Conformity In The Glass Roses By John Nowlan - 906 Words

In The Glass Roses, Nowlan suggests that society demands conformity. Societys standards shape character and thought as well as social interaction. Those who do not fit mainstream standards find themselves stifled, unable to pursue dreams or to overcome insecurities. The toxic and abusive masculinity dominant among the pulp crew subdues both Stephen and Leka. Masculinity is a quality of a man, a man who empowers strength and expertise to achieve goals easier. The essence of being masculine, illustrates powerful behavior, such as courage, and audacity. Stephen, fifteen-year-old pulp-cutter trying to fit into an environment, feeling extremely honored, as his father modeled, become a man, impels a decent reputation in his father’s†¦show more content†¦Stephen expresses his feeling of determination, when he claims, â€Å"No it ain’t too hard for me. Not by a god damn sight.† Certainly, Stephen finds purpose in life, when he feels, the well-accompanied reputation in his father’s eyes, He feels as clear and happy as pores underlying the skin, without the existence of makeup. Circumstances define the actions an individual takes. Building self-confidence is achieved by changing the belief of our self-image. Realistically, makeup is a tool for hiding pimples, blackheads, and unwanted features, more like fitting into the society of beauty. Whereas hormones cannot be controlled, and pimples pop out ridiculously without consent. Perhaps, weakness cannot be hidden, but provide a lesson of empowerment. Stephen’s self-doubt that increases by him convincing himself he is guilty of his insecurities. It is admitted, â€Å"Convinced that he had been guilty of babyish weakness.† Which, assesses the confidence of doubt he sources. The â€Å"glass roses†, in the story was portrayed in Stephens mind, as â€Å"pretty little flowers made of red glass.† But in great detail, resembles a solid phase of Stephen and his insecurities. And once the roses shattered, we see Stephen constantly revising it in his mind, as beautiful; exemplifies the vigorou s break free of Stephen’s insecurities. Progressively, he determines the beauty of resiliency and self-confidence. Power is the weapon to control, which creates a sense of superiority

