Nigeria My Country

After an initial lag in 1973 and 1974, when large surpluses were saved and invested abroad, consolidated public expenditure accelerated rapidly: by 1976 it absorbed the entire oil windfall (Figure 2). By 1977 combined federation and states capital expenditure increased six fold over their 1970 level. Public capital expenditure accelerated so strongly that it alone accounted for the spending of more than half of the entire oil windfall. However, Nigeria's continued failure to improve its ranking in measures of educational success or infrastructure quality suggest that much of this expenditure was conceived too hastily and ended up largely leading to waste and corruption. Weak institutions and poor governance have contributed substantially to Nigeria’s public debt problems, as the majority of projects financed by public borrowing during the late 1970s and 1980s failed to generate an adequate rate of return needed to improve the repayment capacity of the country. Thus during the 1970s, public expenditure was primarily financed from oil revenues, made possible by the high oil prices in the 1970s, some domestic borrowing, and relatively modest external borrowing. At the time of the second oil shock in 1980, when oil prices jumped to almost $40/bbl, the Since the oil prices collapse in the early 1980s, Nigeria experienced rapid external debt built-up and dwindling foreign exchange reserves: public and publicly guaranteed external debt increased from $4. 3 billion to $11. 2 billion, while foreign exchange reserves were almost exhausted, from $10 billion to $1. 23 billion, all between 1981 and 1983.

Response to Don Marquis’ “Why Abortion Is Immoral”

Don Marquis' â€Å"Why Abortion is Immoral† In his essay â€Å"Why Abortion is Immoral,† Don Marquis argues against the morality of abortion on the premise that the value of a fetus' future is so great that it is immoral to take that potential future away from it. Essentially, he contends, abortion is tantamount to murder: killing an individual is prima facie wrong because the loss of the goods of one's future is the worst loss a human can suffer. He calls this potential future a â€Å"future-like-ours,† which is the basis for his contentions.In the next few pages I will delineate the general progression of his argument, and later, will evaluate the plausibility of said argument. Though Marquis makes both logical and compelling claims, there are several concerns and weaknesses that arise from his argument that must be considered. Marquis establishes his argument with the exploration of why killing humans is wrong, in any case. The clear answer, he says, is that k illing is wrong because of its â€Å"effect on the victim† (Ethical Issues in Modern Medicine, 558).Taking one's life deprives the victim of â€Å"all the experiences, activities, projects, and enjoyments that would otherwise have constituted one's future,† and this is the greatest loss that any human can suffer (558). This theory of wrongness can account for why it is also wrong to kill infants and young children, whereas other theories that make narrower claims (e. g. â€Å"It is prima facie wrong to kill only rational agents) do not stand in such cases. There are obvious implications concerning the ethics of abortion with this theory in place.Marquis contends that â€Å"The future of a standard fetus includes a set of experiences, projects, activities, and such which are identical with the futures of adult human beings†¦ † (559). It follows then, that because it is wrong to kill humans, it is also wrong to kill potential humans, and so abortion is prima facie seriously wrong. Fetuses have a viable, valuable future, which Marquis calls a â€Å"future-like-ours. † So, he adds, whether one has â€Å"immediate past experiences or not† does not matter when it comes to killing, because it is the value of the potential future that must be taken into onsideration (561). Marquis goes on to refute other theories of wrongness of killing. One such example is that valuing one's future implies a valuer, but fetuses obviously cannot value their futures, and so their futures are not valuable to them. However, Marquis counters this notion by providing us with an example: one may think during a time of despair that his â€Å"future is of no worth whatsoever,† but he is wrong to think so because â€Å"others rightly see value†¦ in it† (561).So, just because a fetus cannot appreciate its own future, we are aware of the value of its potential future, so abortion is still wrong. Other claims put forth that to be an actu al victim, one requires mentation. However, we still recognize that it is wrong to kill those that are unconscious or in a coma (who have prospects of emerging out of their states), so it follows that mentation is not a necessary condition to be a victim. Marquis' refutations provide for his very strong and compelling argument against abortion.I will grant Marquis that his progression of logic is rational; if a fetus were allowed to fully develop, it would indeed become a sentient being with the capacity of enjoying a prosperous future. However, some ambiguities arise as a result of his claims and it is difficult to say how Marquis would respond. The first concern I would like to address regards the case of a fetus with a debilitating disease. With today's technology, it is quite easy to detect any abnormalities in a fetus very early on in the pregnancy.Say, for example, a couple finds out that their fetus has some sort of affliction that will make him terminally ill. They want to a bort the fetus because they cannot stand the notion of bringing a child into the world that, although sentient and rational, will have a markedly reduced life span and suffer greatly throughout whatever life he has. How would Marquis respond in this case? He might argue that though the child will suffer, he still has a potential future in which he formulate goals, and have experiences and projects.However, we must note that during his argument, Marquis says â€Å"If the patient's future is intolerable†¦ we want our account to allow killing the patient† and that â€Å"it is the value of the patient's future which is doing the work in rendering the morality of killing the patient intelligible† (561). Obviously, a quandary arises. Does the fetus in our example have a future that is less valuable than that of a normal one? Can we justify aborting this fetus, because although he will be rational and most likely capable of having experiences, the scope of his suffering will be exceedingly great?Are we in any sort of position to prescribe the value of someone else's future without knowing exactly how it will play out? So while it is plausible that Marquis would still argue from an anti-abortionist stance due to its potential future, this decision will very probably not sit well with the parents who have to watch their child suffer throughout his shortened life. This is one ambiguity that exists in Marquis' argument that has no easy answer, and is worth noting. We must recognize that cannot say with such conviction that we know what a future-like-ours entails.It seems presumptuous to assert that a future-like-ours is always a positive thing; how can we account for the fetus in the previous example, or an inner-city child essentially having to raise himself because his parents are absent? What about the child who is stuck in a situation with abusive parents, with no one to turn to for help? Though I grant Marquis the soundness of his general argument , and the premise that all fetuses have a potential future, we cannot infer from this claim that this future will necessarily be a positive one.It becomes a murky and essentially taboo dilemma to even ask if the lives of these children are worth living, and if they would have been better off being aborted in the womb. Marquis may still claim that every fetus has a right to life no matter what, but because he does not consider these cases in his argument, it is worth noting that the answers might not be so straightforward and that more complicated cases do exist. The main concern I would like to note regarding Marquis' argument is that he does not once consider the rights of the mother and the value of her future.Although Marquis treats the fetus as an independent being, we must at least recognize that the fetus' life depends on its mother's: it receives all of its nutrition from her and it develops in her womb. So, how would Marquis respond to a situation in which the mother will su rely (or even has the remote chance) of dying in childbirth, even if the fetus will not? Here, we have two potential futures contesting each other, because this is a one or the other situation – either the fetus must die or the mother will in delivering it.Similar to the example mentioned previously of the sick fetus, it is not easy to simply prescribe one of their futures with more value than the other one. An anti-abortionist could possibly make the argument that the fetus' life should be saved because it has a longer future to attain, since the mother has already lived a significant portion of her life. However, one could contend that because the mother is already a sentient, rational being and already has goals and projects set in place for her life, her right to life should take precedence over the fetus, who still has no capacity to value its future.To take away the future of the mother would be more cruel than to take it away from the unaware fetus. Furthermore, what a bout a situation in which the mother is a teenager, and adoption is out of the question? Say, for example, she has to drop out of school and get a low-paying job, and struggles greatly for a significant amount of time trying to provide for herself and her baby. What has happened to her future-like-ours? Both the mother and the child are in dire situations, and it is obvious that the mother would have been in a better current situation had the fetus been aborted, as uncomfortable as that contention may make us.The case of the child, however, is much more complex because again, it is difficult to weigh his suffering with his capacity for potentiating a future. I would not like to argue one way or another, but would simply like to note that it is unclear how Marquis would respond to these predicaments and should have noted such in the essay. As I conclude enumerating the ambiguities that arise from Marquis' contentions, I would like to consider the hypothetical case in which Marquis di d allow for an abortion, in, for example, the case of the fetus that has some sort of debilitating disease.He might contend that the inevitable suffering in the fetus' â€Å"future-like-ours† outweighs the positive value of his potential future, so an abortion in this case would be permissible. However, what does this do for the integrity of the future-like-ours argument? If we can begin to make exceptions like this, where can we draw the line of what constitutes a â€Å"good† or â€Å"bad† future-like-ours? If Marquis begins to allow for such xceptions, it seems to diminish the value of his theory as a whole, because it connotes that the futures of some fetuses are less valuable than others even if they are both capable of having potential experiences, dreams, projects, etc. On a broader and related scope, if an anti-abortionist who argues on the sanctity-of-life theory makes an exception for the abortion of a fetus who was the product of a rape or is in a situ ation where the mother cannot provide for it, it invalidates their entire premise. Both fetuses are innocent and have equal rights to their future.So, if Marquis did make an exception, it would compromise the integrity of his argument. Marquis makes very compelling and interesting claims in his essay, and takes a novel approach in the controversy over abortion. He uses a strong premise that is not too broad or too narrow in scope, as some anti-abortionists and pro-life activists end up doing in their reasoning. However, as mentioned above, ambiguities do arise from his argument, the most significant of which being the consideration of the mother's right to a future.With this considered, it becomes clear that a â€Å"future-like-ours† may not be as clear-cut of an idea as Marquis would like us to think. The essay would have been stronger and more lucid if Marquis considered â€Å"futures-like-ours† that are not exactly futures like ours. By virtue of the sheer breadth a nd variety of experiences that humans experience as a species, it is much more difficult to define a future-like-ours than Marquis delineates in his essay.

