Comparing the Feminine Quest in Surfacing and Song of...

The Feminine Quest in Surfacing and Song of Solomon Margaret Atwood in her novel Surfacing and Toni Morrison in her novel Song of Solomon require their heroines to pass through a stage of self-interpretation as a prerequisite for re-inventing the self. This stage in the feminine journey manifests a critical act typically absent in the traditional male journey, and one that places Atwood and Morrisons heroines at odds with the patriarchal community. If authors of feminine journeys meet the requirements set out by feminist critics like Dana Heller, then we must also provide a method for interpreting the texts that will be palatable for critics from the patriarchy. Otherwise we perpetuate an hostility between the camps that†¦show more content†¦But as conditions in real life changed, the structure and impact of the old stories failed to keep pace, and we found ourselves with a confusing mismatch of perceived roles and desired roles. The revised male journey became flight from women and from the influence of others - according to Heller - thus creating the literary label of anti-hero (24). He still journeyed, but he kept the boon to himself (it was a lesser one anyway). If for some reason he does pass back through his sponsoring community, he is not received as a prince returning home.. The revised female journey became more fully hers, but like the male anti-hero, the Jane Eyres and Emma Bovarys become social outcasts and outlaws for refusing to remain in their duly assigned roles. For a satisfactory conclusion to these stories, the audience required death or marriage - still generally portrayed as a final submission to patriarchal authority. Dana Heller tells us now that Womens quests must propose strategies for escaping debilitating structures, for discovering authentic selfhood, and for claiming the right to take her journey out into the world (13). Heller expresses here an imperative to current and future writers of the feminine journey to generate stories that accord the heroine

The Main Cause Of The American Civil War - 1047 Words

The one main cause of the American Civil war must be resolved, and while there are many ideas, history reveals that there was only one. There are many arguable motives to the start of the Civil War, but there are four main concepts. These four concepts were slavery, taxation, the election of Abraham Lincoln and lastly, struggling with power between the Northern and Southern states. To start with, the end of slavery is undoubtedly one of the most popular arguments to the creation of the Civil War. While many consider slavery as the cause of the Civil War, they are mistaken (Historynet). To support this statement, the facts simply are that slavery has been in our country ever since its formation. If slavery was the single cause of the Civil War, that war would have begun long before it truly started in 1861. While the people saw slavery as a great evil, they did not in fact go to war because of it (Historynet). Also great disputes with slavery, that were big enough to start a war, did not appear until it had ended. The ending of slavery infuriated the Southern states. The North wanted to tax the South because they were becoming more profitable on cotton (Historynet). Slavery was not the issue, as slaves fought IN the civil war for both the North and the South. Southern states saw the ending of slavery as the North seizing dominant power and overriding the union (Historynet). Southern states thought the North had no right to do this, and by doing so, Northern states wereShow MoreRelatedSlavery Cause for Civil War1483 Words   |  6 Pagesï » ¿ SLAVERY (THE MAIN CAUSE OF THE AMERICAN CIVIL WAR) US History to 1877 – HIST101 American Military University, 26 April 2014 Many factors led to the occurrence of the American Civil War. The key issues were slavery, different political ideologies, right of the people, and economic reasons. However, the key reasons that lead to the Civil War was slavery. Slavery is touted as the main cause of the conflict between the states in the northern part and those in theRead MoreWhat Caused The American Civil War1634 Words   |  7 PagesWhat caused the American Civil War from 1861 to 1865? There has been several different debates and disputes about the causes of the American Civil War. Historians have stated slavery was the primary cause of the American Civil War, while other historians have argued there were other causes and effects in conjunction with slavery. Research has shown all historians did agree upon the division between the North, known as the Union, and the South, known as the Confederacy, battled on the soil of theRead MoreCauses Of The American Civil War760 Words   |  4 PagesThe Civil War was on e of the most momentous and pivotal periods in U.S history. After decades of tension between the North and South over matters involving expansion, slavery, and the states rights these caused the beginning of a horrific devastating time known as the American Civil War, that lasted between 1861-1865. Within these 4 long barbaric and destructive years, it led to an innumerous amount of political, social, and economical changes for the U.S. Leaving 2.4 million dead and millionsRead MoreThe War Of The American Civil War991 Words   |  4 PagesThe American Civil War is known to most as the bloodiest war anyone has ever witnessed. It claimed the life of thousands of Americans and animosity that was built up over several years prior to it can be to blame. Most people think that slavery was the cause of this battle, and although slavery did play a part, it was not the main cause. The biggest roles played in the American Civil War were states’ rights, unfair bills, feelings of in feriority and threats to economy. The tension started duringRead MoreThe Civil War Was The First Modern War1289 Words   |  6 PagesThe Civil War was during 1861-1865 . It was known to be the first modern war . It had very high numbers in death compared to any other war .Because this war followed the Industrial revolution ,this war was the beginning of new technologies, new weapons It was a war fought between the North ( Union) and The South (Confederates). The North did not want to keep slavery but the South did . Slavery was the cause of the separation between the two.There were many laws that were created that started conflictsRead MoreThe Causes Of The Civil War1409 Words   |  6 PagesThe causes of the Civil War were complex and have been controversial since the country began. Some causes include; states’ rights, economics, and slavery. The most recognizable and popular cause is slavery. The freeing of the slaves was an important moral issue at the time and one of the greatest causes of the civil wa r. It was only by carefully avoiding the moral issue involved in slavery that Northerners and Southerners could meet on any common ground. (Goldston, 79). The time came in which ourRead MoreSocial Reasons For The Civil War1348 Words   |  6 Pages The civil war was mainly sparked by tensions between the north and the south. Both sides rarely agreed on topics and could never make a compromise. Slavery was a big reason for the start of the civil war, but the causes don’t end there. Although some may say that political or economic reasons started the civil war between the north and the south, political reasons were the real cause. This is because of important decisions made by the government, and the south seceding. Some believe that socialRead MoreSlavery And The American Civil War948 Words   |  4 Pages Slavery and the American Civil War By Adam Overman History 101 Professor Brett F. Woods June 14th, 2015 The American Civil War is also referred to as the war between the Northern and Southern States or the Rebellion War that began in 1861. Slavery was regarded as the main cause leading to the start of the war, as a high level of discrimination against the African Americans existed upon their arrival in the United States. The African Americans were either sold and traded by the eldersRead MoreJames M. Mcpherson : An American Civil War Essay1397 Words   |  6 PagesJames M. McPherson: James McPherson was born on October 11th 1936, he is an American Civil War historian. He received the 1989 Pulitzer Prize for Battle Cry of Freedom, his most famous book. McPherson was the president of the American Historical Association in 2003, and is a member of the editorial board of Encyclopedia Britannica. In his early career McPherson wanted to leave a legacy as being known for the historian who focusses on more than one point. Through skillful narrative in a broad-rangingRead More The American Civil War Essay1255 Words   |  6 PagesThe American Civil War Works Cited Not Included Horrific! The American Civil War, also known as the War Between States and the War Of Secession, was an extremely gruesome and bloody war (World Book 614). The war, which started on April 12, 1861, when the southern troops fired on Fort Sumter, and ended 4 years later, took more American lives than any other war in history (614). This war was between a divided union in whish the southern states were trying to preserve slavery while the northern

Who am I really Free Essays

Who am I? What makes me the person who I am today? Might I first start this essay off by saying that I loathe these tell me about yourself type assignments. For me they seem to take an eternity to self evaluate and right It down and not to mention having to blemish out any of the more fun details. But you seem to be a really good teacher and If you were willing to share some secrets of your past to the class, then It only feels right to share some of mine with you. We will write a custom essay sample on Who am I really? or any similar topic only for you Order Now So here it goes . My name is Xavier Nathaniel ( I never learned how to spell my middle name) Lunar and I was born on swept 26, 1995 in down town fort worth . My mom was super young when she had me so my early life was spent at home with my grandma as my mother tried to finish school. While living with my grandma I spent a lot of time with my uncles (they were still in high school) watching them play video games, going to movies, etc. But then I finally made friends with the neighbor kid and his older brother. After a while I began to really trust them and hangout with them ore often but one day I got into a incident with the older brother and it left me pretty bucked up In the head. So by the time my mom finished school I was going Into first grade and after the things that happen with the neighbor kid I was left feeling emasculated and this caused me to feel really left out with all the other boys In my class. So when they started to pick on me old get really angry and fight them Welch eventually led to me going into anger management classes. All the while me and my mother lived within a church but by the time I was in Ruth grade she and this guy she met within the church moved away from there and move into the outskirts of down town fort worth. At first there relationship was pretty solid they never yelled at each other or argued . And personally I loved the guy , at the time my father was in prison so I never really got to meet him, but the guy (Jon) treated me like his son wed spend time together watch t. V , played video games, and even talked about girls who I liked in school. But after awhile things between him and my mom were getting really bad they were fighting and arguing all the time. Getting into literal fist fights and what not . Come to find out In the future he was coke addict. So they stayed In this on and off roller coaster of a marriage up until last week. But when I was younger all there crap took bait of a toll on me. I was again always bitter and angry and plus hitting puberty wasn’t too fun either. School offered no sanctuary. Every day I was constantly ridiculed and picked on . One day after Jon kicked my mom, his 2 kids and I out of his house , I had finally gotten fed up with all he people bucking with me so again I had gotten into a string of fights But this time no body really cared eventually the kids left me alone , and my mom was trying to make the best of a Shiite situation so there wasn’t much attention offered there . At that time I didn’t have to many real friends and the â€Å"friends† I did have didn’t really feel like I was apart of there group . That left me feeling in a pretty funky state so I started cutting myself. And I know this sounds kind of morbid but it was always a leisure to feel the sharp pains of those late nights, as the endorphins rushed threw my body everything felt Like It was going to be alright . Things that make me the individual who I am today and I doubt there even relevant anymore. The person who sits in your class room is a person who has gotten over his past life and now I strive to make what ever future I have to be better for myself . I have learned a lot threw all the things thieve gone on in my life, some I wish I didn’t have to learn so early but that’s life . Vive learned to truly forgive the people that ring me , I learned push on in life even when things are going bad, vive learned that to truly be happy in life you have to have some sort of respect for yourself and love the person who you are. And IM still learning new things about myself or life in general everyday and I hope I continue to learn. =) and IM sorry for acting like a brat in your class you’re a really cool teacher who deserves to be treated better . But its something that IM working on, there’s always room for improvement you know . But hopefully this was what you were looking for, sorry if it seems rushed. How to cite Who am I really?, Papers