Into The Wild By Jon Krakauer - 984 Words

Jon Krakauer’s novel, Into the Wild, is an insightful nonfiction story about a young man named Christopher McCandless and his wonderful journey cross country, all the way from Virginia to his final destination in Alaska. Throughout the novel Chris McCandless creates the name Alexander Supertramp, mostly because his trip was about reinventing himself and completing one of his lifelong dreams. The novel begins with the situation in which random bystanders who are hiking or hunting, find Christopher McCandless’s body in an abandoned bus in Fairbanks, Alaska and everything else that follows in the novel is the details about his traveling through multiple states. Even though the novel tells you exactly how Chris’ adventure ends, the reader is still compelled to read all the details about his experience because of how the author tells his story in such a captivating way. Although Chris did go to college, he spent every spare moment on breaks from school taking long road trips in yellow Datsun, which was in a way, his first taste of escaping society. Chris lived his last years on earth without being restrained by society and without really having to worry about needing money for everything he wanted to do in life. Chris still needed money during his adventures so for months at a time, twice during his journey, he would work at Wayne Westerberg’s, one of his close friends, grain elevator in Carthage, South Dakota and also briefly ends up working at a McDonalds in BullheadShow MoreRelatedInto the Wild by Jon Krakauer563 Words   |  2 PagesJon Krakauer presents Into The Wild a tragic tale of a young ambitious man who is motivated to go into the wilderness and discover his true identity.Jon krakauer conveys many messages to his readers through Chris McCandless, and his messages often offer a warning to society.we will furture idenitfy how the author delievers the warning to society and what effect it can have upon society today.Three o f the very important messages he empatizes on are the societies influence on people,the essence ofRead MoreThe Wild By Jon Krakauer1096 Words   |  5 PagesAllyssa Mikes July 2012 Into the Wild Mr. Fertmann Throughout the non-fictional novel Into the Wild, the author Jon Krakauer catches the reader’s interest early on in the book. Krakauer takes us on a journey, telling the story of young Chris McCandless’ adventures after abandoning everything he owned. Krakauer fully emerged himself into the study of McCandless’ life’s adventures and soon developed a deep understanding of who he was and how he impacted to world. Krakauer connected with McCandless in anRead MoreInto The Wild By Jon Krakauer946 Words   |  4 Pagescompelling novel â€Å"Into The Wild† by Jon Krakauer the character and intelligence of the youth in men is questioned. Through the pieced together 200 page novel we are introduced to Christopher Johnson McCandless also known as â€Å"Alex Supertramp†. A ripe 24 years of age he chose to question our reality and his meaning of life that is given to us by hitchhiking across America to the Alaskan wilderness, where after four months in the last frontier he is found dead. Krakauer throughout the novel shows thatRead MoreInto The Wild By Jon Krakauer1330 Words   |  6 Pagesshared.† - Jon Krakauer Into the wild. Jon Krakauer, the author of Into the Wild told the story of Chris McCandless. Chris escaped reality and went to go live off the land in Alaska, hoping to live a simpler life. In the novel, Into the Wild by Jon Krakauer, Chris McCandless shared a similar philosophy with Jack London, as they both have a strong passion for Alaska, they both appreciated they beauty of nature, and both wanted to be reborn. In the novel, Into the Wild by Jon Krakauer, Chris McCandlessRead MoreInto The Wild By Jon Krakauer1349 Words   |  6 PagesSummary Into the Wild by Jon Krakauer is a true story about Chris McCandless who is found dead in the Alaskan wild during September 1992. After discovering that his father had a secret secondary family when Chris was young, Chris pushes away his friends and family and eventually isolates himself. He obtains $25,000 from his parents by lying about attending law school and drives away from home, deserting his real name. He later leaves his car in Georgia after an engine breakdown due to rain damageRead MoreInto The Wild By Jon Krakauer1013 Words   |  5 Pages Into the Wild, by Jon Krakauer, narrates the life of adventurer and free spirit Christopher McCandless, who died August 1992 in the Alaskan wilderness; however, his journey still remains relevant in today’s pop culture due to the unresolved controversy of whether he is a saintly role model or hubristic fool. Krakauer openly states that he â€Å"won’t claim to be an impartial biographer† (Author’s Note) due to the parallels he struck with McCandless, and provides a more idealistic approach to the biographyRead MoreInto the Wild by Jon Krakauer1516 Words   |  7 PagesRosselini, John Waterman and Carl McCunn. They all went to Alaska, just like Chris and died. After that Chris continued to canoe and got caught by the US officers when he was trying to get back into the US from Mexico. So he spent a night in jail. Krakauer then compared Chris to Everett Reuss. They both changed their names and they both disappeared. Chris applied for an ID as Alex Supertramp and found a job in Los Angeles. New York Times published about Alex’s death. Jim Gallien and Wayne WesterbergRead MoreThe Wild By Jon Krakauer1522 Words   |  7 Pagesvictories.† (Richard M. Nixon). In his investigative biography, Into the Wild, Jon Krakauer, expresses that even though young people can be ignorant and take treacherous risks, these can be used as knowledge enhancers and can be life changers. Krakauer gives us insight by giving examples of what risk really are, how people take them, and how it actually affects those people. Throughout the whole book there are instances where krakauer uses real life examples of things that have happened where people haveRead MoreInto The Wild By Jon Krakauer Essay1237 Words   |  5 Pages Jon Krakauer s novel â€Å"Into the wild†, Is a story about a young man named Christopher McCandless or â€Å"Alex Supertramp† who went on a self discovering odyssey in which he had traveled around the U.S. The story surrounds Chris and his travels and what he had done at the time, leading to his death in August 1992. Thus the story takes a direction in the viewpoints of the people Alex has come across through in his travels. It speaks about what he had done at the time of his journey before he hadRead MoreInto the Wild: by Jon Krakauer1186 Words   |  5 Pagessense Krakauers natural liking for McCandless. He was sympathetic to McC andless, based on Krakauers sense of a shared experience in their youth and up until McCandless eventual death and Krakauers perceived near death experience on the Devils Thumb. I believe the author’s main point and perspective was formed from his own experience and relationship with his father. While the situations were basically reversed with Chris not approving of his father and Lewis Krakauer disappointed in Jon for not