Texting while driving Research Paper Example | Topics and Well Written Essays - 1500 words

Texting while driving - Research Paper Example Despite the best efforts from the part of governments and law enforcement agencies, there was a 28 percent increase in the number of accidents over the period from 2005 to 2008. Many people accept the fact that they resort to use cell phone while driving; a practice that takes away many lives and that makes many people incapacitated for their entire lives. It is surprising to note that in sharp contradiction with the popular belief, it is adults who are more likely to resort to texting while driving. According to the a Pew Research Centre study, 47 percent of adults do this while only 34 percent teenagers admit doing the same (Distraction.gov). When police officers find it easy to catch those who talk on phone while driving, it is difficult for them to find those who are texting. It is generally pointed out that enforcement of a texting ban is not an easy task as it requires officers to identify an act that usually takes place in a driver’s lap. Despite all these issues associ ated with the use of mobile while driving, it is rather ironic to note that the car manufacturers are not paying any attention to this issue at all. Instead, they are preparing their next generation vehicles with more entertainment. To illustrate, Ford rolls out Twitter and Pandora as a part of their dashboard console entertainment; an invitation card to disasters. It seems that despite the large numbers of accidents, people do not fully understand the graveness of the problem, or are unwilling to mend their ways as they are addicted to mobile. A study conducted by the Virginia tech Transportation Institute (cnet. News) found that those who send text message while driving are twenty-three times more likely to have a crash than the non-distracted drivers (LeBeau). However, the study found a much lesser possibility of accident when the driver is talking on a phone. In this case, the possibility of accident is 1.3 times higher than that of a non-distracted driver. At this juncture, it seems useful to look into the NHTSA study that reveals that 80 percent of crashes and 60 percent of near-crashes are the result of some sort of driver distraction. According to the study, the principal forms of distraction while driving are cell phone use, trying to handle moving objects inside the vehicle, giving attention to another event outside the vehicle, reading while driving, and trying to apply makeup. According to experts, texting is more dangerous than talking on phone. According to studies, drivers who resort to text messaging take 400 percent more time off the road. In addition, they are 70 percent less likely to keep proper lane. While the driver who talks on phone is able to watch the road, the one who is texting has to look at his or her hands, thus, unable to watch the road ahead. Despite all these frightening facts, people do not seem to change their habits. As reported by Bruno (in USA Today), the reason is simple in the opinion of James Katz, director of the Cent er for Mobile Communications at the Rutgers University. According to him, it is basic human nature to believe that they can handle a situation better than others even when they are aware of the dangers involved. As Pittman (66) points out, it is not possible for the US citizens to easily forget the 2008 train disaster that killed 25 people and injured 138 people. In the accident, a Metrolink Commuter Train collided with a Union Pacific freight train. According

