Budget Cuts

Budget Cuts It is said that higher education is the key to success. However, with the outrageous prices for this fundamental learning, it is not easily attained. The new budget cuts that are being created are affecting college students in a negative way. Now more than ever both in state as well as out of state students have to work harder to get the units, books, and money required to fulfill this costly demand. Another factor that comes as a setback is the student's financial status, a situation that the state takes little consideration upon.Unit prices are way too high for the average working student. Statistics have shown that since the year of 1998 unit prices have risen from a twelve dollar unit price to twenty-four dollars. The Universities have increased to as much as two-hundred dollars a unit, so as you can see that is a very dramatic rise. It is a known fact that average paying jobs are not sufficient enough to meet these standards.Another factor is time, not all college students have the flexibility in their schedules to maintain a steady paying job. The rising cost of college tuition coupled with a lack of need-based financial assistance throughout the country is a threat to low-income students preparing for college.Along with units come textbooks, a necessity for each and every college student. Textbook companies are unfair to college campuses, but mostly the students for example if you are using a ninth edition book and the next year the teachers ask you to buy a new revised tenth addition. The price is double what you paid for it the previous semester, but all they really did was add a page or change a few words. So this is the way that they make all their money by ripping...

The Greek Festival of Thesmophoria

The Greek Festival of Thesmophoria In ancient Greece, a festival used to be held in about 50 cities or villages, to honor the goddess who taught mankind to tend the soil. There was no question but that the festival was part of the goddess worship. That is, it wasnt just a secular, condoned over-indulgence event. In Athens, the women met near the mens assembly site on the Pnyx and in Thebes, they met where the boule had met. The Date of Thesmophoria The festival, Thesmophoria, was held during a month known as Pyanopsion (Puanepsion), in the lunisolar calendar of the Athenians. Since our calendar is solar, the month doesnt exactly match, but Pyanopsion would be, more or less, October into November, the same months as the Canadian and U.S. Thanksgivings. In ancient Greece, this was the time of the fall planting of crops like barley and winter wheat. Asking Demeters Help On the 11-13 of Pyanopsion, at a festival that included role reversals, like women electing female officials to preside over state-sponsored feasts [Burton], Greek matrons took a break from their usually homebound lives to participate in the autumn sowing ( Sporetos) festival of Thesmophoria. Although most of the practices remain a mystery, we know that the holiday was a bit more involved than our modern versions and that no men were allowed to participate. The matrons probably symbolically relived the anguish Demeter suffered when her daughter Persephone was abducted by Hades. They also probably asked for her help in obtaining a bountiful harvest. The Goddess Demeter Demeter (the Greek version of the Roman goddess Ceres) was the goddess of grain. It was her job to feed the world, but when she discovered her daughter had been kidnapped, she became so depressed she wouldnt do her job. Finally, she found out where her daughter was, but that didnt help much. She still wanted Persephone back and the god who had abducted Persephone didnt want to return his lovely prize. Demeter refused to eat or feed the world until the other gods arranged a satisfactory resolution to her conflict with Hades over Persephone. After her reunion with her daughter, Demeter gave the gift of agriculture to mankind so we could plant for ourselves. Thesmophorias Ritual Insults Before the Thesmophoria festival itself, there was a preparatory night-time festival called the Stenia. At the Stenia women engaged in Aiskhrologia, insulting each other and using foul language. This may have commemorated Iambes successful attempts to make the grieving mother Demeter laugh. The story of Iambe and Demeter: A long time she sat upon the stool without speaking because of her sorrow, and greeted no one by word or by sign, but rested, never smiling, and tasting neither food nor drink, because she pined with longing for her deep-bosomed daughter, until careful Iambe- who pleased her moods in aftertime also- moved the holy lady with many a quip and jest to smile and laugh and cheer her heart.- Homeric Hymn to Demeter A Fertility Component of the Thesmophoria During the Stenia prelude to the Thesmophoria or, at any rate, sometime before the actual festival, it is believed that certain women (Antletriai Bailers) placed fertility objects, phallic-shaped bread, pine cones and sacrificed piglets, in a possibly snake-filled chamber called a megaron. After the uneaten pig remains had begun to rot, the women retrieved them and the other objects and placed them on the altar where farmers could take them and mix with their grain seed to ensure an abundant harvest. This happened during the Thesmophoria proper. Two days may not have been enough time for decomposition, so some people think the fertility objects were thrown down not during the Stenia, but during the Skira, a midsummer fertility festival. This would have given them 4 months to decompose. That presents another problem since the remains might not have lasted for four months. The Ascent The first day of the Thesmophoria itself was Anodos, the ascent. Carrying all the supplies they would need for 2 nights and 3 days, the women went up the hill, set up camp on the Thesmophorion (the hillside sanctuary of Demeter Thesmophoros Demeter the law-giver). They then slept on the ground, probably in 2-person leafy huts, since Aristophanes* refers to sleeping partners. The Fast The second day of the Thesmophoria was the Nesteia Fast when women fasted and mocked each other, again using the foul language that may have been a deliberate imitation of Iambe and Demeter. They may also have whipped each other with bark scourges. The Kalligeneia The third day of the Thesmophoria was the Kalligeneia Fair Offspring. Commemorating Demeters torch-light search for her daughter, Persephone, there was a night-time torch-lit ceremony. The bailers ritually purified, descended to the megaron to remove the decayed matter thrown down earlier (either a couple of days or up to 4 months): pigs, pine cones, and dough that had been formed in the shape of mens genitals. They clapped to scare the snakes away and brought back the material so they could place it on the altars for later use as, especially potent fertilizer in the sowing of seed. *For a humorous picture of the religious festival, read Aristophanes comedy about a man who tries to infiltrate the women-only festival, Thesmophoriazusae. It is called Thesmophoria, because Demeter is called Thesmophoros in respect of her establishing laws or thesmoi in accordance with which men must provide nourishment and work the land.- David Noy Sources Interpreting the Athenian Thesmophoria, by Allaire B. Stallsmith. Classical Bulletin 84.1 (2009) pp. 28-45.Eratosthenes and the Women: Reversal in Literature and Ritual, by Jordi Pmias; Classical Philology, Vol. 104, No. 2 (Apr. 2009), pp. 208-213.Womens Commensality in the Ancient Greek World, by Joan Burton; Greece Rome, Vol. 45, No. 2 (Oct. 1998), pp. 143-165.

