father?Finally, which rhymes with  enough,Though, through, bough, cough, hough,sough, tough?Hiccough  has the sound of cup . . .My advice is: give it up! The Chaos by Dr. Gerard Nolst Trenità © first appeared (in a shorter version) in an appendix to his textbook  Drop Your Foreign Accent, published in 1920.