Miss Representation Essay Example | Topics and Well Written Essays - 250 words

Miss Representation - Essay Example One of the most useful tools for the mainstream (digital/electronic media) is misrepresentation. I believe that media is now an expert in forming ideologies; resolutions and keeping in check people’s lifestyles. I agree with the film’s message that there is a certain agenda the way media portrays women. They are usually portrayed as the victims, short tempered and there is no way people can put women on screen without sexually objectifying them. In my opinion the way media portrays women has a strong effect on the way women in real life see themselves. Teenagers spend hours in front of television, passively absorbing information through images. It would be hard to argue that TV doesn’t affect lifestyles and ideologies. I would agree with the documentary that people are paying more attention to women’s appearances rather than their content (their knowledge and skills). It seems as if youth, beauty and sexuality are the only degrees left for women to qualify. On the other hand, I also don’t agree with the extreme opposite where women should seek a revengeful behavior because they have been portrayed as victims. A revengeful feministic approach towards matriarchy is the last thing I want. It would be doing the same with the male gender what media is doing with the female gender. This society, its resources, job opportunities should be available to both genders based only and ONLY on their merit not on their

Issues in Child Development Essay Example | Topics and Well Written Essays - 1500 words

Issues in Child Development - Essay Example I would also discuss how this policy would support the current policies already in place. Body Children have basic rights as human beings and these rights mostly refer to the special protection afforded them as young individuals (Amnesty International, 2011). These rights include the right to human identity, basic needs for food, education, health care, and criminal laws appropriate to their age and development. Their rights also include freedom from physical, mental, and emotional abuse (Amnesty International, 2011). The politics of childhood is often based on the appropriate learning which can be applied to the different students from different races, cultures, and religions, in one school system or even in one classroom (Morris, 2011). It is also sometimes based on how children are perceived by other members of society, and with children not being afforded the same entitlements in rights as their adult counterparts. Furthermore, these children are also perceived as similar to each other in terms of learning ability and capacity. However, not all students have the same capacity or pace in learning (Haskvitz, 2011). Some children may indeed be smart and be fast learners; however, others may be slow learners and may take a while to learn concepts. Other children rest may be adept in other areas of learning. For example, some may be math whizzes, but be terrible in English or science, or be excellent in English, but be terrible at Math. The important point to consider is that there are different elements which have to be considered in teaching children (Haskvitz, 2011). And by managing these considerations and integrating the necessary changes into the learning process, it is possible to achieve the best learning conditions for children. Educational Policy based on the immediate rewards system Rationale: This policy was chosen because it seeks to provide immediate rewards and reinforcement for learning and growing children. I chose this as an applicable policy f or children because children have short attention spans and short-term memories. The best way to reinforce a positive behaviour is to immediately reward or praise it (Domjan, 2003, p. 45). A policy which is therefore based on immediate rewards or reinforcement is the easiest way of ensuring an effective learning process. Goal: To provide an effective and appropriate educational curriculum and policy for children based on a strong and immediate rewards and reinforcement system. Implementation 1. This policy would first require teachers to undergo training in the proper and effective rewards, reinforcement, and punishment system in their teaching styles. This training shall be undertaken with the assistance of educational and psychological experts who shall guide the teachers in the proper and effective ways of rewarding, reinforcing, and punishing their students. If possible, this training should also be integrated in the educational systems of colleges and universities offering teac hing courses. The sooner that this rewards system can be integrated into the education of teachers, the better for the students and the children. 2. This policy then needs to be gradually integrated into the curriculum of students. It is a policy which would not require a complete or significant overhaul of the UK educational system. Changes needed would be on the rewards and reinforcement given to students. This rewards system

About the Country Cuba Policing Essay Example | Topics and Well Written Essays - 1250 words

About the Country Cuba Policing - Essay Example Asamblea Nacional de Poder Popular is the legislature of Cuba which means the National Assembly of People's Power and it meets two tomes in a year. All citizens who have no criminal background above the age of 16 can vote. The administrative subdivision of Cuba has 15 provinces and Isle of Youth (special municipality). Cuba has a lower crime rates than other major countries and cities. The police in Cuba are really active against crime.The principles of Marxism-Leninism are a key influential factor in the law system of Cuba and it is based on the Spanish Civil Laws. One of the important parts of Cuban law is the family law, which consists of marriage related laws like divorce, conjugal property relationships, recognition of children, responsibility of caring children, and education as well as adoption of children. Other than the family law, Cuban law also consists of substantive law and procedural law. The substantive and procedural laws were also made on the basis of the Spanish law . The major laws under the procedural and substantive law are criminal law, private property law and economic regulation. The laws which restrict the freedom of expression are a characteristic of Cuban law. The articles that restrict freedom of expression are article 62, 144, 208, 209, 103, 207, 115, 143, 72-90 and 91. Article 62 â€Å"seriously limits in practice the exercise of freedom of expression, association and peaceful assembly†... One of the important parts of Cuban law is the family law, which consists of marriage related laws like divorce, conjugal property relationships, recognition of children, responsibility of caring children, and education as well as adoption of children. Other than the family law, Cuban law also consists of substantive law and procedural law. The substantive and procedural laws were also made on the basis of the Spanish law. The major laws under the procedural and substantive law are criminal law, private property law and economic regulation. The laws which restrict the freedom of expression are a characteristic of Cuban law. The articles that restrict freedom of expression are article 62, 144, 208, 209, 103, 207, 115, 143, 72-90 and 91. Article 62 â€Å"seriously limits in practice the exercise of freedom of expression, association and peaceful assembly† (Restrictions on Freedom of Expression in Cuba, 2010, p. 8). 3. Provide an overview of policing in your country. Further, dis cuss how it compares to policing in the U.S. You may want to talk about the use of specific policies in this section (e.g. zero tolerance law enforcement, etc.) Cuba is an authoritarian police nation which relies on exploitive techniques to sustain control. These techniques comprise intense electronic surveillance and physical control of both foreign visitors and Cuban cities. In general, Cuba is very safe state. It gives prominent and strict policing, joint with area watch style-programs that keep the streets safe from aggressive offense. However, a certain degree of caution and common-sense is advisable, especially in main cities. Guests are advised to keep away from coming to the attention of security services and Cuban police. Drug rules can be draconian and their execution