Boas 610 Essay Example | Topics and Well Written Essays - 750 words

Boas 610 - Essay Example It is not only important, but at times, it is necessary as well, since the proof and evidence at hand is not sufficient enough to draw appropriate conclusions (Boas 610); at such times, it becomes a necessity to make use of the historical or the present forms of the culture in order to solve the puzzle (Boas 610). When dealing with the historical aspect of anthropology, there is often a tussle between the social and economical factors that have helped shape the historical and the present conditions and cultural practices (Boas 611). Sociologists tend to make the field of sociology as the central theme of anthropological discussions (Boas 611), claiming that the human mind and its interactions with its surroundings, as discussed in sociology, is the key component of cultural evolution (Boas 611). Whereas this might be true, it is not the sole player in the game (Boas 611). Sociological factors shape the long term designs of culture (Boas 611); indeed, some cultural practices which for m the core of the society take a long time to change, if at all, and it is only the radical changes that can truly be identified (Boas 610), with the more subtle and gradual changes often hard to recognize or overlooked (Boas 610). Sociology alone can not account for the short term and immediate social decisions which shape the day to day cultural activities of the populace (Boas 611). Such decisions are often strongly dictated by the economic conditions of the place (Boas 611). Economists, likewise, tend to emphasize completely on the economic factors that govern the evolution of a society, neglecting or undermining the psychological and social bearings of the process (Boas 611). Economy is helpful only for studying the short term effects, as pointed out previously; it can not explain the general decisions of the masses which span entire societies and centuries, with such decisions often being static or very slowly changing (Boas 610). This is because economic conditions are dynami c, and do not remain the same over extended periods of time (Boas 611). Therefore, they can only account for periodic changes. Long term practices like religion, art, and language are beyond the parameters of economics to define (Boas 611). Therefore, it follows that sociology and economics are mutually dependent to mold the society and are equally responsible for the growth of the culture the people who practice it (Boas 611). Part I: Q1: Although Frank Boas is not a theorist, he is considered to be am important figure in anthropological thought and study. This is because of his important contributions in the anthropological study of the relation of the individual with the society (Boas 610), and the effects and reactions of individual to the practices of the society and the established culture (Boas 610). In turn, according to Boas, this reaction has some effect on the culture and how it develops and changes (Boas 610). The importance of Boas’ work can only be fully appreci ated if the importance of the topics that he has worked on is recognized. The relation of the society and the individual and their mutual cause and effect (Boas 610) cycle is often overlooked, for the favor of the population mass as a whole (Boas 611). Whereas Boas does admit that the overall functioning of the society is not effected to an appreciable degree by the psychology of an individual (Boas 610), and that society is home to many varied human minds (Boas

Strategic leadership Essay Example | Topics and Well Written Essays - 500 words

Strategic leadership - Essay Example e analysis of the practical facts, and  thorough  testing of the theories presented, which provides a  realistic  situation on the ground; thus preventing the  development  of products that may not be well received by customers as earlier perceived. Through creative thinking, it  was envisioned  that the Exact Online software would be  crucial  to the operations of the business. Since it  was perceived  to be a  feasible  idea and an innovative product, market research  was not conducted  to determine the customer’s requirements and views. Thus, a  decision  was drawn  without sound argumentation of the facts present, and no  justification  was made  to verify if the idea could work. According to de Wit and Meyer (2010), the  manager  uses his intuition based on his experience in the industry. This intuition gave the bigger picture of how the  product  would have an impact on business, and consequently, the profit margins of the company. The board bought the idea and made a conclusion without having a  rigorous  analysis, which increased the  speed  of implementation of the  idea  and its  subsequent  production. However, the decision for the  product production  did not have  feasible  impact, because it did not  capture  what the customer wanted, thus the  lukewarm  attitude towards the product. Prior analysis of the product would have had a different outcome on the performance of the Exact Online software in the market. This is one of the points of tension, since market research and subsequent analysis would have brought out the  market  expectations of the product. Consequently, an appropriate  decision  would  have been drawn  based on these facts and arguments and not solely on intuition. Intuition only focuses on the qualitative  information  such as the presumed impact of the product and the  eventual  profits the company would make. This show that intuition can lead to new, innovative product, which if not  well  research on can lead to negative

How Diversity of Faith is Effectively Used in Nursing Care Essay Example for Free