Professional Issues of IT for ACS Values - myassignmenthelp.com

Question: Write about theProfessional Issues of IT for ACS Values. Answer: ACS values are the Australian Computer Society Code of Ethics values. The society was formed to ensure that the computer society community in Australia follows a specific code of ethics (Hayes, 2004). The code of ethics are values and ideals which have been set for the purpose of ensuring individuals maintain and advance the dignity, honor and effectiveness of the information technology profession. From the case study we know that the website development team wanted to perform a usability test on a website using internal and external participants. We shall mainly focus on the method of usability testing which is based on the internal participants. Based on the terms of employment the internal participants can be mandated to participate in the usability testing. However is it ethical or correct to make the employees participate in the usability testing or should it be a voluntary action. The ACS code of ethics and specifically professionalism is a key aspect in ensuring its members ma intain the code. In our case the web development team should be professional in the way they undertake their duties most especially the usability testing which involves internal participants (Ridge, Weckert Lucas, 2013). They should ensure that the feedback they get from the internal participants is very accurate and unbias. For this to happen the participants need to feel at ease and not under pressure. They need to be offered the opportunity of being part of the usability testing voluntarily rather than being mandated to do it (Healy, 2013). The quality of life in relation to usability testing can be enhanced by ensuring that the participants are always allowed to share their honest opinions without any fear of consequences that may befall them later. If the feedback they give after participating in the testing is honest they can enable the web development team to improve on various aspects which will make the website more user friendly and will enable both internal and external users to enjoy using the website and get optimum results and information from using the website. Persuasion is a term used to express the extent of influence that can be exercised on an individual. When using persuasion an individual attempts to influence another persons attitudes, beliefs, motivations and intentions (Gass Selter, 2010). Effective persuasion is exercising this skill to ensure that it has an impact on the individual or people you are addressing. Effective persuasion is best exercised through words. People talk to you or address you in an effort to ensure they can persuade you to fulfill their goals or communicate a message. The language game is the use of words or a language such as English to ensure one is able to effectively persuade another individual. The speaker attempts to win the language game by persuading the listeners to forgive them for all the problems and pain which had befallen them. The speaker also uses the language game by emphasizing on various aspects such as the promise of a better future which will happen if the ingenious people forgive them and work together with them to grow their Country (Fautsch, 2007) . The linguistic devices the speaker uses include personification where he attributed a human quality to an idea when he says they should be forgiven and be part of healing of a nation. Repetition has also been used as a linguistic device to emphasize the point of asking for forgiveness. The speaker places a lot of emphasis on forgiveness because he wants to apologize for all the misfortunes which have befallen the indigenous people of Australia in the past. He says that by forgiving them and working together without caring about the origin of a people, will enable the future of the Country brighter and better. Symbolism is used when the speaker mentions the healing of a nation and working together as a chance of people being better in future and co-existing well together (Higgins Walker, 2012). The speaker also uses a specific choice of words in making his message clear. The part of the speech where speaker mention s the people of Australia no matter their origin are equal partners and have equal opportunities for them to shape the future of Australia. Symbolism has also been observed when the speaker mentions forgiveness and working together will symbolize the unity of the people of the Country. This will encourage peace and collaboration that will ensure the Country is prosperous in future, Procrastination is when an individual tries to avoid doing a task which needs to be done. Procrastination usually happens when a task needs to be done and is not started on until the deadline for completion of the task is very close (Schraw, Wadkins Olafson, 2007). Procrastination can be observed in various aspects of life such as going for a medical or dental checkup. People usually procrastinate of doing such a task until the last minute when they get sick or they experience a severe tooth ache. The example of a dental visit in relation to procrastination is when you get a sudden tooth ache when going on with your normal life. The toothache is felt in on and off while eating or drinking cold water. You then say that you need to visit the dentist but somehow you keep postponing the visit. It can be due to various reasons such as being too busy or being afraid of visiting the dentist. You end up visiting the dentist at the last minute after the toothache becomes very severe. Procras tination causes a lot of inconveniences in the future and therefore it is imperative that we avoid it and always accomplish tasks in good time. In the recent past I have been able to learn good time management skills. Time management is simply the ability of an individual to be able to effectively use their time effectively to accomplish the tasks in which they have set. Time management is a critical skill for every individual to have and master (Fowler, 2012). If we are able to manage our time well we can be able to participate in many activities and be more productive. A good example is when students are about to do their exams. When students are in school they have a hard time managing their time. This is usually because they have a lot of extra curricular activities which they give priority as compared to most of their school duties. It is a normal phenomenon to find students during the days towards an exam carrying many books, having sleepless nights and filling the library as they try to catch up on their studies and be ready for their exams (Baer, 2014). It is good for students to read and also engage in extra curricu lar activities. It is better if they can manage their time well so that they are able to manage both of these tasks. It is important that we are able to manage our time so that we do not do a lot of things at the last minute. Procrastination is also very bad when in school. Postponing assignments is also a very bad thing because students end up having to do a lot of last minute work to accomplish the needed task. The best way to gain and maintain good time management skills is always having a plan (Morgenstern, 2004). When we plan the tasks we shall be doing we are able to schedule the needed time to accomplish each of those tasks. When we have good time management skills we can be able to meet all the needed school requirements and assignments on time while also finding time to engage in extra curricular activities. These skills being enforced can also be replicated in an individuals life. Someone who is able to have good time management skills is able to organize their life and ac hieve a lot of things in their lives. References Baer D. (2014). Dwight Eisenhower Nailed A Major Insight About Productivity. Business Insider. Fautsch L. (2007). Persuasion. The American Salesman. 52(1): 13-16. Fowler N. (2012). App of the week: Eisenhower, the to do list to keep you on task. Venture Village. Gass R. H. Selter J. S. (2010). Persuasion, social influence and compliance gaining. Boston, Allyn Bacon. p. 33. Hayes S. (2004). US body sets up here to rival ACS. The Australian. Healy T. (2013). IT profession deserves better than the ACS. Sydney Morning Herald. Fairfax Media. IT Pro. Higgins C. Walker R. (2012). Ethos, logos, pathos: Strategies of persuasion in social/environmental reports. Accounting Forum. 36: 194-208. Morgenstern J. (2004). Time Management from the Inside Out: The Foolproof System for Taking Control of Your Schedule and Your Life. Owl Books. p. 285. Ridge J., Weckert J, Lucas R. (2013). The maturing of a profession. Chapter 2. Professionalism in the information and communication technology industry. Australian National University. Pp. 45-48. Schraw G., Wadkins T. Olafson L. (2007). Doing the Things We Do: A grounded Theory of Academic Procrastination. Journal of Educational Psychology. 99: 12-25.

Grounded Theory

Definition Grounded theory is a qualitative approach to research that encompasses the use multifarious iterative methodologies to carry out systematic analysis of social phenomena. The grounded theory methodology is explicitly applied in the generation and/or development of new theories with reference to interactive social inquiries.Advertising We will write a custom critical writing sample on Grounded Theory specifically for you for only $16.05 $11/page Learn More Creswell (2012) reveals that the grounded theory is suitable for seeking advanced knowledge about a specific social phenomenon. The grounded theory methodology uses abductive rather than inductive or deductive reasoning. However, abductive reasoning is a compromise of both inductive and deductive ways of thinking. Inductive and deductive philosophies seek the best explanation about the subject of study. This characteristic makes grounded theory research appropriate for analyzing intricate soci al occurrences in the society. Unlike many other theoretical concepts, grounded theory research uses data to develop theories. In this case, data is analyzed with a view of building a theory. The researcher is not expected to approach phenomenal data with a theory (Lawrence Tar, 2013). Types of Grounded Theory Research Designs There are three types of grounded theory designs that include systematic, emerging, and constructivist grounded theory research designs. The systematic grounded theory design focuses on the utilization of open, axial, and selective coding techniques in the process of data analysis (Creswell, 2012). These systematic phases enable the researcher to develop a cogent archetype of the expected theory. On the other hand, the emerging design emphasizes allows the theory to develop from the obtained data. This type of grounded theory research does not use predetermined stages as in the systematic grounded theory design. Lastly, the constructivist design entails the a nalysis of respondents’ attitudes, values, expectations, beliefs, and philosophies. It seeks to examine individual experiences. Process of going about this Research Creswell (2012) explains the various distinctive stages that are involved in the process of going about the grounded theory research. The grounded theory methodology starts with data collection. Personal consultations, direct observations, and journal information constitute the different techniques that researchers use to collect grounded data. The method that is used to collect data depends on its ability to provide flexible information since grounded research is a dynamic process. The second step entails note taking. The keenness of the researcher is crucial to obtain relevant information. The sensitivity of the information that is collected in the process of grounded theory research determines the applicability of the developed concepts.Advertising Looking for critical writing on philosophy? Let's see if w e can help you! Get your first paper with 15% OFF Learn More In the third step, the researcher is expected to seek approval and permission to access information from relevant sources. Fourthly, the grounded theory research involves intentional conduction of theoretical sampling. Next, the collected data is coded to provide a framework for developing the anticipated theory. The sixth step entails validation of the developed theory. Finally, the researcher has to write a grounded theory research report to support the developed theory. Difficulties Grounded theory research involves difficult processes such as collection and analysis of cyclical data. Indeed, the collection of cyclical data, analysis, and determination of conclusions is time-consuming. This challenge significantly affects the ability of the researcher to maintain perpetual comparison of grounded data (Lawrence Tar, 2013). Furthermore, grounded theories are inferential rather than descriptive. This nature of re search complicates the understanding of abstract information. This situation affects flexibility and ability to uphold reliability throughout the entire process of research. Advantages and Disadvantages of the Grounded Theory Research Creswell (2012) posits that every qualitative approach to research has its own advantages and disadvantages that determine its suitability for analysis. One of the greatest advantages of the grounded theory approach is its methodically and rigorously framed investigation procedures. The systematic arrangement of the theory’s stages eases the collections, analysis, and generation workable solutions to social issues. In addition, the grounded theory research provides the researcher with rich data that is gained from the experiences of other individuals. The theory obtains data from experiences pertaining to different social phenomena. This advantage enables the researcher to use old information to come up with alternative solutions for complex pro blems. However, the grounded theory research has various disadvantages. First, since the theory is a compromise between inductive and deductive reasoning, the partiality of the information interferes with the dependability and substantiation of the entire process of data analysis. Secondly, the qualitative nature of the results that are obtained for the grounded research process is at times ambiguous for practitioners.Advertising We will write a custom critical writing sample on Grounded Theory specifically for you for only $16.05 $11/page Learn More Field in which the Grounded Theory Research is mostly widely used The grounded theory research is used in many fields to seek practicable solutions for social phenomenon. Lawrence and Tar (2013) reveal that the grounded theory research has become increasingly popular in conducting medical studies. Its qualitative aspects make it appropriate for designing, rationalization, and generation of pioneering findin gs that enhance the handling of patients and administration of treatment. Furthermore, the grounded theory approach is useful in accountancy. Accountants require abductive reasoning to gather and analyze coded data. It enables them to develop pertinent theories through the manipulation of accountancy data. Accounting practices demand uninterrupted assessment of complex information from business documents. The analysis of such information requires the application of qualitative methods such as the grounded theory research. Reference List Creswell, J. (2012). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. New York, NY: Sage Publications. Lawrence, J., Tar, U. (2013). The use of Grounded Theory Technique as a Practical Tool for Qualitative Data Collection and Analysis. Electronic Journal of Business Research Methods, 11(1), 29-40. This critical writing on Grounded Theory was written and submitted by user Karlee O. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Midsummer Nights essays