French culture 1800-1900 Essay Example | Topics and Well Written Essays - 1250 words

French culture 1800-1900 - Essay Example He is accredited as the founder of the impressionist movement. He is considered to be one of the most important artists in history; his contributions to art are still being viewed until today. Claude Monet’s work was showing more about the light hence he would paint subjects under different light conditions over and over as he was trying to understand the qualities of light in the natural world (Discover France 1). Claude Monet’s painting impression sunrise earned the group the title impressionists as some critics thought the group paintings were unfinished impressions. Claude Monet used various styles so that his paintings would look more alive hence to add life in his paintings which include; light, water, landscapes, water lilies and young woman with a little boy. Claude Monet used water as it had great mirrors for reflecting the trees, boats and sky. He used any type of water from oceans, rivers, lakes, or pounds. He also used light as he wanted to capture the fundamental nature of light. Claude paid more attention to how the light would strike his subject than the subject itself. In his use of landscape, if there were people seen in the scene they were often considered as mere shadows. Claude Monet spent almost twenty years painting water lilies in numerous colors, positions and styles. In his early paintings his favorites were that of a young woman with a little boy. The young wom an was his wife Camille and the little boy Jean was their son. Claude Monet loved light very much as he believed light equaled color and he always sought to add luminescence to the paintings so as to give them some of the life. He observed them by using pure spots of different colors side by side as a replacement for the gradations of the same color. These broken colors merged at a distance but they took a vibrancy not obtained by the use of hues and shades of the same color. His shadows were constructed with complementary colors of the objects in the

Hermaphrodite Research Paper Example | Topics and Well Written Essays - 1250 words

Hermaphrodite - Research Paper Example Although some hermaphrodites have one sex organ being more dominant than the other, some have a combination of both genitalia sharing dominance. Medical practitioners in the U.S. estimate the frequency of hermaphrodite’s births to be 1 in 1500. An extensive review of a medical journal published in 1998 by Dr. Gregory Simpsons provides a glimpse of different sex variations and their probability of occurring. The probability of delivering a child that is not XX or XY is 1 in 1,666 births. Discussion Hermaphrodites are treated differently in different cultures due to their sexual orientation. Asian cultures have classified such individuals as a third gender that blends social roles for centuries. Most societies throughout the globe expect hermaphrodites to identify with one gender role, either male or female (Dreger, 25). There exists no universal tolerance to this biological phenomenon, but the existence of hermaphrodites was known to many ancient cultures. Medical authors for e xample, introduced the term â€Å"true hermaphrodite† to accommodate persons who had both testicular and ovarian tissues during the Victorian era. The terms male pseudo-hermaphrodite, and female pseudo-hermaphrodite were coined later to describe individuals who had one dominant genitalia. However, British medical specialist, Allen Weber, sought to replace the term hermaphrodite with intersex. True Hermaphrodite A true hermaphrodite is an individual with both testicular and ovarian tissues. In addition, the genitalia are often ambiguous since none of the organs is fully developed. So far, there is no known cause of this biological problem that affects thousands throughout different cultures. However, Dr. Kathleen Long postulates that the cause of this problem could be the mutation of the sex-determining gene in addition to the fertilization of an ovum by two sperms (Long, 152). Partly, this could explain why the genitalia have both organs present at the same time. Mostly, ovar ies develop underneath each testicle leading to an ovotestis that contains both types of the tissues. However, there is no documented case in which both genitalia function. Some of the katyotypes that have been encountered so far include 46XX/47XXY, 46XX/46XY, and 47ZZY. This condition can be distinguished histologically since it is dissimilar to mixed gonadal dysgenesis. As of May 2008, there have been 11 cases reported of fertility in true hermaphrodite humans. However, a case in which both gonadal tissues function is yet to be documented, as opposed to rumors that true hermaphrodites can impregnate themselves. The degree of external genitalia ambiguity is dependent on the amount of testosterone that is produced by the testicular tissue between the 8th and the 16th week of the gestation period (Long, 180). Medical authors suggest that it is caused by the division of one ovum, followed by fertilization of both haploids before they fuse again early in the fetus development stage. Ho wever, few people believe it is caused by the mutations in the SRY gene. Male Pseudo-Hermaphrodite A male pseudo-hermaphrodite has ambiguous female external characteristics, but the male organ is often dominant. In most cases, the testicles are fully developed even though they are attached to an under-developed female genital. Individuals with this biological condition have secondary sexual characteristics such as being less virile and often portray a feminine