How Diversity of Faith is Effectively Used in Nursing Care Essay Even though medical healing is mainly based upon scientific beliefs, one cannot discount the effect of religious beliefs in the healing of a patient. For many people with a strong religious conviction, the simple belief in the power of prayer is enough to create signs of healing even in the most critical of patients. Even though the effects of prayer are undocumented, there is a growing belief among many that faith plays a significant role in healing a patient when science has given him up for dead. In the medical field, nurses are slowly realizing that a diversity of faith among their patients has them in a bind. Not all nurses are religious, nor do they share the same religious traditions as the patient. In such instances, it is up to the nurse to find a middle ground where they can honor the religious beliefs of individual patients without losing sight of their own religion. Nursing is a highly technical occupation. This is why even though nurses realize that each patient has a spiritual need, the nurse may not always be trained to respond to it. So this job is usually relegated to the hospitals pastoral care workers even though nurses would be better placed to deliver such patient needs. It is not for a nurse to question the religious beliefs of her patients, but it is her job to insure that these beliefs are fully utilized in the process of helping a patient to heal both physically, mentally, and spiritually. Unfortunately, the nursing shortage in the country does not leave the nurses with much to connect on a personal basis with their patients. Patient care and comfort are forgone in lieu of time management and getting the job done. Though nurses have traditionally been viewed as both medical and spiritual healers because of the personal connection they have with their wards, the lack of time and instruction as to how to combine patient care and religion are sending our nurses off the original objectives of why they became nurses. Roberta Bube, RN, PHN currently works part time as nurse at the Marion Medical Center in Santa Maria, Calif. According to her interview in Nurseweek for the article You Gotta Have Fait, she realized that You have to address mind, body and spirit, I always found time to do it [in a hospital]. I did have to be cautious. Id have to do it quietly. Everybodys beliefs are different. So, how can a nurse integrate the religious aspect and its various differences in their daily dealings with their individual patients? Firstly, a nurse can typically start by incorporating the patients religious belief into her basic daily care routine for the patient. At the Saint Francis Medical Center in Santa Barbara, California, clinical coordinator Jan Ingram, RN, explains in the same article that Whether youre giving them a sponge bath or putting them on the commode, if youre really there with them-mindfully present-that is a spiritual action. Nurses have to realize that listening and communicating with their patient is of vital importance in helping a patient heal. This includes developing ways and means for the patient to be able to effectively practice their beliefs and be able to assist in the patients personal spiritual care. Once a nurse learns to approach a person holistically, the nurse will now be in a very good position to accept the various faiths of their patients and convert the same or varied belief amongst the patients she is in charge of. Secondly, the nurse must be willing to set aside her own personal spiritual beliefs and instead be open minded and willing to accept the faith of the patient while she is caring for him or her. A patient may request for a bible reading, a short prayer, or simply letting the patient talk with the nurse listening and prepared to reassure her at the end that God has not abandoned him or her. If need be, a nurse must not hesitate to accommodate a patients request to join him in a religious activity. Such activities tend to reassure a patient and keep him calm throughout the healing process. Lastly, it is highly imperative that nurses know and understand the religious beliefs of their patients as these beliefs can affect their medical decisions pertaining to procedures such as operations or end of life decisions. So, a nurse is encouraged to discuss and explore their patients religious beliefs if a patient is comfortable doing so with the nurse. This will allow a nurse to develop and gain the trust of the patient because the patient will be comfortable in the knowledge that the nurse in charge of her care understands her religious belief and will always respect its role in their lives. Such support systems between patient and nurse usually prove vital in the therapeutic alliance of the two parties. Â  It is also highly important that a nurse, even though not a devout practitioner of her religion, believes in God and knows how to pray. Even though a nurse is taught how to compartmentalize her feelings and not be affected by the events of the day at the hospital, one cannot help but be affected. There will be times in the course of performing her duty that she will call science into question and why it failed certain patients, or why it cannot seem to heal a patient who has no reason to be ill. During those situations, when science seems to fail her, the only thing she will find herself clinging to is her belief in god or her religion. It is this faith that she will take with her as she tries to heal her patient and help him cope with his medical situation. This will be the common denominator binding them. Faith in religion regardless of what the religion is commonly called. At the end of the day, nurses will have to learn to accept and integrate the diversified cultures and religious beliefs of their patients. The nurse will have to turn to her own personal faith for support as well. All of this because healing a patient is not all a matter of science. It is also a matter of spiritual belief in a Supreme Being who can heal us all of our aches and pains in any form or guise. Work Cited Hebert Randy S. ; Jenckes., Mollie W. ; Ford, Daniel E.; OConnor, Debra R. $ Cooper, Lisa A. (2001). Patient Perspectives on Spirituality and the Patient-Physician Relationship. Journal of Internal General Medicine. Retrieved May 25, 2007 from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1495274 Hemilla, Donna. (2002). You Gotta Have Faith. Nurseweek. Retrieved May 20, 2007 from http://www.nurseweek.com/news/features/02-09/faith.asp Mitchell, Joyce Haroun, Lee. (2005). Healthcare. Singapore. Thomson Delmar. Wensley, Michelle. Spirituality in Nursing. Retrieved May 21, 2007 from http://www.ciap.health.nsw.gov.au/hospolic/stvincents/1995/a04.html

The Coniston Massacre :: essays research papers

On the 29th o April, 1977 Captain Cook, commander of a British fleet, landed on the eastern shore of Australia, in an attempt to claim the land under the name of Britain. The land was to be claimed by Britain as a land where the British government could send convicts; in an attempt to ease the struggle in the over flowing prisons. Upon Cooks arrival, he was ordered to follow three rules of claiming a foreign land. They were; 1.  Ã‚  Ã‚  Ã‚  Ã‚  If the land was not claimed, owned or inhabited by another country or race, Britain could just claim the land as their own. 2.  Ã‚  Ã‚  Ã‚  Ã‚  If the land was already claimed or owned by another country or people, then Britain could easily ask to have, or more likely, purchase some of the desired land. Through under British law, they could not steal the land as their own. 3.  Ã‚  Ã‚  Ã‚  Ã‚  If the people who owned the land decided not to give or sell any of it, Britain could declare was on them, to most probably reveal the superior country. During, and after the war, under British law, Britain was still unable to claim any already claimed land as their own, without the permission of the owners. Cook used none of these methods upon his arrival of Australia. Upon his arrival of Australia the country was already inhabited by the local Aboriginal people. Even though Cook presumably had a knowledge of the laws of claiming land, he did not abide by them. The British settlers instead just took the land as their own, with no regard for the Aboriginal people, starting a war, of sorts, that continues to this very day. (Board of Studies, NSW) White settlers moved into Central Queensland in hopes to find suitable land for their cattle to graze on. In their search this, much like the majority of the other land that had been â€Å"Settled† was inhabited by the local Aboriginal people. Again, much like the other portions of land that had ‘settled’, the ‘white settlers’ took the Aboriginal people with no regard, killing and wounding them as a way to claim the land. One of the vile acts that the white people did to the Aboriginals during those times was the raping and sexual mistreatment of many of the Aboriginal women. Probably the worst group to commit such acts was the Frasier Brothers. Boys who grew up on a station raped countless, some what defenceless, women, with no conscience or remorse.