Midsummer Nights essays Love. Everyone thinks they will fall in love or be in love with someone else at one point in there life.Love is a very strong word, in A Midsummer Nights Dream by William Shakespear, it was used to its full potential. It could be true love or jus an infatuation that you think is love but it really isnt. First there was the love between Theseus and Hippolyta, which lasted though out the whole play. Then Lysander and Hermia were in love but Demitrius also loved Hermia but that was change later by Oberon. L ater Demetrius falls back in love with Helena but only because he was put under a spell. In this play there were many relationships between all the charaters. I think the play A Midsummer Nights Dream reflects deep truths about love and In Norrie Epstiens essay there were many good points. Most of them were about how all the chatacters were interchangable and how they fell in love. Her most important point was how love becomes a spell. Love dose become a spell or at least seems like one because you dont function right when your in love. That happens alot in this play with Helena and Lysander. Like when Lysander is told that he can not marry Helena he tries to do whatever he can to try to get the duke to let them marry. He even was gonna try to sneak out of athens with Helena jus so they can be together and that makes the reader think that he would not do that if they werent in love. Another good point that Epstien had was that love transforms a mortal into a rarety of imperfection. When people are in love with each other they try to act perfect so that dont make a bad impression. The person thinks that if they act perfect around the person they think they love that they will start to fall in love with each other. That isnt how it works every time though so you are doing all that work for nothing. This is what is meant by transforming and it happens alot in real ...

PERSONAL GOALS & REFLECTION ASSIGNMENT BUSINESS ETHICS Essay

PERSONAL GOALS & REFLECTION ASSIGNMENT BUSINESS ETHICS - Essay Example After evaluating my time audit sheet, I can say with confidence that I am maintaining the values that matter to me in my daily activities. The two most important influences in my life are religion, and education, and so it is appropriate that related activities (class, study, and prayer) occupy the majority of my days. I would not change any aspect of the way I fill these time periods, except for extending them if it were a realistic option. If I were conducting myself as a business with the values equivalent to those described in the memorandum, then the usage of my time is very efficient. It promotes the building of personal skills, spiritual health, social activity, and a very productive, happy life. Of course, some play time does creep into my days, but it is a necessary release of stress that surely contributes to my success during the day. I wouldnt expect my employees to spend their entire day without any fun. It would surely exhaust them in a short amount of time. If I were to make a single change to my routine, I would try to eliminate about an hour from my night of sleep. There has been evidence that seven hours or even less can be more than sufficient for some people, and the extra time could certainly be used for a more productive purpose. Though sleep is definitely important, I would be interested to see if I can be awake for longer without a major negative impact to daily

Is our planet in trouble Essay Example | Topics and Well Written Essays - 250 words

Is our planet in trouble - Essay Example Diamandis does acknowledge that the world does indeed face numerous challenges; however, advancements in technology by virtue of Moore’s Law, increase in the number of people entering into the Internet and increased funding of innovation by techno-philanthropists are some of the factors that will lead to the development of solutions to these global challenges. The arguments raised by Gilding and Diamandis have their merits and demerits. Gilding looks at situation from a more conservative perspective and uses pessimism or more rightly fear to push us towards incorporating environmental sustainability in all our endeavors. Diamandis on the other hand is more liberal and uses optimism or opportunities to push us towards seeking innovative solutions to facing our current global challenges. Ultimately, though, we do agree with Gilding that we have to incorporate environmental sustainability in all our endeavors. The unarguable fact is humanity does need what nature provides (â€Å"Footprint Basics - Overview†). We do need resources derived from nature to build the technology needed to face our global challenges. So, yes, technology can save us from ecological overshoot however we do need the ecology first in order to build the

Advanced Fire Administration Essay Example | Topics and Well Written Essays - 1500 words - 1

Advanced Fire Administration - Essay Example This is because of the increase in population attributed to the dynamic nature of it and also the issue of developmental growth. Every city is expected to show some growth, and this growth must be maintained and planned parallel. In the first part of the paper, an overview is sampled on what is expected in five to ten years based on an expert view. The main objective of the paper is to evaluate how and the measures that are put in place during planning; these facts have a direct impact on how the city will be able to respond to disaster in the future. Also, to show how the administrative body will ensure infrastructures that are coming up are abiding to the planning regulation. Planning is the most essential element of any development, proper planning focus on the future outcome and incorporates the concept of growth, a city cannot remain static it must be dynamic either negatively or positively. Use of proper planning tools is essential because bad planning always leads to disorganised results that conflict with each other. The person that I interviewed is a county planner, his works entails planning for the future and he gave me an overview of what is expected in 5 to 10 years to come. A proper planner should focus on the future rather than the immediate situation. Population is dynamic and would not remain the same as today therefore in about five to ten years to come, the number of people living per square kilometre will have increased and so the urge of new resources. The current resources cannot be able to serve the number that was available at that time, so need to keep changing resources as the demand will go higher. Different measure has been incorporated that relate to fire management in case of a disaster. One of the measures that have been addressed in the plan is buying and upgrading the number of capabilities of fire responses. The higher the population the more the administrative body requires necessary