Tree of knowledge Essay Example for Free

Tree of knowledge Essay In the Paradise Lost, Milton has created the character of Satan with unparalleled brilliance and heroic energy. Satan, the leader of the fallen angels, rises to the occasion with unusual strength and inspires his comrades with his undying conviction in his own ability and that of his followers. He refuses to accept his defeat with his strong conviction that â€Å"Better to reign in Hell, than serve in Heav’n† (Book -I. line 263). Satan not only convinces his audience but also charms them to plunge into action with his seductive brilliance of verbal persuasion. It is evident in his compelling speech to Beelzebub, his motivational appeal to his legions and in the final seductive speech of Eve. Milton presents Satan with a singularity of grandeur, of suffering and a ruined splendor. He depicts Satan as embodiment of the spirit of pride and ambition- ambition not as a virtue but as the fevered lust for power, which springs from self-exaltation. Satan’s resolve to accomplish the fall of man is because of his jealousy and his desire to assert his supremacy. It is his pride that stands at the back of all his actions. This pride and egotism vitiate all that is noble and good in him. In his compelling speech to Beelzebub he acknowledges their plight but stresses the fact they are strong now as they are still united. His rises himself as a tower of strength and states that they are in a better position to having known the strength of God. Previously it was unknown as it was untried. He declares â€Å"All is not lost; the unconquerable Will, And study of revenge, immortal hate, And courage never to submit or yield: (Book I lines 106-109) Thus, he instills confidence in Beelzebub inspiring him not to yield or surrender. He claims that God’s rule was in danger with imminent revolt from them at any time. He outlines his course of action to fight against God. He expresses his desire to defy God’s authority once again as he is against to ‘bow or sue for grace with suppliant knee’. Obviously, Satan speaks boastfully and words his wishful thinking. Beelzebub understands Satan’s trial of God’s strength, but worries about the loss of Heaven and grieves for the punishment they were given. Satan aptly replies using all his skill and reminding Beelzebub that their task is never to do any good, but always to spoil or pervert what God does. He urges him to leave the lake and join him for reassembling their followers. It is noteworthy that Satan projects himself as infallible though he is actually fallen. He maintains that he neither changes nor fails. On the contrary his is a story of degradation and ultimate failure. As the poem progresses Satan becomes less compelling degrading himself from a heroic warrior to a snake ultimately. Satan’s extraordinary powers of persuasion and oration are best expressed in his most appealing and inspiring speech to the fallen angels. He begins his speech first by soothing them with words of hope. The very beginning of the speech raises the spirit of his followers with his address â€Å"O Myriads of immortal Spirits, O Powers Matchless (Book I, lines 622-23). He empathizes with their suffering by acknowledging their dire situation. He acknowledges that the better part remains with them and stresses that the power of mind. He tells him from his past experience and knowledge that a fitting answer to the God would be taking revenge by working in close design by fraud or guile. He tells them about the creation of new world and the new creatures. Then they build Pandemonium to assert themselves of their power. Being a valiant leader he draws his fallen angels together and instills confidence in them saying stirs them to action with his most inspiring words. Satan is presented with extraordinary powers of oration and persuasion. His words have become the most inspiring quotations in literature. For example the quotations â€Å"the mind is its own place, and in itself / can make a Heaven of Hell, a Hell of Heaven† (Book I lines 254-55). and â€Å"Better to reign in Hell, than serve in Heaven. † (Book I lines 263) are electrifying and haunt the minds of his audience. Milton honestly builds the character of Satan to great heights only to show that all evil is powerful and seems attractive. It is this power and attraction that cause the down fall of all including Satan and his followers. It should be noted that beneath the attraction lies the inherent wickedness and false ambition. Satan’s seductive speech to Eve brings out all the skill and powers of persuasion in him. It involves trickery, flattery and appeal to the commonsense and emotions. The story of the Paradise Lost reaches climax in the Book IX as Satan successfully seduces Eve and takes revenge on God by degrading himself into the form of a serpent finally. Satan, who wished but never hoped to find Eve alone, finds her alone in the rose bower. He feels happy at it as it helps him to convince her easily when she is alone without Adam by her side. He feels he can use all his powers of persuasion without much defense from Eve. He is so overcome by her beauty, that for a moment, he forgets his evil intentions, and is ‘stupidly good. ’ She is gently supporting the stalks of flower plants and she herself is like the ‘fairest unsupported flower, away from her support. The spot where she is working surpasses all those famous gardens in mythology, history and the Bible. But the hot hell always burns in him and that reminds him of his present mission. He recollects his thoughts of mischief and takes advantage of the loneliness of eve as he wants of some marvelously beautiful tricks to engage her attention (Book IX, lines 494-531). He looks like a divine serpent with burnished neck of verdant gold and so on. He stands erect amidst circling spires. He is more beautiful than all the famous of myth and legend. Eve is first attracted by his incomparable beauty and when he starts speaking to her with human voice, she is greatly surprised; Satan begins with flattering the beauty of Eve, which is a method to win her favor. (Book IX, lines 533 -548). He says that such an angelic beauty is wasted in the lonely forest where she is looked at by only one man. She should be served by Goddesses. Eve expresses her sense of wonder at a snake taking sense like a human being. The tempter then fabricates his story. He says that he has obtained a recent promotion to human sense and status after eating and fruits of a tree in the garden, (Book IX, lines 568 -612). His strategy proves successful as Eve is surprised and wants to know where that tree is. The serpent (Satan in disguise) is too happy to lead her to that tree. Thus that leader of the devils leads (or misleads) the first woman to that fateful tree as a wandering fir origins fastuas or will of the wisp conducts a lost traveler into bogs and mires, where he is swallowed up, far from any help (Book IX, lines 634 – 642) . On seeing that tree, Eve immediately recognizes it to be the forbidden tree of knowledge. She tells the serpent that God has commanded them not to eat the fruit of that. So their coming there is fruitless, though the tree is full of fruits. The serpent is astonished that scandal should have been started about so excellent a tree. As if he is greatly concerned with Adam and Eve, he expresses anger at God, who deprived them of the pleasure and profit of eating the fruit. In a great emotional fervor, he begins his lecture, and looks more impressive than all the great orators of the world (Book IX, lines 665 -668). Satan is at his best in his seductive brilliance of persuasion. His words accompanied by his action have a compelling effect on Eve. First, he turns to the tree and plays a tribute to its great virtues. Then he turns to Eve and presents his long drawn argument (Book IX, lines 684 -733). He asks her not to believe in God’s threats of death. â€Å"Ye shall not die’, he declares. The fruit has no killing power, and he himself is the standing example for it. After eating the fruit he says he is not dead but his vital, mental and spiritual faculties are enriched. The serpent (Satan) first surprises her with his physical and intellectual abilities. Then he uses his logical reasons in and pretends very rational in his approach. He says that when it is not forbidden to the beast (the snake), it need not be forbidden to human being as well. God will not get energy for such a minor trespass but will praise the adventurous spirit of Adam and Eve: The fruit gives them knowledge of good and evil. Knowledge of good is desirable, knowledge of evil is also necessary for without knowing it, how can one avoid it? Here anyway, the fruit has to be eaten. God, therefore, cannot hurt them, and still he is just. If he is not a just God, he need not be obeyed at all. Hence, anyway, there is no need to follow God’s word. Satan excels in his brilliance in putting a series of reasons and questions to innocent and helpless Eve. He questions Eve why God has forbidden them from eating the fruit? He does it only to keep them ignorant, low and in his control. The moment they eat the fruit their eyes will be fully opened and become Gods, knowing good and evil. If he, a beast by tasting it, could attain human status, surely she a woman, by tasting the same fruit, ought to become at least a Goddess. If according to God’s words she dies the death only leads to a new birth as a Goddess which is good. Satan goes to the extent of proving that man is not inferior to God in any way and stresses that man also should have every thing as God has. He seems superb when he says that human beings have every right to become Gods for, how are they inferior to Gods? In fact, the earth created for man, is better than heaven, for earth is created later by God himself, with all heavens defects rectified. Above all how does man offend the Gods in eating the fruit? What do they lose if man becomes intelligent? Or if everything goes by Gods intention and Will, how does the tree impart knowledge without His will? (Satan means to say that tree has the intrinsic power and God has no claim or control over it anybody who eats the fruits becomes wise). Thus Satan concludes his speech saying. â€Å"These and many more causes import our need of this fair fruit,† (Book IX, lines 730-731) Satan’s guileful words have won any easy entrance into Eve’s heart. She believes his words to be true. She feels hungry as the lunch time approaches and the attractive color and fragrance of the fruit, in addition to the tempting words of Satan, encourage her to touch and taste them. Yet, she first considered it within herself (Book IX, lines. 745 -779), It is doubtless that the fruit is virtuous (powerful) which made the mute snake speak. God also did not conceal its merits and told them that it is the Tree of knowledge. But his forbidding â€Å"commends thee more. † Human mind runs towards forbidden things. If God has forbidden them from being wise such prohibition binds not. The threat of death also appears false as the serpent still lives. Then ‘For us alone was death invented? † The beast, ‘friendly to man’ has brought news about his good experience. So saying she reaches for the fruit and eats it. Eve falls an easy prey to the enticing words of the Serpent. Satan’s use of trickery, flattery and his seeming logical reasons had their effect on innocent Eve. Had she not been taken by surprise by the charming golden serpent with a human voice, Eve might have found his arguments specious. His reasons are not based on any truth or reality. All his reasons are based on self deception and pride and are aimed at tempting her to eat the fruit. Thus, Satan with his extraordinary powers of persuasion and heroic energy not only convinces his followers but also tempts them for taking revenge against God Obviously, his actions and conviction are based on self-deception and his false ambition. Works Cited Paradise Lost, John Milton http://www. dartmouth. edu/~milton/reading_room/pl/book_1/index. shtml