Philippine Literature Essay

Consisted of early Filipino literature passed down orally; oral pieces have a communal authorship – it was difficult to trace the original author of the piece since oral literature did not focus on ownership or copyright, rather on the act of storytelling itself; – Many oral pieces became lost in the wave of the new literary influence brought about by the Spanish colonization; however, according to the Philippine Literature: A History & Anthology, English Edition (Lumbera, B. & Lumbera C. ), the pre-colonial period of Philippine literature is considered the longest in the country’s history; – Literature in this period is based on tradition, reflecting daily life activities such as housework, farming, fishing, hunting, and taking care of the children as well; – Oral pieces told stories which explained heroes and their adventures; they attempted to explain certain natural phenomena, and, at the same time, served as entertainment purposes; – Pre-colonial literature showed certain elements that linked the Filipino culture to other Southeast Asian countries (e. g. oral pieces which were performed through a tribal dance have certain similarities to the Malay dance); – This period in Philippine literature history represented the ethos of the people before the arrival of a huge cultural influence – literature as a cultural tradition, than a form of art that had a particular set of decorum.  · Early Forms of Philippine Literature: o Bugtong (riddles; a bugtong contains a metaphor called,Talinghaga), Salawikain (proverb); o Pre-colonial poetry – Tanaga (expresses a view or a value of the world), Ambahan (songs about childhood, human relationships, hospitality; sung by the Mangyan), Duplo (verbal jousts/games), Bayok (thoughts about love), Balagtasan (performed on stage); o Epic poetry – romantic heroes and heroines that are a reflection of the world as perceived by the early Filipinos.  · Notable Works of the Pre-colonial Period: o Tuwaang, Lam-ang, Hinilawod, Bantugan II. Spanish Colonial Period (Mid-16th – late 19th century) – The Spanish culture, as reflected in the works of this literature period, showed a clash with the pre-colonial Filipino literature in the beginning. However, due to the length of stay of the colonizers, the Spanish culture was eventually imbued in the Filipino literature of the period; – Religion became an important theme that had influenced the early Filipino writings which had the presence of paganism – â€Å"Christian Folk-Tale†; – In addition, the influence of religion, besides on the daily life of the natives, was lead by the friar/missionary/parish priest who were appointed by the Spanish government; – Despite the goal of the Spanish government to turn the country into a full-fledged European colony, the Spanish influence ironically inspired a reformation from the natives, which eventually turned into a revolution; – Yet regardless of the conflicts that plagued the relationship between the Spaniards and the Filipinos, a sense of nationalism was formed among the oppressed, and had caused them to rise up to a nationalistic cause; – The essay genre was recognized amidst the scene of editorial protest – Jose Rizal and Plaridel (Marcelo H. Del Pilar) were among those who opt in using the pen in voicing out the people’s cry instead of the sword; – Introduction of the roman alphabet that gradually replaced the ‘alibata’; – The Filipino literature of this period became the predecessor of many more literary works to come in the ages, wherein the theme of nationalism and freedom of speech would be evident.  · Philippine Literature and Art during the Spanish Period: o Pasyon and Sinakulo (religious dramas performed during the Holy Week); o Narrative Poems – Awit; Corrido; o Komedya – a theatrical performance which captured the ideal European lifestyle as portrayed by medieval characters  · Notable Works of the Spanish Period: o Doctrina Christiana (1593) – the first book ever published in the Philippines; printed by the Dominican Press; o May Bagyo Mat’ May Rilim – according to literary historian, Bienvenido Lumbera, is the first printed literary work in Tagalog; o Ang Mahal na Passion ni Jesu Christong P. Natin na Tola (1704) – eventually referred to as â€Å"Pasyon,† was written by Gaspar Aquino de Belen; an example of Christian folk epic in which the passion of Jesus Christ was written in relation with the plight of the Filipino people who were oppressed by the colonizers, as well as the values of a Filipino; o Ninay (1885) – first Filipino novel written; Pedro Paterno; o Florante at Laura – Francisco â€Å"Balagtas† Baltazar; though there are symbols and themes which dictate the protest of the Filipino against the Spanish regime, it is uncertain as to whether or not Balagtas had intended the issue – which was subtly derived from his work – since he left no notes or additional pieces that may affirm the conclusion; o Noli Me Tangere (1887) and El Filibusterismo (1891) – Jose Rizal; works which created an impact on the national consciousness and love for one’s country against the abusive government of the Spaniards; o La Solidaridad – Propagandist newspaper. III. American Colonial Period (Late 19th – Mid-20th century) – The gradual decline of the Philippine literature written in Spanish; – The English language eventually became the medium of writing and instruction in schools; – As the Spanish colonizers left the country in accordance with the Treaty of Paris, the spirit of nationalism and the desire to be acknowledged of independence did not disappear just yet. Instead, these uniting forces geared into revolting against the new colonizers; – During the American colonization period, Philippine literature reflected the ethos of its people under a new role. However, these day-to-day experiences under a new foreign influence, as well as sentiments, were expressed through the English language; – The Spanish ‘sarsuwela’ was eventually replaced by the ‘drama’; – One major influence of the American occupation on the Filipino literature is its refining in the context of the content and the form. Furthermore, because of this broadened knowledge on the field of literature through the education provided by the American government, Philippine literature has become more than a tradition formed by culture. It has become an art which succeeding poets, fictionists, and playwrights continue to build upon and enrich in every generation; – Beginning with Rizal’s use of social realism as one of the major themes for his two major novels, the literature during the American colonization also became an involvement, not just reflecting the Filipino experience – a strengthened sense of nationalism deeply rooted in the Filipino pride and culture; – Unlike in the Spanish colonization period wherein female writers (e. g. Gregoria de Jesus) were overshadowed by their more dominant, male contemporaries – as a result of the education only being provided to a selected and privileged few – during the American occupation, women have had their opportunity to enhance their talent by being educated on the craft. In addition, the growing popularity of works written by Filipina writers is the result of the growing audience appreciating literature by females.  · Philippine Literature and Art during the American Period: o Short Story o Poetry in English o Free Verse in Poetry o Drama  · Notable Works of the American Period: o Mga Agos sa Disyerto (1964) – Efren R. Abueg, Edgardo M. Reyes, Eduardo Bautista Reyes, Rogelio L. Ordonez and Rogelio R. Sikat; this short story anthology brought fiction into the age of modernism; o Ako ang Daigdig (1940) – Alejandro G. Abadilla; free verse poem; o Sa Dakong Silangan – Jose Corazon de Jesus; a poem written in the vernacular http://lourdesbraceros. weebly. com/a-brief-history-of-philippine-literature-in-english. html