Society and Language

Question: Discuss about theSociety and Language. Answer: Introduction: It is only in the 1960's that the sociolinguists began researching on sex and gender and their relationship with language. These studies were mainly focused on examining the differences between men's and women's speech behavior. Therefore, the studies were centered on the differences at the phonological level and the conversational styles as applied differently by both men and women. Language, as used by both men and women, represent different perspectives. For instance, while men's language is perceived as a representation of toughness, control, competitiveness, hierarchy and independence, women's language, on the other hand, is conceptualized as symbolizing; emotional expression, connectedness, conservatism, solidarity, insecurity, deference, insecurity and prestige consciousness (Bergvall, 2014). The primary goal of this paper, therefore, is to examine the sociolinguists' various views concerning the language forms as used by both men and women. The paper will thus seek to differe ntiate these forms regarding gender exclusive and gender variable. Language Forms Between Men and Women in Terms of Gender-Exclusive Differentiation A gender exclusive language is a language form that results to ostracism of a particular gender usually, women and occasionally men (Stout, 2010). Stout (2010) also argues that different language forms as employed by men and women in a communicative exchange denote exclusive gender differentiation. These differences occur at phonological level, syntactic level, morphological and grammatical or lexical level. One of the most used and explicit gender-exclusive differentiations is notable in the use of the third person singular pronoun "he" and the noun "man." The pronoun "he" and the noun "man" are generically used to refer to both men and women in some contexts particularly in the biblical context. In addition, gender-exclusive differentiation is exhibited by variation in phonological uses by men and women (Xia, 2013). A variety of languages demonstrates phonological differences in the speech of men and women. For example, a study conducted by Xia (2013) in Chukchi, a language widely spoken in the Eastern Siberia shows a variation in phonology as used by men and women. While women use /ʃ/ men use /t ʃ/ or /r/. Therefore women will only substitute /ʃ/ for /t ʃ/ or /r/ when quoting words or phrases spoken by a man. Similarly, in the Bengali language, an Indo-European language spoken in India, men tend to substitute /I/ for initial /n/ while children, women and uneducated persons do not. In other languages, lexical differences denote gender-exclusive differentiation in that some vocabulary items are used differently by different genders. Different forms of language use differentiate the sex of a speaker. These include; color terms, tag questions, weak versus strong expletives, question intonation and women versus neutral adjectives. For example, it is believed that women have more color vocabularies than men. Similarly, men are more likely to use rather offensive words while expressing feelings as compared to men (Nemati Bayer, 2011). There is also different use of morphological items between men and women. In some languages, the mode of communication is determined by the sex of the interlocutors (Broadbridge, 2010). For example, Broadbridge (2010) notes that when a woman is speaking to a fellow woman, the form of language used may vary from that used while speaking to a man. In India for instance, a language known as Kurux which is spoken by a small group of people women use different morphological forms while addressing another woman, but these forms are never used by men or by women to address men. For women they use a word such as "bar'en" meaning "I come" while men use the term "bardan" for the same meaning. Language Forms between Men and Women in Terms of Gender-Variable Differentiation As men and women engage in continuous interaction, linguistic variations become inevitable. These linguistic variations result to gender variation differentiation. Both sexes thus use Gender-variation differentiations, but one sex prefers them more than the other. Features/forms of gender variation differentiation are such as; use of different lexical varieties, the standard use of language, the pitch of a speech and conversational features of the male and female speech (Coates, 2015). Firstly, gender-variation differentiation is noticeable in the lexical varieties. These differences are common in the morphology and vocabulary usage by men and women. For instance, women are known to use more endearing vocabulary terms than men (Coates, 2015). These are words such as darling, fantastic, sweet and lovely among others. Additionally, they mostly use inclusive word forms such as us, we or our. Coates (2015) also notes that have a wide range of specific color names which men do not possess. On the other hand, men occasionally use endearing terms or inclusive words rather they possess great vocabulary which is mainly related to the male activities such as sporting and repairing cars (Coates, 2015). In essence, the word choice by either gender is informed by the environment in which a person is brought up or by the context in which the speakers are involved. Gender-variation differentiation is also exemplified by different speech pitches as used differently by men and women. The pitch is a physiological component of language and occurs differently in different sexes. According to Hellinger and Motschenbacher ( 2015) women's degree of vocal codes vibration is said to be higher than that of men. The rate of vocal vibration varies between 100 and 400 cycles per second for women and between 80 and 200 for men. It is also believed that women have shorter vocal tracts than men thus the high-pitched speeches (Hellinger Motschenbacher, 2015). In addition, men and women portray distinction in conversational styles. Conversational styles include topic selection and control, turn-taking, interruption and speech overlapping, responses and initiation and completion of a conversation. There is a perception that women tend to use questions and minimal responses more than men within a single conversation so as to keep the conversation going on and avoid interruptions (Joshi Joshi, 2013). On the other, men do a Joshi, and Joshi (2013) also argue that men more often than not tend to control or decide on the topics of speech as a way of portraying their dominance and power. Another characteristic of gender variation differentiation is notable in the use of standard and non-standard language form. In this case, women are believed to make wider use of closer to the standard language form as opposed to men as it will be illustrated in the following section. Women Use of More Standard Forms than Men in Speech A standard form of a language or speech refers to the accepted variety of language in a given context. For example, the standard form of English language is that which is commonly used in all English speaking countries. Women are believed to choose and apply more standards language forms than men in speech despite their age or social status (Gordon, 2010). Nevertheless, Gordon also argues that women use of the standard forms is not deliberate rather it is influenced by their perceived low status in the society. Therefore women use more standard forms than women so as to claim equality or to gain high social status in the society. However, such a postulation is subject to debate. It is also argued that women use standards forms of language in a speech o as to develop and maintain social cohesiveness as well as promoting cooperation and competitiveness in a communicative exchange (Litosseliti, 2014). This includes the use of polite words such as kindly, please, thank you among others. Similarly, women, unlike men, tend to send out and look for signs of agreement and pay attention to the speeches of others. Consequently, this creates a sense of respect to others through ensuring healthy turn taking (Wilkinson Kitzinger, 2014). On the contrary, men rarely observe the standard forms due to various behaviors such as a tendency to shift from one topic to the other and the excessive use of explicit directives, competition for speech dominance as well as the strong use of vernacular language as a symbol of power and dominance (Wilkinson Kitzinger, 2014). For example, while women express their feelings and personal problems men do not and thus their conversations are mainly dominated by anecdotes about personal achievements. Other men tend to talk more than others without regard to the form of vocabulary, pronunciation or word choice used. Instead, they tend to ignore others opinions and stress on their opinions. It is arguable that regarding the use of standards forms, the majority of the standard features occur mainly in women speech in particular among the women belonging to a higher socio-economic class than in the speeches of men and the women belonging to the lesser socio-economic class. The existence of this speech behavioral differences between men and women can be explained regarding; firstly social power, secondly, psychological differences and thirdly, the cultural differences. While the social power influence has been discussed the psychological differences arise from different upbringing of children to adulthood, for example, young children mature into adults; the female children learn different existing rules that guide their interactions in different times and different contexts. Therefore, this explains why women develop and use more standards forms than men. In respect to cultural differences, men and women are taught right from childhood how to behave differently, and this is consequently replicated in the manner each sex communicates (Montgomery, 2013). In conclusion, it is evident from the various literatures that there exist different language forms used differently by men and women. These forms are also distinguishable regarding their gender-exclusive and gender-variable differences. The studies have also shown how women use more standard forms than men in their daily speeches. In therefore inarguable that differences in the behaviors of men and women when it comes to speech are inevitable. Thus there is a need to appreciate such differences. References Bergvall, V. (2014). Rethinking language and gender research: Theory and practice. Routledge. Broadbridge, J. (2010). An Investigation into Differences between Women's and Man's Speech. Module 5 Sociolinguistics, 1(1) p.1. Coates, J. (2015). Women, men, and language: A sociolinguistic account of gender differences in language. Routledge. Gordon, E. (2010). Sex, Speech and Stereotypes: Why Women Use Prestige Speech Forms Mote than Men. Language in Society, 26(1) pp 47-63. Hellinger, M., Motschenbacher, H. (Eds.). (2015). Gender across languages (Vol. 4). John Benjamins Publishing Company. Litosseliti, L. (2014). Gender and language theory and practice. Routledge. Joshi, D., Joshi, S. D. (2013). Improved language identification using sampling rate compensation gender-based language models for Indian languages. In Signal Processing, Computing and Control (ISPCC), 2013 IEEE International Conference on (pp. 1-5). IEEE. Montgomery, M. (2013). An introduction to language and society. Routledge. Nemati, A., Bayer, J. M. (2011). Gender Differences in the Use of Linguistics Forms in the Speech of Men and Women. A Comparative Study of Persian and English, 185-201. Stout, J. G. (2010). When He Doesn't Mean You: Gender-Exclusive Language as a Form of Subtle Ostracism. Masters Theses 1986- February 2014, paper 250. Wilkinson, S., Kitzinger, C. (2014). Conversation analysis in language and gender studies. Handbook of Language, Gender, and Sexuality, The 141-160. Xia, X. (2013). Gender Differences in Using Language. Theory and practice in Language Studies, 3(8) pp1485-1489.