History of Bacteria, Penicillin and Germ Theories

History of Bacteria, Penicillin and Germ Theories Mursal Malekzadeh THE GERM THEORY How this all began was before the germ theory was developed. Edward Jenner who was a doctor came up with vaccination. Smallpox was popular in the 18th century and so many people died due to the smallpox. Girls who would milk cows didn’t catch smallpox but instead caught cowpox. There was no research into disease and infections in the 18th century. Edward Jenner thought of an idea. He thought that people could be protected from smallpox if he would inject them with cowpox so therefore in 1794 he tried this idea which proved his prediction right. Also to provide clear evidence he injected a smallpox victim into the same person he injected cowpox with 2 months after. This caused the person to show no signs of smallpox because he had been injected with cowpox previously. Jenner’s idea became widely accepted as it cured a lot of smallpox victims. Jenner’s technique of injected cowpox into smallpox victims is now called vaccination. In the 1980s the world health organi sation suggested that the disease didn’t exist anymore due to an international vaccination programme. This got rid of smallpox. Although Edward Jenner’s theory was correct and there’s evidence to prove it but his technique would not be permitted today because its considered unethical to use healthy participants and inject them. In the 18th and 19th century many women who just gave birth were dying within 5 days of their delivery. There were clear symptoms such as vomiting and inflammation of the womb however no one knew why this was happening. Ignaz Semmelweiss was a doctor who worked in the maternity wards. Semmelweiss found out that his medical students would straight away dissect a dead body to delivering a baby without washing their hands. This made him think if they had the cause of the disease on their hands from the dead patients previously to their pregnant patients. Semmelweiss knew that the deaths were caused by an infectious agent so therefore he told all his medical students to wash their hands in soap before they went to the maternity ward. This was effect because the death rates dropped to 1% after 2 years. On the other hand other doctors wouldn’t agree with Semmelweiss idea because they thought the pain women received after childbirth was due to god punishing them. Washing hands in the 19th century was hard because there wasn’t always running warm water and the soap made of chlorinated lime would damage the hands but today everyone washes before and after they do anything. Later in the 1920s Alexander Fleming discovered Penicillin. He noticed a lot of mould on his plates after he came back from holiday. One day he used mould juice which he called penicillin but the problem was that he couldn’t get a lot of mould juice because it would go bad so this made him stop doing experiments to prove if penicillin would kill bacteria. In 1938 Howard Florey and Ernst Chain did further research into penicillin. One of their experiments were based on 8 mice which they injected 4 of them with bacteria that would kill them and 4 with penicillin. The results showed that the 4 injected with penicillin survived whereas the other remaining 4 died. They could prove that penicillin destroyed bacteria. The next problem was making enough of it for everyone so they went to USA with their mould and the big chemical companies helped them make penicillin. Penicillin is very popular today as it has been used by many to destroy bacterial infections. All these past events influenced Pasteur to come up with the germ theory. The germ theory of disease is thought that infectious diseases are caused by a germ. Louis Pasteur who was a chemist and biologist did a lot of research into the germ theory. In order to help him with his experiments people such as Robert Koch developed the microscope so that microorganisms were visible. Pasteur had an idea that growths that developed like mould on food, were from microscopic organisms which were in the air. Pasteur did some experiments to see if his prediction was correct so he boiled broth and closed the container and it would be clear however when he added other things that were exposed to the air, he saw that microorganisms developed in the broth which caused it to be cloudy. He repeated many more experiments until he came up with a series of experiments which used swan necked flasks because this proved that microorganisms that appear in boiled broth come from the air. In 1845 a disease destroyed silkworms. Pasteur again knew this was due to microorganisms because it was found in the tissues of diseased silkworms, moths and eggs which were possible to see by using a microscope. Pasteur tried to get rid of the disease by identifying the eggs which were infected. This helped to save the silk industry and there was clear evidence of microorganisms causing disease. Many people died of infectious diseases but Pasteur did a lot of investigation on these diseases so therefore he developed vaccines against these diseases. Many of Pasteur’s investigations and experiments influenced Joseph Lister who was a scientist. Pasteur came up with the idea of pasteurisation which is that boiling liquid can effectively remove bacteria or germs. People thought that small organisms as germs couldn’t destroy larger ones such as humans. Pasteur did further investigation in order to explain the causes of many diseases such as smallpox, anthrax, TB and cholera. He found out that these diseases could be eliminated by vaccination and eventually will leave the body. Pasteur became very successful when he developed vaccinations for Rabies. Joseph Lister was influenced by Pasteur’s work. He was a surgeon and used Pasteur’s ideology’s to make the process of surgery more hygienic which eventually prevented many people from dying When Lister found out about Pasteurs experiments on wine going bad due to microorganisms in the air, he knew that microorganisms present in the air were causing his patients to die after they had survived surgery. This was due to the infection as the open wounds made it easier for the germs to transfer into the body. People would use carbolic acid to get rid of cattle parasite in fields so Lister thought it could stop wounds from getting infected by cleaning the patients wounds with carbolic acid as well as soaking