Night World : Spellbinder Chapter 1

Expelled. It was one of the scariest words a high school senior could think of, and it kept ringing in Thea Harman's mind as her grandmother's car approached the school building. â€Å"This,† Grandma Harman said from the front passenger seat, â€Å"is your last chance. You do realize that, don't you?† As the driver pulled the car to the curb, she went on. â€Å"I don't know why you got thrown out of the last school, and I don't want to know. But if there's one whiff of trouble at this school, I'm going to give up and send both of you to your Aunt Ursula's. And you don't want that, now, do you?† Thea shook her head vigorously. Aunt Ursula's house was nicknamed the Convent, a gray fortress on a deserted mountaintop. Stone walls everywhere, an atmosphere of gloom-and Aunt Ursula watching every move with thin lips. Thea would rather die than go there. In the backseat next to her, Thea's cousin Blaise was shaking her head, too-but Thea knew better than to hope she was listening. Thea herself could hardly concentrate. She felt dizzy and very untogether, as if half of her were still back in New Hampshire, in the last principal's office. She kept seeing the look on his face that meant she and Blaise were about to be expelled-again. But this time had been the worst. She'd never forget the way the police car outside kept flashing red and blue through the windows, or the way the smoke kept rising from the charred remains of the music wing, or the way Randy Marik cried as the police led him off to jail. Or the way Blaise kept smiling. Triumphantly, as if it had all been a game. Thea glanced sideways at her cousin. Blaise looked beautiful and deadly, which wasn't her fault. She always looked that way; it was part of having smoldering gray eyes and hair like stopped smoke. She was as different from Thea's soft blondness as night from day and it was her beauty which kept getting them in trouble, but Thea couldn't help loving her. After all, they'd been raised as sisters. And the sister bond was the strongest bond there was†¦ to a witch. But we can't get expelled again. We can't. And I know you're thinking right now that you can do it all over again and good old Thea will stick with you-but this time you ‘re wrong. This time I've got to stop you. â€Å"That's all,† Gran said abruptly, finishing with her instructions. â€Å"Keep your noses clean until the end of October or you'll be sorry. Now, get out.† She whacked the headrest of the driver's seat with her stick. â€Å"Home, Tobias.† The driver, a college-age boy with curly hair who had the dazed and beaten expression all Grandma's apprentices got after a few days, muttered, â€Å"Yes, High Lady,† and reached for the gearshift. Thea grabbed for the door handle and slid out of the car fast. Blaise was right behind her. The ancient Lincoln Continental sped off. Thea was left standing with Blaise under the warm Nevada sun, in front of the two-story adobe building complex. Lake Mead High School. Thea blinked once or twice, trying to kick-start her brain. Then she turned to her cousin. â€Å"Tell me,† she said grimly, â€Å"that you're not going to do the same thing here.† Blaise laughed. â€Å"I never do the same thing twice.† â€Å"You know what I mean.† Blaise pursed her lips and reached down to adjust the top of her boot. â€Å"I think Gran overdid it a little with the lecture, don't you? I think there's something she's not telling us about. I mean, what was that bit about the end of the month?† She straightened, tossed back her mane of dark hair and smiled sweetly. â€Å"And shouldn't we be going to the office to get our schedules?† â€Å"Are you going to answer my question?† â€Å"Did you ask a question?† Thea shut her eyes. â€Å"Blaise, we are running out of relatives. If it happens again-well, do you want to go to the Convent?† For the first time, Blaise's expression darkened. Then she shrugged, sending liquid ripples down her loose ruby-colored shirt. â€Å"Better hurry. We don't want to be tardy.† â€Å"You go ahead,† Thea said tiredly. She watched as her cousin walked away, hips swaying in the trademark Blaise lilt. Thea took another breath, examining the buildings with their arched doorways and pink plaster walls. She knew the drill. Another year of living with them, of walking quietly through halls knowing that she was different from everybody around her, even while she was carefully, expertly pretending to be the same. It wasn't hard. Humans weren't very smart. But it took a certain amount of concentration. She had just started toward the office herself when she heard raised voices. A little knot of students had gathered at the edge of the parking lot. â€Å"Stay away from it.† â€Å"Kill it!† Thea joined the periphery of the group, being inconspicuous. But then she saw what was on the ground beyond the curb and she took three startled steps until she was looking right down at it. Oh†¦ how beautiful. Long, strong body†¦ broad head†¦ and a string of rapidly vibrating horny rings on the tail. They were making a noise like steam escaping, or melon seeds being shaken. The snake was olive green, with wide diamonds down its back. The scales on the face looked shiny, almost wet. And its black tongue flickered so fast†¦. A rock whizzed past her and hit the ground beside the snake. Dust puffed. Thea glanced up. A kid in cutoffs was backing away, looking scared and triumphant. â€Å"Don't do that,† somebody said. â€Å"Get a stick,† somebody else said. â€Å"Keep away from it.† â€Å"Kill it.† Another rock flew. The faces around Thea weren't vicious. Some were curious, some were alarmed, some were filled with a sort of fascinated disgust. But it was all going to end up the same for the snake. A boy with red hair came running up with a forked branch. People were reaching for rocks. I can't let them, Thea thought. Rattlers were actually pretty fragile-their backbones were vulnerable. These kids might kill the snake without even meaning to. Not to mention that a couple of the kids might get bitten in the process. But she didn't have anything†¦ no jasper against venom, no St. John root to soothe the mind. It didn't matter. She had to do something. The redheaded boy was circling with the stick like a fighter looking for an opening. The kids around him were alternately warning him and cheering him on. The snake was swelling its body, tongue-tips flickering up and down faster than Thea's eye could follow. It was mad. Dropping her backpack, she slipped in front of the red-haired boy. She could see his shock and she heard several people yell, but she tried to block it all out. She needed to focus. I hope I can do this†¦. She knelt a foot away from the rattler. The snake fell into a striking coil. Front body raised in an S-shaped spiral, head and neck held like a poised javelin. Nothing looked so ready to lunge as a snake in this position. Easy†¦ easy, Thea thought, staring into the narrow catlike pupils of the yellow eyes. She slowly lifted her hands, palms facing the snake. Worried noises from the crowd behind her. The snake was inhaling and exhaling with a violent hiss. Thea breathed carefully, trying to radiate peace. Now, who could help her? Of course, her own personal protector, the goddess closest to her heart. Eileithyia of ancient Crete, the mother of the animals. Eileithyia, Mistress of the Beasts, please tell this critter to calm down. Help me see into its little snaky heart so I'll know what to do. And then it happened, the wonderful transformation that even Thea didn't understand. Part of her became the snake. There was a strange blurring of Thea's boundaries-she was herself, but she was also coiled on the warm ground, angry and excitable and desperate to get back to the safety of a creosote bush. She'd had eleven babies some time ago and had never quite recovered from the experience. Now she was surrounded by large, hot, fast-moving creatures. Big-living-things†¦ way too close. Not responding to my threat noises. Better bite them. The snake had only two rules for dealing with animals that weren't food. 1) Shake your tail until they go away without stepping on you. 2) If they don't go away, strike. Thea the person kept her hands steady and tried to pound a new thought into the small reptile brain. Smell me. Taste me. I don't smell like a human. I'm a daughter of Hellewise. The snake's tongue brushed her palm. Its tips were so thin and delicate that Thea could hardly feel them flicker against her skin. But she could feel the snake drop down from maximum alert. It was relaxing, ready to retreat. In another minute it would listen when she told it to slither away. Behind her, she heard a new disturbance in the crowd. ‘There's Eric!† â€Å"Hey, Eric-rattlesnake!† Block it out, Thea thought. A new voice, distant but coming closer. â€Å"Leave it alone, guys. It's probably just a bull snake.† There was a swell of excited denial. Thea could feel her connection slipping. Stay focused†¦. But nobody could have stayed focused during what happened next. She heard a quick footstep. A shadow fell from the east. Then she heard a gasp. â€Å"Mojave rattler!† And then something hit her, sending her flying sideways. It happened so fast that she didn't have time to twist. She landed painfully on her arm. She lost control of the snake. All she could see as she looked east was a scaly olive-green head driving forward so fast it was a blur. Its jaws were wide open-amazingly wide-and its fangs sank into the blue-jeaned leg of the boy who had knocked Thea out of the way.