Properties Of Soil Including Density And Porosity Environmental Sciences Essay

Properties Of Soil Including Density And Porosity Environmental Sciences Essay Experiments were undertaken to obtain the bulk density, particle density, and soil porosity of four soil samples. Bulk density, particle density, and soil porosity are all interrelated terms. Density is the relationship between the mass (m) and volume (V) of a substance. . Based on this relationship, an object or substance that has high mass in relation to its size (or volume) also has a high density (D). Soil bulk density (Db) is a measure of the mass of soil per unit volume (solids + pore space) and is usually reported on an oven-dry basis. The particles that make up a soil have a specific particle density (Dp), which is defined as the mass of solid particles in a unit volume. This can be expressed as, . The particle density of a soil is not affected by particle size or arrangement; rather it depends on the type of solid particles present in the soils. Unlike the measurement of particle density, the bulk density measurement accounts for the spaces between the soil particles (pore s pace) as well as the soil solids. Soils with a high proportion of pore space have lower mass per unit volume, and therefore have low bulk density. A bulk density greater than 1.6 g cm-3 may indicate soil compaction, which means these soils have a low proportion of pore space and, therefore, low porosity. The bulk density indirectly provides a measure of the soil porosity which is the ratio of the volume of soil pores to the total soil volume. Clayey soils generally have an abundance of very small pores that give them a higher total porosity compared to sands, which are dominated by larger, but fewer pores. MATERIALS: 1. Core soil samples 2. Balance (0.1 g precision) 3. Flat-bladed knife 4. Veneer calliper 5. Disturbed soil samples 6. 100 ml measuring cylinder 7. De-aired water METHOD: The bulk density of the soil was calculated after following a series of steps. Firstly, excess soil from each of the disturbed soil sample was removed using a flat-bladed knife, ensuring that the bottom of the sample was flat and even with the edges of the ring. Excess material or roots penetrating from the sample was cut using a scissors. The dimensions of the core were then measured using a veneer calliper and the dimensions obtained were plugged into the formula Volume= à Ã¢â€š ¬ * radius 2* height to calculate the volume of the core. This value was then used to obtain the bulk density of the soil (Db = ). Afterwards, approximately 50g of soil was weighed out in a weigh dish for each soil sample and the soil weight was recorded to the nearest 0.1 g. e 50 cm of water was then poured into a 100 ml graduated cylinder and the previously weighed soil was added into the water in small increments. Air bubbles were eliminated by stirring with a rod and the final volume of the soil water suspension was read and the value was recorded. This value was then used to calculate the particle density of each soil sample (Dp = ). Using the measured densities the percentage soil porosity was calculated via the formula, 100-( Db / Dp * 100). Data was recorded and presented in a tabular format. RESULTS: SOIL SAMPLE HEIGHT OF CORE (cm) DIAMETER OF CORE (cm) VOLUME OF CORE SAMPLER (cm3) 1 5.548 5.36 125.2 2 3.862 5.58 94.5 3 4.889 5.858 131.8 4 4.798 5.384 109.2 FIGURE 1: TABLE SHOWING THE HEIGHT, DIAMETER AND VOLUME OF THE CORE SAMPLER FOR EACH SOIL SAMPLE. SOIL SAMPLE WEIGHT VOLUME (cm3) 1 319.6g 69 2 276.6g 69 3 273.2g 71 4 343.6g 70 TABLE SHOWING THE WEIGHT AND VOLUME OF THE FOUR SOIL SAMPLES. SOIL SAMPLE WEIGHT OF FIELD MOIST SOIL SAMPLE (g) WITH CORE WEIGHT OF DRY SOIL SAMPLE (g) WITH CORE WEIGHT OF CORE (g) WEIGHT OF DRY SOIL SAMPLE (g) (WEIGHT OF DRY SOIL WITHOUT CORE WEIGHT) 1 356.7 319.5 188.5 131 2 277.4 276.6 105.1 171.5 3 390.1 273.2 145.8 127.4 4 245.6 343.6 104.5 239.1 FIGURE 1: TABLE SHOWING WEIGHT OF FIELD MOIST SOIL SAMPLE AND OVEN DRY SOIL SAMPLE. SOIL SAMPLE WEIGHT OF SOIL SAMPLE (g) INITIAL VOLUME OF WATER (cm3) FINAL VOLUME OF WATER (cm3) VOLUME OF THE SOIL PARTCLES (cm3) 1 50.00 50 69 19 2 50.00 50 69 19 3 50.00 50 71 21 4 50.00 50 70 20 FIGURE 4: TABLE SHOWING WEIGHT OF SOIL SAMPLE, INITIAL VOLUME OF WATER, FINAL VOLUME OF WATER AND VOLUME OF SOIL PARTICLES. SOIL SAMPLE BULK DENSITY (g/cm-3) PARTICLE DENSITY (g/cm-3) SOIL POROSITY (%) 1 1.9 6.9 72.5 2 2.49 9.03 72.4 3 1.8 6.1 70.5 4 3.42 12 71.5 FIGURE 2: TABLE SHOWING THE BULK DENSITY, PARTICLE DENSITY AND SOIL POROSITY OF EACH SOIL SAMPLE. To calculate how many grams of soil are in a hectare plow layer: Depth = 15cm =0.15m Hectare = 10,000m2 Volume of HPL = Area of Hectare * Depth of plow = 10,000 * 0.15 = 1500m3 Db = 1.4g/cm3 = 1kg = 1000g à ¢Ã‹â€ Ã‚ ´1400kg=1400 ÃÆ'-1,000 = 1,400,000g Therefore, there are 1,400,000g of soil in a hectare plow layer. DISCUSSION: Soil porosity and bulk density are interrelated terms. Soil bulk density (Db) is a measure of the mass of soil per unit volume while soil porosity is the ratio of the volume of soil pores to the total soil volume. Bulk density (Db) is closely related to the soil porosity through the following relationship:. The bulk density indirectly provides a measure of the soil porosity (amount of pore space). The value obtained from the measurement of soil bulk density can be used to calculate pore space. For soils with the same particle density, the lower the bulk density, the higher the percent pore space or total porosity. Soil porosity values range from 0 to 1. Soils with a high bulk density have low total porosity because empty pores do not have any mass. When the bulk density is zero, porosity equals 1, meaning there are no particles. If the bulk density is equal to the particle density, then there are no pores and porosity is zero. Soil porosity can be affected by changes occurring in the soil. The porosity of the soil decreases in compacted subsoils and increases in well- aggregated, high organic matter surface soils. The values range from as low as 25% to more than 60% respectively. Soil management can also alter soil porosity values such that, cultivated soils tend to have a lower total pore space as a result of a decrease in organic matter content and a consequent lowering of granulation, in comparison to uncultivated soils. Bulk density and porosity are also affected by changes in soil texture. Fine-textured soils including clay, clay loam and silt loams typically have lower bulk densities as compared to sandy soils, due to the presence of pores between and within the granules. As a result, these fine-textured soils containing a high proportion of pore spaces to solids tend to have low bulk densities. Sandy soils, on the other hand, though larger in particle size have larger yet fewer pore spaces, resulting in a higher bulk density. In terms of porosity, fine-textured soils are very porous. This is because of the large amount of micropores in fine-textures soils which allow water to be held. These micropores prevent the water from being drained away and therefore, result in high total porosity. In contrast, sandy soils have less total porosity due to the relative absence or lack of fine, within-ped pores. This allows water to be drained away easily through the macropores present in sandy soils. Addition ally, bulk density and porosity are affected by changes in the size class of the soil particles. Bulk density is lower in sandy soils or well-sorted sand where the particles are generally of one size class whereas a mixture of different size particles (well-graded sand) will cause a high bulk density. In well-graded sand the smaller particles partially fill in the spaces between the larger particles causing a reduction in the pore spaces and a resultant increase in bulk density. Soil porosity, on the other hand, is decreased in well-graded sand as compared to well-sorted sand. Another factor impacting bulk density and porosity is compaction. Soil compaction refers to the disruption and reduction of the large pores within the soil. It can be caused in a variety of ways such as, the practice of poor agricultural practices, use of machinery on soil, etc. Compaction increases the mass in a given volume, which increases the measured bulk density. Bulk density increases because both the micropores and macropores in a soil are significantly reduced after compaction has taken place. Therefore, with the removal of these empty pores, the mass of soil increases in a given volume. With regards to porosity, compaction reduces the total pore spaces and hence, the total porosity. In conclusion, bulk density and porosity are two interrelated soil properties which are altered by various factors including soil texture, compaction and soil structure. Calculations into the bulk density and porosity were carried out. Some limitations presented were the fact that bulk density and porosity values would differ from place to place due to certain factors, for example, the level of compaction in an area. However, these figures can be useful in determining the crop yield of a soil.

Comparing Woodrow Wilson and Theodore Roosevelt Essay -- Compare Contr

Comparing Woodrow Wilson and Theodore Roosevelt During the 20th century many different presidents went in and out of the doors of the White House serving the country the best they could. However, two of these men hold a place in American history as perhaps the greatest leaders that had ever served our country. Theodore Roosevelt and Woodrow Wilson are two extraordinary men that symbolize the hope and aspirations of the American people during such a tumultuous time in United States history. Both of these men held leadership qualities like no other, had strong views for America, and held exceptional ideas on foreign policy. Theodore Roosevelt stepped into head of office on September 19, 1901 when President William McKinley was assassinated. He was the youngest man to become president. His motto was â€Å"speak softly but carry a big stick.† President Roosevelt would come into power offering America the square deal. He would take the power away from the industrialists as he controlled big business from the White House. He would soon become known as a TrustBuster. Roosevelt used American power for American interests and was quoted as saying, â€Å"I am an American first and last. â€Å" Although some historians argue that Roosevelt acted like a six-year-old throughout his presidency and that he didn’t think things through, ie â€Å"he thought with his hips†, one can admire the tremendous leadership qualities that Teddy Roosevelt had. First, he was a very bold man who graduated magna cum laude from Harvard. The average citizen was aware of what a â€Å"positive, warm and tou gh, authoritative and funny† president that they had leading them. His leadership qualities stemmed from his time as a New York state Assembly man, a deputy sheriff, a ... ...ir racial characteristics. He also knew the value of the ethnic vote. Wilson on the other hand was a racist who brought his Virginia attitude with him to the White House. Perhaps the most ironic thing about these two men is the fact that Theodore Roosevelt won the Nobel Peace Prize in 1904 for helping resolve the Russian-Japanese fighting, and TR never was in office during the Great Wars while Wilson was. However, we did end up getting the United Nations from Woodrow Wilson’s presidency. In conclusion, Presidents Theodore Roosevelt and Woodrow Wilson were very different people who held different beliefs on America, but nonetheless, these two men gave their all in making America a better place. Without these two leaders, America could have been a very different place today. Who knows, I might have been writing this paper in German had it not been for them.