the dressings in antiseptic liquid. Listers antiseptic surgery caused the death rate to fall to 15% but before Lister came up with his antiseptic surgery the death rate was high due to the bacteria in the air and the lack of using any antiseptic when doing surgery. Recent events that happened include the discovery of Methiciliin in 1960 in order to treat infections caused by bacteria resistant to penicillin. In 2008 the cervical cancer vaccination programme was developed and introduced in UK. It was suggested to vaccinate girls aged 12 against HPV. 3 vaccinations are given every six months. This vaccination helps to protect against types of HPV. In conclusion all these events tell us that vaccination is very effective so therefore ever since vaccination was first discovered it has been successful. References http://www.abpischools.org.uk/page/modules/infectiousdiseases_timeline/index.cfm?coSiteNavigation_allTopic=1 http://www.bbc.co.uk/history/historic_figures/pasteur_louis.shtml

Dead Poets Society And Dangerous Minds Comparison Film Studies Essay

Dead Poets Society And Dangerous Minds Comparison Film Studies Essay The soundtrack of Dead Poets Society is a synchronous one of bagpipes being played during the procession, synchronous is a term used to describe a sound caused by some event on screen and which matches the action. This particular soundtrack relates particularly well to the visual track mainly because of it being synchronous, but also because bagpipes represent tradition a big theme throughout the film. I agree with this choice made by the director for using bagpipes as the soundtrack as it fits in nicely with the conformity being placed on the students by the school. On the other hand, the soundtrack used in Dangerous Minds is non synchronous, (sound which is recorded separately from the visuals then added later). The soundtrack is also a sound bridge the music continues through shots adding to the continuity. The use of the song: Gangsters Paradise, relates to the theme of gangs within the area and life on the streets. I also agree with the choice made by the director the song reflects themes which appear later in the film. A matched cut type of editing is used in the opening sequences of Dead Poets Society; this is where a familiar relationship between the shots may make the changes seem smooth. This type of editing is used to show continuity and no change in time between shots giving the viewer all the small details. This editing is effective and continues as the characters enter a new scene, the chapel. Again, Dangerous Minds adopts a different approach by using a jump cut editing technique this is an abrupt switch from one scene to another indicating discontinuity. I believe this is used to show the extent of disrespect for public property as seen by destruction and vandalism. This editing also shows sections of interactions between characters which gives the viewer an idea of who they really are. Now, on to the choices relating to colour and lighting starting with Dead Poets Society. A lot of light is used in its opening sequences, all the characters faces are sufficiently lit up. Light is also a form of iconography with the Light of Knowledge in the form of a candle which also provides light to the large chapel. Lighting can manipulate a viewers attitude towards a character, this happened to me when light was shining up from beneath Mr Nolans face, giving the impression of a stern character and a severe enforcer of rules. The colours are also light; oranges, yellows and red which represent a warm environment (for the time being). Dangerous Minds shows a different aspect of how colour can be used effectively in an opening sequence. The first thing the viewer notices is that the visuals are in black and white only this creates an interest in the viewer as it is unexpected and they therefore pay more attention. The misà ¨-en-scà ¨ne is dark regardless of the black and white colour and there are shadows moving through some of the shots hinting at mysterious lifestyles. The colour changes from black and white to colour as the characters move into the higher class areas on their way to school, this shows the significance school has and still will have on them. The establishing shot in Dead Poets Society is of a wall painted with old pupils, the American flag and the English flag, another example of an old school remembering its roots and traditions a prominent theme throughout the rest of the film. There is a close up two-shot capturing the emotions of the two boys having their photo taken. A close up shot of bagpipes being set up reinforces the theme of tradition and tracking as the procession enters the chapel draws the viewer into the film. The establishing shot of Dangerous Minds is of a neglected building with graffiti on it saying, We love you baby! the camera then pans across the room showing even more graffiti. The camera angles focus more on the surrounding of the characters rather than the characters themselves, emphasising the huge impact of where people come from has on their lives. The first theme introduced in Dead Poets Society is that of tradition. This is seen from the establishing shot of the wall showing the history of the school; it is achieved through the misà ¨-en-scà ¨ne and iconography by showing the bagpipes and them being played by a student. The Light of Knowledge is also a form of iconography and it represents the theme of the high-class school, where students are expected to achieve good results. The other form of iconography is the banners the four boys hold during the procession, the themes are printed on them: discipline, excellence, honour and tradition. The obvious theme in Dangerous Minds is one of disrespect as seen by the high concentration of graffiti on the buildings; this is seen through the misà ¨-en-scà ¨ne. A form of iconography which introduces a theme is the broken stop sign, this shows a complete disregard for rules as initially seen by the extremely raucous class Ms Johnson is appointed to teach. To conclude, both films use different techniques to try and convey their particular messages in the opening sequences. However, I believe that through intricate misà ¨-en-scà ¨ne, good use of iconography, camera angles, soundtrack, lighting and editing; Dead Poets Society stands out as the more convincing of the two films in conveying their message. (979 words)