How Latin America Gained Independence from Spain

How Latin America Gained Independence from Spain Independence from Spain came suddenly for most of Latin America. Between 1810 and 1825, most of Spains former colonies had declared and won independence and had divided up into republics. Sentiment had been growing in the colonies for some time, dating back to the American Revolution. Although Spanish forces efficiently quashed most early rebellions, the idea of independence had taken root in the minds of the people of Latin America and continued to grow. Napoleons invasion of Spain (1807-1808) provided the spark the rebels needed. Napoleon, seeking to expand his empire, attacked and defeated Spain, and he put his elder brother Joseph on the Spanish throne. This act made for a perfect excuse for secession, and by the time Spain had gotten rid of Joseph in 1813 most of their former colonies had declared themselves independent. Spain fought valiantly to hold on to its rich colonies. Although the independence movements took place at about the same time, the regions were not united, and each area had its own leaders and history. Independence in Mexico Independence in Mexico was sparked by Father Miguel Hidalgo, a priest living and working in the small town of Dolores. He and a small group of conspirators started the rebellion by ringing the church bells on the morning of September 16, 1810. This act became known as the Cry of Dolores. His ragtag army made it partway to the capital before being driven back, and Hidalgo himself was captured and executed in July of 1811. Its leader gone, the Mexican Independence movement almost failed, but the command was assumed by Josà © Marà ­a Morelos, another priest, and a talented field marshal. Morelos won a series of impressive victories against Spanish forces before being captured and executed in December 1815. The rebellion continued, and two new leaders came to prominence: Vicente Guerrero and Guadalupe Victoria, both of whom commanded large armies in the south and south-central parts of Mexico. The Spanish sent out a young officer, Agustà ­n de Iturbide, at the head of a large army to quash the rebellion once and for all in 1820. Iturbide, however, was distressed over political developments in Spain and switched sides. With the defection of its largest army, Spanish rule in Mexico was essentially over, and Spain formally recognized Mexicos independence on August 24, 1821. Independence in Northern South America The independence struggle in northern Latin America began in 1806 when Venezuelan Francisco de Miranda first attempted to liberate his homeland with British help. This attempt failed, but Miranda returned in 1810 to head up the First Venezuelan Republic with Simà ³n Bolà ­var and others. Bolà ­var fought the Spanish in Venezuela, Ecuador, and Colombia for several years, decisively beating them several times. By 1822, those countries were free, and Bolà ­var set his sights on Peru, the last and mightiest Spanish holdout on the continent. Along with his close friend and subordinate Antonio Josà © de Sucre, Bolà ­var won two important victories in 1824: at Junà ­n, on August 6, and at Ayacucho on December 9. Their forces routed, the Spanish signed a peace agreement shortly after the battle of Ayacucho. Independence in Southern South America Argentina drew up its own government on May 25, 1810, in response to Napoleons capture of Spain, although it would not formally declare independence until 1816. Although Argentine rebel forces fought several small battles with Spanish forces, most of their efforts went towards fighting larger Spanish garrisons in Peru and Bolivia. The fight for Argentine Independence was led by Josà © de San Martà ­n, an Argentine native who had been trained as a military officer in Spain. In 1817, he crossed the Andes into Chile, where Bernardo OHiggins and his rebel army had been fighting the Spanish to a draw since 1810. Joining forces, the Chileans and Argentines soundly defeated the Spanish at the Battle of Maipà º (near Santiago, Chile) on April 5, 1818, effectively ending Spanish control over the southern part of South America. Independence in the Caribbean Although Spain lost all of their colonies on the mainland by 1825, it retained control over Cuba and Puerto Rico. It had already lost control of Hispaniola due to slave uprisings in Haiti. In Cuba, Spanish forces put down several major rebellions, including one which lasted from 1868 to 1878. Carlos Manuel de Cespedes led it. Another major attempt at independence took place in 1895 when ragtag forces including Cuban poet and patriot Josà © Martà ­ were defeated at the Battle of Dos Rà ­os. The revolution was still simmering in 1898 when the United States and Spain fought the Spanish-American War. After the war, Cuba became a US protectorate and was granted independence in 1902. In Puerto Rico, nationalist forces staged occasional uprisings, including a notable one in 1868. None were successful, however, and Puerto Rico did not become independent from Spain until 1898 as a result of the Spanish-American War. The island became a protectorate of the United States, and it has been so ever since. Sources Harvey, Robert. Liberators: Latin Americas Struggle for Independence. 1st edition, Harry N. Abrams, September 1, 2000. Lynch, John. The Spanish American Revolutions 1808-1826 New York: W. W. Norton Company, 1986. Lynch, John. Simon Bolivar: A Life. New Haven and London: Yale University Press, 2006. Scheina, Robert L. Latin Americas Wars, Volume 1: The Age of the Caudillo 1791-1899 Washington, D.C.: Brasseys Inc., 2003. Shumway, Nicolas. The Invention of Argentina. University of California Press, March 18, 1993. Villalpando, Josà © Manuel. .Miguel Hidalgo Mexico City: Editorial Planeta, 2002.