Van Sant’s ‘Death’ Trilogy: Gerry, Elephant and Last Days

Gus van Sant's three films, Gerry, Elephant and Last Days, are, in essence, a trilogy, linked by their common structures, compositions, and representations of death. In this paper, I will analyze these similarities and discuss the treatment of each film's central event. Van Sant's early career showed a unique experimentation with story structure and plot devices. In films like My Own Private Idaho, Drugstore Cowboy and To Die For, he displayed a freedom of narrative, creating esoteric, poetic pieces that challenged and often bewildered viewers. His career then became more conventional, and he hit somewhat of a lame lowpoint with the film Finding Forrester, a sappy story about a young black teenager whose writing gifts are altruistically recognized by an aging author played by Sean Connery. His next film, however, was completely different than anything he had directed. It starred Matt Damon and Casey Affleck, who, along with van Sant, would normally create box office demand with their work. Yet the film was not widely released or widely seen. It was mostly dismissed as an indulgent experimental piece, something created by Hollywood artists bored with their usual work and with easy access to too much funding. Van Sant followed this with a film that premiered at Sundance and, surprisingly, took the top prize. It purported to be a representation of the Columbine killings, even though Columbine was never mentioned, and several liberties were brazenly taken with facts that most people were intimately familiar with. It featured no professional actors; actually, the characters were all essentially playing themselves, even using their real names and shooting in their actual school. The film was much more widely seen, and the unique treatment of time and plot proved to be very similar to his previous work. His most recent film, officially titled Gus van Sant's Last Days, premiered at the Cannes Film Festival and attempted to vaguely recreate the death of Kurt Cobain. The thematic elements and structure were by now easily recognizable. The film's first reviews were harsh, but eventually, critics seemed to warm to it, and it was widely praised for its bravery and patience. Van Sant refers to them as a â€Å"news story† trilogy, in that they are all based on real events. Gerry is about two guys who get lost in the desert, and one of them eventually kills the other one. Even if we're unfamiliar with the event, we can picture the sensational headline, probably depicting the event as horrific and the murderer as an animal. Van Sant's portrayal of the event, from the characters losing their way to the actual murder, reveals his intent to fully immerse himself in the event and depict how such an act could occur. When we witness the murder, it appears natural and even compassionate. The circumstances under which the characters are behaving are unusual and extreme, but their intentions and humanity are always recognizable. The next two films are events with which the culture is very familiar. Almost everyone who sees them has a strongly formed emotional impression of the stories. The Columbine massacre and the suicide of Kurt Cobain are two of the most omnipresent cultural events for this generation of Americans, and van Sant chooses to take them on. His intentions are similar to those of his first film in the series; he wants to discover, through the process of filmmaking, how such acts could occur. It is unclear as to whether van Sant intended to create a trilogy, but these films are unmistakably similar in several different ways, including their shooting and editing style, their themes, and their attempt to depict a â€Å"found story†. Common Style Cinematographer Harry Savides shot the trilogy, and his style remains consistent; it can best be described as meditative. Most of the elements and techniques were developed in the process of making Gerry. The shooting period lasted twenty-one days. There were lots of problems during the shoot, and the scenes were always planned and executed on set, in collaboration with the actors, and with very little adherence to a shooting script or written dialogue. During this process, van Sant and Savides developed what would become a signature style for them. They composed very long tracking shots of the characters simply walking through the desert. Some shots were close-ups of their faces as they trudged, always with a definite purpose and determination. Others were long shots of their tiny bodies against the hugeness of the landscape. The most famous shot is the two of them barely moving, close to death, silhouetted against the sunset, still moving slowly towards nothing. Another element they developed is a lack of adherence to any definite sense of time or chronology. The films are edited haphazardly, with several scenes repeated at different points in each film from different perspectives. In Gerry, the two men never find water, yet the sun rises and sets at least eight times during the movie, in very different settings. In Elephant, one hallway encounter between two characters, with another character running by, is seen three times from each characters' perspective, and continually serves as a warning that the killers are about to enter the school. There is no attempt to operate by any logical standards of time or character arc. The focus here is on a creation of atmosphere. The flexible chronology and the long static shots create a strong sense of freedom for the actors to immerse themselves in their characters. In each movie, and especially in Gerry and Last Days, the characters operate in a trance-like state, moving through the world of the film with no attempt to relay an emotion or communicate to anyone in any way. They simply are, and we watch them as voyeurs, knowing in each case that they are moving slowly towards death. The process of close collaboration with the actors is similar for each film as well. The actors are very much a part of the development of the story and their own characters. This trust in the actors to create their own worlds adds a unique element to the trilogy. Common Theme The central theme of the three films is â€Å"young death†. The first death is a compassionate murder; the second deaths are emotionally empty executions; the last is a slow wasting away. They all seem tragic because of the age of the victims and the somewhat easily avoidable circumstances under which the deaths occur. The deaths are also empty of crescendo. There is no sense of narrative closure in the deaths of the central characters, or an attempt to draw moral or dramatic conclusions from the deaths. This treatment of death is similar to the films analyzed by Catherine Russell in her work Narrative Mortality: Death, Closure and New Wave Cinemas. She notes that conventional cinematic narratives â€Å"codified the desire for meaning as a desire for meaningful death, and the desire for ending was formalized as a desire for death.† 1 She claims that new wave films â€Å"consistently split death from closure, and prevent meaning and ending from fitting neatly together.† These films have no plot or story; they end abruptly, with no attempt at coherent explanations. Their focus is on the world of the characters as they hypnotically and obliviously move towards their death. Common Intentions: A ‘Found Story' This refusal to exploit the deaths of the central characters for emotional or dramatic effect highlights van Sant's focus on creating realist cinema. He strives to present each scene as naturally as possible, with no cinematic affectations or even unnecessary camera movements. They wanted no â€Å"moves†. He and Savides make it clear that their intention is to recreate reality on screen. Realist theorist Siegfried Kracauer defines a ‘found story' as one that â€Å"emerges from the filmmaking†. 2 This description aptly describes van Sant's triptych; the process clearly defines the product. An example of this comes from the production of Last Days. Van Sant was in the costume designer's office when a Yellow Pages salesman entered and delivered his pitch. The director envisioned the affect this would have on his drugged-out, detached lead character and threw the two worlds together. The effect was brilliant in that it intensely highlighted the two different worlds that these characters inhabited. It also reveals van Sant's attempts to infuse his films with as much realism as possible, down to the actors who portray the characters. In fact, the actors are usually playing themselves. In Elephant, each character uses their real name and moves around their actual high school, interacting with their actual friends. The scenes are meticulously composed, but the dialogue and relationships, the individual moments, are mostly improvised, providing the audience with a strong sense of voyeurism and recognizable interactions. The affectations occur during editing. The sound design and aforementioned obscure chronology are the clues as to how we interpret the reality that they present. In Elephant, a character that most recognize as the eventual killer walks through the cafeteria drawing up his ‘plan'. He stops and we hear the sound slowly rise and overwhelm the boy, implying his â€Å"special mode of reality†.3 In Last Days, a somewhat bizarre element is employed in one of the final scenes. Blake, the Cobain surrogate, is lying in his garden house, close to death. Suddenly, his spirit emerges from his naked body as an apparition and hovers beside him. This mystical element meshes with the hypnotic, often spiritual mood of the film. At first glance, it seems to stand in stark contrast to the dogmatic realism of the rest of the film. However, the scene effectively illustrates the characters' state, and in this sense, remains consistent with the production's intentions. These common elements all serve the common event in each film: the eventual deaths of the major characters. Gerry Gerry depicts two characters, both ostensibly named Gerry, wandering through the desert looking for â€Å"the thing†. They see tourists with lame visors taking one path, and they decide to take another. They lose their way and spend the film attempting to survive. Each interaction between the characters is infused with purpose and a wry humor. They always have a new plan and never lose their forward-thinking state of mind. They resist despair and anger and seem always to assume that they will make it out ok. The majority of the ninety-minute film consists of the characters moving through the desert, searching always for the way home. There is maybe fifteen minutes of dialogue and, except for the tourists, no other characters. We see them simply walking, moving together, sometimes in what seems to be a competitive state, and other times alone, separately climbing different peaks to get a better view. The desert scenery is beautifully composed, and there are few shots less than a few minutes long. The characters are resisting death. They are slowly succumbing to the elements, fighting thirst and fatigue, never wanting to appear weak to the other. They always keep moving. Once, when they have stopped to rest, one of them comes to the other, tired but satisfied. He says, simply, â€Å"I found the car. I have water. I know the way out.† He is convinced of the truth of this claim, and is extremely disheartened when, after a few minutes of forceful persuasion, he realizes it is an illusion. Eventually, after moving around for what could be days, they lie down, exhausted and in a trance. One is clearly stronger than the other and is capable of continuing; one is finished. They lie next to each other, staring at the sky. Suddenly, the strong one moves on top of the weak one, wrestling him, literally shaking the life out of him. He stabs him and he bleeds, giving in quickly to the loss of consciousness. No emotion is displayed, and the event seems natural and pure. The act is clearly one of compassion for the pain of the weak one, a hastening of the inevitable and a cessation of the pain and agony and waiting. It is an act of euthanasia. However, it is also an act of survival; the strong one is now free to move again and attempt to survive on his own, which he eventually does, seeing the highway before him shortly after the murder. There is no lesson in the death, or any sense of closure. It is simply an act, and it bleeds into the reality of the rest of the film, having no special significance. It comes and passes in the same manner as the rest of the journey. It is a violent act, somewhat selfish, and it occurs in the vague context of an allegorical journey. The film is about being lost and eventually succumbing. However, there is never a sense of panic from the characters, or a sense that they have lost control or even hope. There is an acceptance at one point, when they lie down, and some timid shedding of tears from the weaker Gerry. But the characters admirably remain focused on survival and getting out, on proving their strength against the elements and their own thirst and exhaustion. The stronger character's devotion to this elusive hope eventually saves him, and he finds his way, leaving behind a friend who, all elements aside, he had murdered. He rides away in a car, still in a trance, looking back at the desert. The film is beautiful, and it is essentially a meditation on the struggle to survive. Elephant Elephant is a montage of different students at a public high school. Because the audience knows it is about the Columbine murders, the outcome is a given. Each ‘victim' is introduced with a title card, and we see them in their world, interacting with their friends, with no exposition or context. We know what high school is, and we understand and recognize the basis of the conversations and relationships. Scenes and characters intertwine as new characters are introduced and followed. Various social issues are broached in the context of the characters' lives, issues that have all been mentioned in the context of the killings as an attempt at explanation or blame. The first shot is a weaving car, casually sideswiping a parked car and almost hitting a biker. It creates a reckless and irresponsible tone, depicting apathy towards life and danger. We see that it is a drunken father driving his son to school, and the son demands that his father pull over and let him drive. He is not angry, just exasperated, and the issue of parental carelessness and forced responsibility of the child is depicted. We see the boy being disciplined by the principal and feel pity for him and his circumstances. We are introduced to three popular girls as they flirt with a boy and then eat lunch. They enter the bathroom, awkwardly discuss their body issues, and casually, simultaneously, vomit. The killers are at home, receiving weapons in the mail, which they have ordered over the internet, and practicing with them in the garage. The shy, geeky one, earlier seen picking spitballs out of his hair and plotting in the cafeteria, is playing Beethoven, slyly invoking A Clockwork Orange. The blond, outgoing one, who slyly invokes Eminem, enters his room and plays a generic video game, playing a character wandering through a vast white empty landscape shooting men in suits in the back as they slowly and obliviously walk towards the horizon. Video game violence is thus invoked as a ‘factor'. Later, as they prepare to enter the school for the massacre, the blond one enters the shower with the shy one and says, â€Å"I've never even kissed anyone, have you?†, and they embrace. Another element, repressed homosexuality and a sense of separation, is introduced. These issues are peripheral to the mood of the film. It is amazingly ominous. We see the killers entering the school with their arsenal very early in the film, and are repeatedly reminded of their entrance as other characters pass through the same time period. We never know when the first shots will occur. We know from the news that the library and the cafeteria were the scenes of the massacre, and we repeatedly hover there, watching characters, picturing the chaos about to occur. It is visceral and exciting, and sickening and bizarre. Van Sant, without affectation, makes us fall in love with some of the characters, simply from the purity of their interactions and their lives. He highlights their beauty, and exposes their talents and quirks. Even the killers are presented almost sympathetically, or at least without any attempt to vilify them. We observe their normal lives, at breakfast with their family, practicing the piano and playing games, and their relationship is almost pleasant to watch. We see their psychosis, however, and realize very soon that they are capable of total detachment and extreme violence in retaliation for a vague sense of being underappreciated and emotionally tortured. The killings finally begin, a few scenes after we hear the machine gun being cocked in the library. The geeky girl with the long pants in gym class arrives late for her job in the library, and as she speaks to the boys with their arsenal, they splatter her blood against the books. They turn and randomly shoot into the crowd of scurrying students. The killings are not gruesome or ugly; they are simple and easy. We meditate on the killers' callousness and the painful pointlessness of the act, rather than recoil at the blood and shock of the shootings. We also never see a panicked face or hear a shrill scream; the deaths, as in Gerry, blend with the everyday we have adjusted to seeing. The world does not change because of the acts that occur. The ending is extremely abrupt; the killers meet in the cafeteria, and as the blond brags about his kills, he is ruthlessly shot in the head by the shy one. He is speaking, we hear a shot and see blood, and he falls out of frame. At first, we are not sure if he was shot by another student or a sniper, but when we see the shy one, in the same long shot, moving towards the freezer looking for more victims, we realize. The film ends as he finds a popular couple whom we know and he obviously despises, and tortures them happily, pointing the machine gun at them and reciting eenie meenie miney mo. The film takes place in a single morning, in the span of a few hours. The characters we meet have no thoughts of their fate, wandering through their lives as death approaches in a sedan with a devil hanging from the windshield. Van Sant chooses an extremely familiar event and gets inside what might have happened. What he manages to create is a total sense of normalcy in the high school. There is no sentimentality in this film, this depiction of an event that is so loaded with emotion and sentiment and anger and backlash and blame in our culture. He strips it down and rips away all the sensation, and reveals easy to know people in an easy to know situation about to face something horrific and familiar to us all. His intentions and approach are similar to that of the film United 93, about the September 11th plane that crashed in Pennsylvania. We all know the details, we have all felt the sentiment, but the film attempts to forget all that and show real characters in a real situation, without any sentimental pretensions. It tries to depict how such an event really looked. In Elephant's case, this is done in service of a meditation on the casualness of violent death. Last Days Last Days depicts the deterioration of a rock star, based on the suicide of Kurt Cobain. The first shots are of Blake walking through the woods, urinating in a pond, vomiting, and singing Home on the Range by a fire and a tent. He returns to his house and wanders ghost-like through the halls and rooms, avoiding contact with any of the stragglers in the house, cooking macaroni and cheese and watching a Boyz II Men video. We see the state of his life intimately, and his world becomes recognizable. He is out of it and detached, and has no desire to connect with anyone. He carries around an ominous shotgun in several scenes, and at one point, he mimics shooting two of his friends as they lie in bed. He is in a trance. He literally hovers in some scenes, slowly, slowly, collapsing to the ground and resting, comatose, against the door, falling violently when it is opened and a straggler checks for his pulse. No one in this film wants anything. No one, especially Blake, has any sense of purpose. This is the weakness of the film from a cinematic standpoint. Gerry and Elephant remain fascinating in large part because of the strength of their characters' intentions and purpose. In this world, no one feels anything. The peripheral characters might have intentions relating to a vague sense of hedonism or greed, but that is not near enough to drive the film. This is about a wasting away, a slow, drawn out surrender to death, a suicide. The wallpaper is crumbling, the house is falling apart, no connections are made, and we are witness to a man who is totally numb to the world. It again features the long, static shots of seemingly nothing, zooming in on the television, holding on Blake's lifeless body on the floor. There is a beautiful shot of Blake experimenting with sounds in his studio. The camera slowly moves backward, and we watch for an extremely long time as he moves around the room, haphazardly enjoying himself with his instruments, seemingly at peace, In the end, we see him cowering in the garden room, watching characters come and go, completely alone, and ready for an ending. This is a meditation on decay. Death These films very effectively reveal worlds that simply are. The characters we follow slowly approach their death, one at the hands of his friend, others at the hands of gun-toting teenage psychos, the last, presumably, by his own hand. But, in fitting with the tone of the trilogy, death simply is. It happens just as casually as the taking of a photograph or the preparation of macaroni and cheese. When it happens, nothing is done to signify or indicate any sense of change or profundity. The realism of the films is, to me, something almost euphoric. There is a real beauty in the interactions between the characters, in how recognizable their worlds are, and because of this, the audience receives a gift: there is a chance at a profound understanding of the nature of what happens to them.