College Should Provide the Tools Needed to Live in our World Essay

College Should Provide the Tools Needed to Live in our World Every year, hundreds of thousand of high school students go to a place of higher learning, be it a community college or a high standing world-renowned University. To get accepted to these places of higher learning, students must write essays about topics, have high grades in high school, have participated in extra curricular activities at school and other things as well. These students expect to get something from these great institutions, and that is why they try so hard to get into the very best universities. After attending a college or university, its graduates will be able to think and express themselves clearly, and learn not only a skill, but also about humanities which helps us in our everyday life. Pupils should walk away from a place of higher learning with the ability to think and express their thoughts. Newman lived in the nineteenth century, and was a well known Catholic priest in the British Isles who wrote an essay with the purpose of defending the value of an education. Newman states It is the education which gives a man clear conscious view of his own opinions and judgments, a truth in developing them, an eloquence in expressing them, and a force in urging them (49). An educated person should have the ability to think and reason about issues they will face in their lifetime, and decisions must be made regarding those issues. As Newman stated, the educated person will be able to look upon an issue, and arrive at a conclusion based upon their clear conscious view of the possi ble ramifications of the issue. The learned person honed their skill to think and reason clearly at the University that they attended. Newman points out the benefit of having schol... ...at graduated from that university will have learned how to think clearly, express themselves so they can succeed in life and their field of study, as well as have understanding of their lives and existence because they have studied the humanities. The students must not only think about getting accepted to the best universities, but also about why they want to go to such an institution. They must realize that there is more meaning to life than just making money and having a job, and that they will not learn that in a computer science course. Works Cited Newman, John Henry. The Idea of a University. The Presence of Others. Eds. Andrea A. Lunsford, John J. Ruszkiewicz. Boston: Bedford/St. Martins, 2000, 46 49. Spayde, Jon. Learning in the Key of Life. The Presence of Others. Eds. Andrea A. Lunsford, John J. Ruszkiewicz. Boston: Bedford/St. Martins, 2000, 58 - 63.

Child Victimization Essay -- Social Issues, Child Abuse

According to Finkelhor et al (2005), the increasing rates of child victimization over the last few decades have created a global attention on child abuse. With these increasing rates, most countries all over the world have begun to address this situation. Most countries have enacted laws that classify child victimization cases as criminal offenses punishable according to the provisions of the law (Finkelhor et al, 2005). As noted by Giardino (2010), the increasing prevalence and consequences of child abuse calls for detailed researches and investigations across the world. This research paper explores the controversial topic on child victims. The paper describes the major types of child abuse, the extent of the problem, intergenerational transmission of violence, theories regarding child abuse, and the special types of child abuse. Types of Child Abuse Child abuse as described by Giardino (2010) refers to the aspect of causing or allowing the causation of any offensive contact that can be termed as harmful to the body of a child. Further, Giardino (2010) defines it as the use of offensive communication that may harm the child, shame him, or offend him. In a psychological perspective, child abuse can be termed as an act that omits several procedures in the development of the child (Giardino, 2010). The Child Abuse Prevention and Treatment Act that has been enacted in the U.S. describes child abuse as, â€Å"at a minimum, any recent act or failure to act on the part of a parent or caretaker, which results in death, serious physical or emotional harm, sexual abuse or exploitation, or an act or failure to act which presents an imminent risk of serious harm† (Giardino, 2010). Physical Child Abuse Physical child abuse is the most com... ...vent every case of child abuse, but we can be alert and informed about child abuse and learn the signs of it. As a society, people need to be aware that child abuse occurs across all economical borders. Children as we know are very active injure themselves while playing. These injures are explainable verses injuries that cannot be explained by the parent. The main goal is that teachers, doctors, ect. should be able to distinguish between normal injury and non-accidental injury. Identifying early signs of child abuse can save the child’s life. Each cases of child abuse should be investigated thoroughly by a professional who can determine if they child is being abused or not. Child abuse is a traumatic experience for the child and can have lasting effects. That’s why it is very important that the child has immediate access to counseling and other forms of therapy.