1949 UN Resolution Calling for Referendum on Kashmir

1949 UN Resolution Calling for Referendum on Kashmir Pakistan was carved out of India in 1947 as the Muslim counterweight to Indias Hindu population. Predominantly Muslim Kashmir to the north of both countries was divided between them, with India dominating two-thirds of the region and Pakistan one third. A Muslim-led revolt against the Hindu ruler triggered a build-up of Indian troops and an attempt by India to annex the whole in 1948, provoking a war with Pakistan, which sent troops and Pashtun tribesmen to the region. A UN commission called for the withdrawal of both countries troops in August 1948. The United Nations brokered a cease-fire in 1949, and a five-member commission made up of Argentina, Belgium, Columbia, Czechoslovakia and the United States drew up a resolution calling for a referendum to decide Kashmirs future. The full text of the resolution, which India never allowed to be implemented, follows. Resolution of the Commission of January 5, 1949 The United Nations Commission for India and Pakistan, Having received from the Governments of India and Pakistan, in communications dated 23 December and 25 December 1948, respectively, their acceptance of the following principles which are supplementary to the Commissions Resolution of 13 August 1948: 1. The question of the accession of the State of Jammu and Kashmir to India or Pakistan will be decided through the democratic method of a free and impartial plebiscite; 2. A plebiscite will be held when it shall be found by the Commission that the cease-fire and truce arrangements set forth in Parts I and II of the Commissions resolution of 13 August 1948 have been carried out and arrangements for the plebiscite have been completed; 3. (a) The Secretary-General of the United Nations will, in agreement with the Commission, nominate a Plebiscite Administrator who shall be a personality of high international standing and commanding general confidence. He will be formally appointed to office by the Government of Jammu and Kashmir.(b) The Plebiscite Administrator shall derive from the State of Jammu and Kashmir the powers he considers necessary for organizing and conducting the plebiscite and for ensuring the freedom and impartiality of the plebiscite.(c) The Plebiscite Administrator shall have authority to appoint such staff of assistants and observes as he may require. 4. (a) After implementation of Parts I and II of the Commissions resolution of 13 August 1948, and when the Commission is satisfied that peaceful conditions have been restored in the State, the Commission and the Plebiscite Administrator will determine, in consultation with the Government of India, the final disposal of Indian and State armed forces, such disposal to be with due regard to the security of the State and the freedom of the plebiscite.(b) As regards the territory referred to in A.2 of Part II of the resolution of 13 August, final disposal of the armed forces in that territory will be determined by the Commission and the Plebiscite Administrator in consultation with the local authorities. 5. All civil and military authorities within the State and the principal political elements of the State will be required to co-operate with the Plebiscite Administrator in the preparation for the holding of the plebiscite. 6. (a) All citizens of the State who have left it on account of the disturbances will be invited and be free to return and to exercise all their rights as such citizens. For the purpose of facilitating repatriation there shall be appointed two Commissions, one composed of nominees of India and the other of nominees of Pakistan. The Commission shall operate under the direction of the Plebiscite Administrator. The Governments of India and Pakistan and all authorities within the State of Jammu and Kashmir will collaborate with the Plebiscite Administrator in putting this provision into effect.(b) All person (other than citizens of the State) who on or since 15 August 1947 have entered it for other than lawful purpose, shall be required to leave the State. 7. All authorities within the State of Jammu and Kashmir will undertake to ensure, in collaboration with the Plebiscite Administrator, that: (a) There is no threat, coercion or intimidation, bribery or other undue influence on the voters in the plebiscite;(b) No restrictions are placed on legitimate political activity throughout the State. All subjects of the State, regardless of creed, caste or party, shall be safe and free in expressing their views and in voting on the question of the accession of the State to India or Pakistan. There shall be freedom of the press, speech and assembly and freedom of travel in the State, including freedom of lawful entry and exit;(c) All political prisoners are released;(d) Minorities in all parts of the State are accorded adequate protection; and(e) There is no victimization. 8. The Plebiscite Administrator may refer to the United Nations Commission for India and Pakistan problems on which he may require assistance, and the Commission may in its discretion call upon the Plebiscite Administrator to carry out on its behalf any of the responsibilities with which it has been entrusted; 9. At the conclusion of the plebiscite, the Plebiscite Administrator shall report the result thereof to the Commission and to the Government of Jammu and Kashmir. The Commission shall then certify to the Security Council whether the plebiscite has or has not been free and impartial; 10. Upon the signature of the truce agreement the details of the foregoing proposals will be elaborated in the consultations envisaged in Part III of the Commissions resolution of 13 August 1948. The Plebiscite Administrator will be fully associated in these consultations; Commends the Governments of India and Pakistan for their prompt action in ordering a cease-fire to take effect from one minute before midnight of 1 January 1949, pursuant to the agreement arrived at as provided for by the Commissions Resolution of 13 August 1948; and Resolves to return in the immediate future to the Sub-continent to discharge the responsibilities imposed upon it by the Resolution of 13 August 1948 and by the foregoing principles.