Margaret atwood rape fantasies Essay Example

Margaret atwood rape fantasies Essay Example Margaret atwood rape fantasies Paper Margaret atwood rape fantasies Paper Atwood uses a temporal setting, a feminine first person point of view, irony, and allusion to warn readers of the vulnerability that comes from naivety and the downplay of ape. The setting is temporal. The womens liberation movement is thriving in the sass. Media is beginning to pay attention to non-superficial womens issues: The way theyre going on about it in the magazines youd think it was just invented, and not only that but i?s something terrific, like a vaccine for cancer (31). Magazines are beginning to advocate the Equal Rights Amendment, to converse about womens issues, to put domestic violence and sexual harassment on the cover of a womens magazine, and to feature a national study on date rape. History suggests women do not have or should to have sexual desires: But if youre being totally honest you cant count those as rape fantasies (34). Estelle and her coworkers label their sexual fantasies as rape to take away the sense of being personally responsible for their desires. The temporal setting occurs during the time feminine issues headline the media: So at work they all have to talk about it because no matter what magazine you open, there it is, staring you right bungee the eyes, and theyre beginning to have it on television too(31). After decades of matriculation concerning feminine issues beyond the superficial the damn as been opened allowing the characters to discuss the taboo. Due to medias growing attention of serious issues like rape Christy is able to gain access to information that she parrots back to her work pals: Besides, all the articles say its better not to resist, that way you dont get and her co-workers are beginning to learn how to defend themselves in a rape scenario from the increasing media coverage on important issues like rape. Atwood uses the language device allusion: Im not what you would call a drinker but like to go out now and then for a drink of two in a nice place, even if I am by myself, Im with Womens Lib on that even though I cant agree with a lot of the other things they say (37). The author alludes to the Womens Liberation movement going on in the 1 sass to explain why the narrator feels confident enough to put herself in a vulnerable position with a potentially threatening male at a bar. Atwood uses the temporal setting to allow her characters to discuss rape, but not really know what they re talking about: Rape is when theyve got a knife or something and you dont want to(33) Estelle and her co-workers lack a mutual understanding of what rap is. The point of view is first person. Estelle has a very naive view of a rape scenario, she likes to use dark humor to lighten up the situation: Estelle assumes Sonars silence in the story is her being offended that she didnt a chance to share her rape fantasy: Sandra was miffed too, by this time SSL finished her celery and she wanted to tell about hers, but she hadnt got in fast Sonars silence can also be interpreted as the silence of rape victim. Atwood uses a first person point of view with a womens viewpoint to drive home the naivety the women have in the story concerning rape and the vulnerability that comes from their ignorance. There is a failing of communication between men and women in the story:But maybe its different for a guy'(36). Estelle lack of understanding of the male psyche leads to her vulnerability. Estelle believes ignorance is bliss: You cant Spence your whole life in the Filing Department or cooped up in your own apartment with all the doors and windows locked and the shades Her statement is correct; to lock yourself away from the world forever is ridiculous. The language devices used in the story are allusion and irony. - card game the ladies are playing alludes to the control, strategy, and manipulation skills Estelle feels she can possess during a rape scenario: So said one club, hoping Sandra would remember about the one club convention, because the time before when I used that she thought I really meant clubs, and she bid us up to three, and all I had was four little ones WI nothing higher than a six, and we went down two and on top of that we well vulnerable(31). Estelle belief of control and ability of manipulation in a game reflects the characteristics she holds in reality, which leads to her bell in a vulnerable position in the end. Another language device that Atwood u: s situational irony: So I ask him why doesnt he let me fix him a Neo-Citric and scotch, thats what I always take, you still have the cold but you dont fee it, so I do and we end up watching the Late Show together (35). Estelle fantasies begin as serious and twist Into absurdity, in the end of this scenes she is taking care of the man who attempted to sexually assault her. Tattoos use of allusion places adds realism to the story. The mention of the Virgin Mary is a biblical allusion to a lady who became pregnant by God instead of her swear all four of them looked at me like I was in b asset, like Id insulted the Virgin Mary or something (33). The women in the story were expected only to have marital relations like the Virgin May, so theyre using the rape fantasy to cover up their sexual desires. The author also uses a structural irony in Estelle rape fantasies: So I hand it to him AR hes very obliging, he twists the top off and hands it back to me, and I squirt him in the Estelle character is flawed in her belief a rapist will list. To their victim. Atwood use of irony both situational and structural is a warning to the readers that Estelle naivety leads her to a dangerous tuition: Like, how could a fellow do that to a person hes just had a long conversation with, once you let them know youre human, you have a life etc I dont see how they could go ahead with it, right? 37) Estelles fantasies left her vulnerable. Estelle is a real damsel in distress her ignorance on dangerous situations coupled with an over-confidence that she can control a harmful situation leads to her being left vulnerable. Tattoos use of first person point of vine for the reader to listen to a womens point of view. Estelle although naive when it comes to evading dangerous situations, gives the reader an u nderstanding of a females psyche regarding rape.

Comparison of Two Religions essayEssay Writing Service

Comparison of Two Religions essayEssay Writing Service Comparison of Two Religions essay Comparison of Two Religions essayBuddhism and Hinduism have common roots. Both religions originated in India, and they are genetically related. However, Buddhism has absorbed the traditions of many peoples of the East during the long history of its formation, and nowadays it is considered not just a religion but a doctrine of enlightenment. Thus, the main aim of the assignment is to compare two religions such as Buddhism and Hinduism on the base of specific criteria.Observing geographical origin of each religion, it is possible to note that the area of ​​the emergence and spread of Hinduism is Indian subcontinent, and most people professing this religion live in the Republic of India. Smelcer (2013) said that Buddhism, in its turn, also has developed in India in the context of Indian philosophy and religion, but Buddhism has spread all over the world and members of this religion can be found in any country. Thus, Buddhism is a monotheistic religion, philosophical doctri ne of spiritual awakening, the teaching of the Enlightened One. Hinduism is a polytheistic ancient Vedic religion, the set of traditions and schools of thought emerged and spread across the Indian subcontinent.Observing some practices of these two religions, it becomes obvious that according to Hindu teachings, the whole world is samsara, an endless series of rebirths. World is an illusion. But there exists a real world, which is ruled by the Absolute beyond samsara. According to Bonin (2012), all attention in Buddhism is focused on contemplation of the own spirit. Hinduism, in its turn, is the religion of the soul, tending to the Absolute, while Buddhism rejects God and the soul. This is a kind of hidden atheism.The ultimate goal of personality in Hinduism is to break the karmic chain of rebirths, to break out of samsara and connect with the Absolute. It is possible to do this only through austerity, self-denial and psychological training. The basic idea of Buddhism is the passing of life by the middle way between asceticism and pleasure as the two extremes. The ultimate goal of by the middle way is Nirvana the highest state of grace.In Hinduism, the amount of good and bad deeds in a previous rebirth is called karma. Belonging to a particular caste is also subjected to karma, and nobody can dispute with the destiny. Some calls for social equality or social justice sound strange for Hinduism, and representatives of the higher caste of priests have the best chances to break out of samsara. Buddhism professes the principle of equality in opportunities to grasp the supreme grace. It does not favor caste distribution of the society, focusing solely on the individual characteristics of the person.In such a way, it can be mentioned that Hinduism is the national religion of the Indians. This religion is unthinkable without India. Buddhism is the non-national religion. It is widely practiced by the people with very different cultural traditions. Buddhism is different ly practiced in different parts of the world in its specific details, but it has the same organization everywhere. For instance, monastic organization of Buddhism distinguishes this religion from Hinduism that is disparate in its organization. Buddhists have their cultural and educational centers, their own ideology and traditions. Moreover, according to Viswanathan (2014), Buddhism, preaching social and political indifference, in practice, made ​​a huge contribution to the organization of society, awareness of its ethno-political values, while such concepts as society, politics and history are diametrically far for the followers of Hinduism. So, it can be said that Hinduism is indifferent and inaccessible for changes, while Buddhism is more dynamic and open for refreshing.In addition, dwelling on the fact how these two religions influence the daily life of people practicing them, there is a significant difference between two religions, while both Hinduism and Buddhism emphasize different activities, leading to the release of the problems and difficulties. In Hinduism, the main emphasis is made on the external physical aspects and technologies, for example, various asanas in hatha yoga; classic Hinduism uses purification by bathing in the Ganges, as well as special diet, while in daily life Hinduism emphasizes the kinship of man with nature, with all the animals, and this makes it impossible to demonstrate hostile or even indifferent attitude to the animals with which man forms a unity.In Buddhism, a great importance is attached not to external but to internal techniques acting on the mind and heart. This is illustrated by such expressions as â€Å"the development of a good heart,† â€Å"development of wisdom for seeing reality,† etc. Moreover, Buddhism has consistently adhered to the principle of ahimsa, non-violence towards other beings. However, Buddhism spread widely outside India: Japan, China, Burma, Tibet, Cambodia, Vietnam, Thailand, and in these countries, it has undergone some changes. Buddhism, as it is now practiced in India, allows some departure from the principle of ahimsa and vegetarianism, and it has led to the fact that Buddhism lost the role of religion to protect animals from cruelty in these countries. For example, in Japan, although it is consumed little meat, people widely use fish in food. Only in monasteries where Zen Buddhism is practicing, vegetarianism and other primordial principles of Buddhism are strictly observed.To sum up, we have compared Buddhism and Hinduism in accordance with specific criteria, and found that each religion has not only its specific characteristics but also differently influence the life of people who are practicing these religions.

U.S. Foreign Policy on Syrian Civil War Essay Example | Topics and Well Written Essays - 250 words - 1

U.S. Foreign Policy on Syrian Civil War - Essay Example Debates as to whether U.S. policy towards the situation in Syria should call for a military action, defending the civilians, wipe out the terrorist groups or specifically act on Syrian forces suspected to be using chemical weapons on the opposition have been taken a central place in foreign policy discussions. Some groups fear that US actions may not lead to the desired outcomes, but may end up with more consequences than current problem. They fear that it may escalate the violence, create regional division and even a power vacuum that may look good from extremists’side. Unplanned expenditure and domestic opposition to the military action are some of the factors suggesting that the US should not take part in the Syrian war1. Administration critics argue that most the presumed costs of U.S. intervention are currently happening and that it will not make any difference if the U.S. gets involved in the Syrian conflict. Some believe that U.S. silence over the matter has a detrimental effect on its influence in the Middle East leading to the reconsideration of US foreign policy and revisiting of certain aspects that will increase their involvement in the Syrian war. Taking civilians into consideration, U.S. involvement in the Syrian war is inevitable. The Sectary of Sate’s announcement at the Friends of Syria Conference that the US and another member of â€Å"London 11†find it necessary to give coordinated assistance of non-lethal nature to the opposition is a good indication of what the U.S. needs to do2.   

Econ Questions Essay Example | Topics and Well Written Essays - 2500 words

Econ Questions - Essay Example Pugelovia will export rice and import cloth. 9.b. An increase in endowment of capital would result in a production-possibility curve that is biased toward machinery or production of large volume of machinery. The large volume of machinery produced is due to the effect of more clothing being given up in order to produce machineries. 9.e. US national well being may decline as a result of the increase in endowment of capital. As the capital/labour ratio in the international sector declines, the wages in the US would decrease causing a declining income for workers. 3. A tariff would increase the production output domestically. When a country imposes tariff, the domestic price of the product would increase in order to include the tariff. Local producers who do not pay the import tariff would have an incentive to increase their output in order to exploit the higher domestic price. The tariff would give domestic producers extra surplus on all the goods they would have produced even without the tariff plus smaller net gains on additional sales. Graphically, the domestic supply would increase from point J to point C, when tariff is imposed. The production effect is the area ABCJ. The production effect is computed by { = [q1*t] + [(q2 – q1)*t/2]] 4. A tariff would decrease the consumption domestically. When a country imposes tariff, the domestic price would increase such that consumer demand will decline due to higher price. The tariff costs consumers both the full tariff on every goods they continue to buy and the net enjoyment on goods they would have bought at the lower tariff-free price but do not buy at the higher price that includes the tariff. Graphically, the domestic demand would decrease along the demand curve from point H to point F, when tariff is imposed. The consumption effect is the area ABFH. The consumption effect is computed by { = [q3*t] + (q4 – q3)*t/2] 5. Imposing a tariff high

Discussion Essay Example | Topics and Well Written Essays - 1000 words - 6

Discussion - Essay Example For instance, the atmosphere in the South and the way Southern rich people lived. They were careless and happy and they were living in the world they understood well. They knew that their wealth was based on their slaves’ labor. They also saw nothing wrong about the order established. Slaves were seen as property and they served their masters well. The movie does not provide explicit information on the factors that caused the start of the Civil War. However, the atmosphere is revealed perfectly well. Southerners wanted to defend the life they were accustomed to and the world order that had been established. Young people were fascinated by the idea of having the war, and they gladly joined the army. The atmosphere at Scarlett’s house during the party shows this enthusiasm. The overall support of the war is also seen when the charity ball is depicted. Men and women gladly donated, as they believed that the war was the right cause. It is noteworthy that during one of his lectures, Dr. Foner stresses that war cannot be romanticized as it is horrible and ugly. It is associated with death and destruction. The film provides a lively picture of such statements. Scarlett decides to go back to Tara and she is fleeing a deserted city. She also has to move across a battle field where corpses are still there. The horrible picture of war is provided. As for bias, it is necessary to note that the book (the film is based on Margaret Mitchell’s novel) was written by a white wealthy Southern female who lived during the time of segregation. The film was produced in 1939. Clearly, at that time, voices of African Americans were hardly heard. Thus, no hardships of slaves are depicted. The protagonists are all kind to their slaves. Of course, they still make it clear that they are in charge and their slaves do not know anything about the way things should be going. All slaves express support of their masters and seem to be happy with the