Social Thought and Social Change Essay Example | Topics and Well Written Essays - 1500 words

Social Thought and Social Change - Essay Example 6). For Enlightened thinkers, the desirable direction and final destination they aim for is a place where everyone lives in â€Å"a perfectly happy existence,† free from religious control, aristocratic discrimination and monarchical oppression (Bury 1920, p. 6). This idea is oftentimes criticised by modern thinkers as a naive belief in man’s capability for achieving perfection (Israel 2001, p. 3). However, Israel (2001, pp. 3-4) argues that â€Å"Enlightenment progress breathed a vivid awareness of the great difficulty of spreading toleration, curbing religious fanaticism, and otherwise ameliorating human organization, orderliness, and the general state of health.† Concurrently, even though famous Enlightened thinkers have opposing ideas about how to go about achieving progress, it cannot be denied that they share the same principles and morals. For instance, while Voltaire did not believe in the notion of equality and moved to educate and enlighten aristocrats i nto bettering the world, Rousseau detested them and lobbied for equality through revolution. However, both detested the Church and absolute monarchy and sought to change the status quo (Brians 2000). It is unquestionable, then, that the Enlightenment—though ripe with strife and conflicting ideas—moved towards the same destination; and that is, the achievement of progress through positive societal changes. The Enlightenment symbolizes civilisation’s actual forward movement towards a desirable direction. It is progress personified. Both supporters and critics of the Enlightenment and even opposing Enlightened thinkers show that its end-all and be-all is achieving progress through reason—progress that aims to create a better society at a time when religious tyranny and absolute monarchy and aristocracy ruled the world. II. Stages of History and Revolution Karl Marx views human history as a series of stages wherein man struggles to deal with and control the e conomic benefits of the resources of the world in order to achieve power and position (Weiner 2008, p. 42; Cohen 2004, p. 23). â€Å"The growth of human power is the central process of history. The need for that growth explains why there is history† (p. 23). Hence, Marx evaluates history as the process of man’s struggle for control over the developing system of production (Shaw 1978, p. 152). Marx (1904, p. 28) states the first stage of history as primitive communism where goods and property are shared and the means of production include hunting and gathering; the second stage is slave society where a class society based on private ownership is established (pp. 285-286); third is feudalism (p. 216); fourth is capitalism (p. 19); fifth is socialism (p. 10); and the final stage is pure communism exhibited through a classless society and the abolition of private ownership (Marx and Engels 1858 qtd. in Schumaker 2010, p. 46). This is a history of class struggle, as â€Å" new forms of society arise appropriate to the new forms of production when the new classes win power† (McCarthy 1995). It can be seen here how each historical stage moves on to the next only with the destruction of a socio-economic system through the uprising of the lower classes. For instance, feudalism evolved into capitalism after the landed aristocrats was challenged by craftsmen and merchants (Bowen 2011).

Innovation and New Product Development Essay Example | Topics and Well Written Essays - 2500 words

Innovation and New Product Development - Essay Example New Product Development is defined as; 'the processes involved in getting a new product or service to market. The traditional product development cycle, the stage-gate model, embraces the conception, generation, analysis, development, testing, marketing, and commercialization of new products or services.'[5] New product development and innovation are an integral part of many companies. This is because the reason the existence of a company is to satisfy the needs of the consumer. As long as unfulfilled needs exist in the market; the company must strive to satisfy those needs by the introduction of new products and services. This area of a company has recently acquired much limelight and attention. This is because of two reasons. Firstly, due to technological changes, products are fast becoming obsolete and new products are required to be developed in order to take their place. Secondly; it has become easy for companies to replicate a new product offering. This is how me too products have increased in the market. The only protection from this is continual innovation and a commitment to change. There are three distinct categories of new products. The first category includes products that are truly innovative and hence unique; such as the computer, telephone and the zipper. The second category includes replacements that are significantly different from existing products and services in form, benefits and features. Notable examples include digital camera and contact lenses. Lastly, the third category comprises imitative products which are new to a particular company but not new to the market. In certain cases a company may just want to offer a 'me too' product to the consumer.[14] A new product strategy identifies the role a product is intended to play in satisfying company and marketing goals. For example; a product may be launched to protect market share, to create a new category or attain a specific return on investment. It may also be launched to maintain the company's reputation for innovation or social responsibility. This is what the strategy was for General Motors when it launched the EV1 electric vehicle. ' Although the EV1 may have helped General Motors rebut criticism about not being environmentally sensitive, it failed with respect to achieving sufficient sales'[15] In general there are six stages of the product development process. The first stage consists of generating new product ideas. Therefore organizations must encourage creativity and breakthrough thinking in their employees. These ideas can be generated through a number of different ways. These include long-range studies; whereby information on market trends and the use of the Delphi technique is used to discover new ideas. Another source of innovative ideas is the customer. Therefore many innovations come from listening to the customer about their unfulfilled needs or refinement in existing products that they would like to see. Brainstorming, gap analysis and dissecting competitive products are other sources of new ideas [2]. Certain new developments for product innovation have resulted in specific tools to generate new product ideas. These include. Examples are of Attribute Listing, Morphological Analysis and Matrix Analysis. They entail first examining all the attributes of an exist ing product.