The Importance of Sex Education in Todays Schools Essay Example for Free

The Importance of Sex Education in Todays Schools Essay What did you learn about in school today honey? Oh, we did some proofs in Geometry, practiced past tense verbs in Spanish, and learned about sexually transmitted diseases in Health class. Suddenly, all goes silent, and the subject is quickly changed to something else. One of the most controversial issues facing todays schools is whether or not sexual education, or sex ed, should continue to be taught to children. On one hand, some argue that it should, because children need to be properly educated on this topic and the potential consequences that can result from it. However, many others oppose this viewpoint, arguing that sex ed is a personal subject for parents to discuss with their children, and therefore does not belong in an academic setting. While both of these viewpoints have their strengths as well as their limitations, it is extremely important for sex ed to continue to be taught in todays schools. Not only will students be properly educated on how to prevent negative sexual outcomes, such as sexually transmitted diseases (STDs) and unintended pregnancies, but also on the wide range of topics related to sexual health, such as communication, relationships, and decision-making. Overall, sex education has both physical as well as emotional benefits for school-aged children. Of course, there are several reasonable objections to sexuality education curriculum being taught in todays schools. First, it is argued that  sexuality is an inappropriate topic to be taught in schools, for schools are a place to learn typical academic subjects such as Math, Science, or English. In addition, those who are against sex ed assert that sex is a personal matter and should only be taught to children by their parents. In other words, it is the parents responsibility to provide sexuality education for their own children (Goldman 5). This would be a reasonable point to make. After all, parents are the first and most readily accessible of all the teachers from whom children learn (Goldman 6). Further, children consistently report that they want to receive information from their parents regarding sex (Goldman 6), suggesting that they would rather learn about sexual activity from their parents than from teachers. Finally, opponents of sexuality education curriculum argue that teaching this topic in schools essentially condones teenage sex, and thus will result in more teens engaging in sexual activity. However, these opposing positions have their limitations. Researchers point out that sex ed is after all, an academic subject, so it is appropriate that it is included in schools curriculum (Hamilton, Sanders, and Anderman 3). Sex ed is not a class taught on its own, but rather a component of schools health classes. The problem is, people mistakenly believe that sex ed only refers to sexual behavior, such as sexual intercourse, and not the full array of topics that comprise sexuality (Implementing, par. 4). These topics include information on:  abstinence, body image, contraception, gender, human growth and development, human reproduction, pregnancy, relationships, safer sex (prevention of sexually transmitted infections), sexual attitudes and values, sexual anatomy and physiology, sexual behavior, sexual health, sexual orientation, and sexual pleasure. (Implementing, par. 4) From this information, it can be concluded that sex ed does not just discuss sexual activity as critics claim. Rather, it teaches students about several important life topics regarding sexual health and human relationships. The argument that parents should be the sole educators on sexuality has its  limitations as well. The fact is, not all parents are talking to their children about sex. A nationally representative survey commissioned by the Planned Parenthood Federation of America (PPFA) and the Center for Latino Adolescent and Family Health (CLAFH) revealed that 57% of parents either feel only slightly comfortable or uncomfortable talking to their children about sex and sexual health (Parents, par. 6). Also, additional research has shown that many parents do not provide relevant, timely, developmentally appropriate or even enough sexuality education for their own children, and the education they do provide is perceived by their children as infrequent and of poor quality (Goldman 6). So even if parents are talking to their children about sex, they may not be giving their children a proper or complete education. A study conducted on the salience and utility of school sexuality education for young men found that for most young men, school sex education appeared to be the only substantive source of information they had received on sexual matters (Goldman 8). Finally, if parents really feel that they are the best educators regarding sexuality and do not want schools teaching their children this topic, they have the right to pull their children out of the program. According to the California Department of Education, the law recognizes that parents have the ultimate responsibility for teaching their children about human sexuality and may choose to withdraw their children from this instruction (California Department of Education #15). Schools are required to notify parents at the beginning of the school year about planned comprehensive sexual health education and HIV/AIDS prevention education and give parents the opportunity to review materials as well as the opportunity to request in writing that their child not participate in the instruction (California Department of Education #15). In closing, sexual education is a vital component in todays academic curriculum, for it may be the only source from which some children receive accurate information regarding sexual health. Finally, there is the false belief that providing comprehensive sexual education in schools endorses sexual activity and will lead to more teenagers having sex. However, research shows just the opposite: knowledge of sexuality is much more likely to lead to informed decision making, delayed sexual intercourse, responsible interpersonal behavior, and  self-protection strategies (Goldman 7). In addition, a study that examined sex education in California public schools revealed that curriculum-based, comprehensive sexuality education, which involves instruction that includes a focus on abstinence, as well as inclusive information about contraception and sexually transmitted diseases, has been shown to delay sexual activity (Combellick and Brindis 3). The belief that teaching children about sexual education endorses premarital sex is erroneous because school-based sex education has been shown to delay, rather than hasten, the onset of sexual activity (Goldman 7). It can now be seen tha t these three common objections to sexual education curriculum being included in todays schools have their limitations. Comprehensive sexual education programs can greatly benefit school-aged children. With this curriculum in place, children will receive a complete education on the risks associated with sex, such as sexually transmitted diseases (STDs) and unintentional pregnancies, and how to avoid these outcomes. This knowledge has been shown to decrease the number of unintentional teenage pregnancies as well as STDs. One study revealed that teenagers who received a comprehensive sex education were significantly less likely to report a teen pregnancy compared to those who received no sex education (Kohler, Manhart, and Lafferty). According to the Sexuality Information and Education Council of the United States (SIECUS), this likelihood is about 50 percent lower, a tremendous finding. In addition, school-based sex education efficiently reduces the incidence of negative sexual outcomes as well as increases teenagers intentions to adopt safer sex behaviors (Kumar, Lim, Langford, Seabrook, Speechley, and Linch; Goldman 7). Thus, sexual education programs can play a tremendous role in reducing the number of teenage pregnancies and STD cases. In addition, sex education programs are necessary in todays schools because children are undergoing sexual development at much younger ages than in previous generations. Over the past decade or so, the age at which children start puberty has gone down considerably. According to WebMD.com, American boys are starting puberty at an average age of ten; two years earlier than the average age from twenty years ago (DeNoon par. 1). Similarly, girls tend  to start puberty around age eleven, but some can start as young as eight or nine years old (Watson). With the onset of puberty, children undergo many hormonal and physical changes that they may not fully understand without proper instruction. Furthermore, adolescence, defined as the ages between 10 and 19 years (Goldman 4), is a crucial stage in sexual development as well as for learning about healthy sexuality (Kumar; Goldman 20). In Goldmans study, surveyed children viewed puberty and its implications for the maturation of human development as a major part of their body, self-identity, and social and interpersonal norms (20). In other words, children are aware of the important role puberty plays in their physical, emotional, and social development. Thus, sexual education should remain a part of todays schools curriculum, so children will continue to be fully educated on the rapid physical and emotional changes they are undergoing. However, as is the case with all arguments, this position has its limitations. Students being educated about sexuality at school may feel like they do not need to discuss this topic with their parents. As a result, sexual education programs could indirectly discourage students from talking to their parents about sex. Additionally, even if schools are teaching comprehensive sexual education programs, some students may not retain all of the information they receive. One study found that a majority of the surveyed adolescents demonstrated significant gaps in sexual knowledge even though they had successfully completed their high school sex ed requirements (Kumar et al.). Finally, despite the fact that 22 states require public schools to teach sex ed, the United States still has the highest teen birth rate in the industrialized world: three out of ten girls in the U.S. will become pregnant at least once before their 20th birthday (State). In addition, about nine million cases of STDs occur among teenagers and young adults in the United States every year (Weinstock) even though 33 states require HIV/AIDS instruction in schools (State). However, these limitations do not take into account that 28 U.S. states do not require sexual education to be taught in public schools. As a result, not all students are receiving a complete education on sexuality, which includes instruction on how to prevent pregnancies and STDs. After all, only  about five percent of young people in the United States get a complete and comprehensive sexuality education (Goldman 19). In addition, only 14% of school districts in the U.S. permit comprehensive sexuality education to be offered to students (Goldman 15). Therefore, the high number of teen pregnancies and STD cases in the U.S. could be attributed to a lack of comprehensive sex education programs, not an overabundance of them. Overall, sexual education programs are an integral component of school-aged childrens academic curriculum, as much as the public has come to realize. More than 90% of parents of junior high and high school students believe that it is important for sex ed to be taught in the classroom (Facts #10). Moreover, teachers, parents, and students all agree that schools should provide quality sex ed, including knowledge, skills, and values, that will enable school-aged children to make timely choices and thought-out decisions for themselves (Goldman 20). Thus, it can be seen that sex education is already a widely supported component of elementary and secondary academic curriculum. Finally, sex education should continue to be taught in schools because it educates children on many important life skills. Sexuality has several different topics associated with it, such as human development, relationships, communication and decision making (Siecus par. 5.). When people think of sex ed, they generally do not think of these life skills. However, sex involves numerous life decisions, from choosing to abstain to choosing a birth control method. In addition, communication and relationships are an integral part of sexuality, because it is a union that involves two separate people. Plus, students who received a comprehensive sex education were more likely to report having better communication with their parents (Hamilton 5). Due to this wide array of topics covered, it is no wonder that high school sexual education classes received the highest average rating of usefulness among all listed sources (Kumar et al.). Sex education programs truly benefit todays school-age children in countless ways. There is no doubt that sex education in todays schools is a controversial  issue, however, it must continue to be taught. Children who do not receive proper instruction on this topic at home need a place where they can receive accurate information regarding sexuality. Furthermore, this academic subject will help students learn the skills necessary to make informed decisions regarding their sexual health and avoid negative sexual outcomes. Finally, it is so important for sex education to be taught in schools so that developing children can learn about their changing bodies as well as numerous important life skills. Sex education should no longer be viewed as an inappropriate topic to be taught in schools, but rather as an essential component of school-aged childrens education. Works Cited California Department of Education. Frequently Asked Questions. _CDE.CA.GOV._ California Department of Education, 19 Sep. 2013. Web. 3 Nov. 2013. Combellick, Sarah, MPH and Claire Brindis, DrPh. Uneven Progress: Sex Education in California Public Schools. _Bixby Center for Global Reproductive Health,_ Nov. 2011. Web. 3 Nov. 2013. DeNoon, Daniel J. Earlier Puberty: Age 9 or 10 for Average U.S. Boy. _Children.WebMD.com._ WebMD LLC., 12 Oct. 2012. Web. 5 Nov. 2013. Goldman, Juliette D. G. Responding To Parental Objections To School Sexuality Education: A Selection Of 12 Objections. _Sex Education_ 8.4 (2008): 415-438. _Education Research Complete_. Web. 2 Nov. 2013 Hamilton, Rashea, Megan Sanders, and Eric M. Anderman. The Multiple Choices Of Sex Education. _Phi Delta Kappan_ 94.5 (2013): 34-39. _ERIC_. Web. 1 Nov. 2013. Kohler, Pamela, et al., Abstinence-Only and Comprehensive Sex Education and the Initiation of Sexual Activity and Teen Pregnancy, _Journal of Adolescent Health_ 42.4 (March 2008); 344-351. Web. 4 Nov. 2013. Kumar, Maya M., et al. Sexual Knowledge Of Canadian Adolescents After Completion Of High School Sexual Education Requirements. _Paediatrics Child Health (1205-7088)_ 18.2 (2013): 74-80. _Academic Search Complete._ Web. 1 Nov. 2013. National Conference of State Legislatures. State Policies on Sex Education in Schools. National Conference of State Legislatures, 1 July 2013. Web. 6 Nov. 2013. Planned Parenthood. _Implementing Sex Education._ Planned Parenthood Federation of America Inc, 2013. Web. 3 Nov. 2013. Planned Parenthood. _New Poll: Parents are Talking With Their Kids About Sex but Often Not Tackling Harder Issues._ Planned Parenthood Federation of America Inc, 3 Oct. 2011. Web. 3 Nov 2013. _Support the Real Education for Healthy Youth Act._ Sexuality Information and Education Council of the United States, n.d. Web. 4 Nov. 2013. Watson, Stephanie. Dealing with Early Puberty. _Teens.WebMD.com._ WebMD LLC., 17 Nov. 2011. Web. 5 Nov. 2013. Weinstock, H., et al., Sexually Transmitted Diseases Among American Youth: Incidence and Prevalence Estimates, 2000, _Perspectives on Sexual and Reproductive Health_, 2004, 36(1):6-10. Web. 7 Nov. 2013