Reproductive and Healthcare Inequality an Example of the Topic Government and Law Essays by

Reproductive and Healthcare Inequality Access to health care is highly important these days, with the presence of deadly diseases that threaten the lives of individuals, most especially children and women. The current situation of children and women in Africa is alarming, with a high percentage of the female population diagnosed with HIV/AIDS. The study conducted by the Center for Disease Control and Prevention (CDC) revealed that HIV is one of the five major causes of fatality in the entire women population around the world. (CDC, 2008a) The staggering statistics in the cases of HIV/AIDS affliction in Southern Africa reveals that even those who are trying to provide medical assistance and health education are affected by the disease. (Wines & LaFraniere, 2004) In the United States, almost half of the population with HIV/AIDS is African Americans. This is in comparison with records of women belonging to different ethnic backgrounds. (CDC, 2008b) Need essay sample on "Reproductive and Healthcare Inequality" topic? We will write a custom essay sample specifically for you Proceed In two reports released by CDC, the organization identified risk factors involved with the growing number of people afflicted with the disease. These risk factors are the causes why it is difficult to prevent the proliferation of the HIV/AIDS virus. According to the first report by CDC tackling HIV/AIDS in women, the risk factors and barriers to the prevention of the said disease include age (the age bracket of women afflicted with the disease ranges from 15-39), irresponsibility of ones partner to acknowledge risk factors (recklessness, bisexuality), heterosexual risk factors (lack of knowledge, drug use, alcohol use, etc.), vulnerability to the disease and the transfer of the disease through sexual means, substance use (the use of injection), socioeconomic issues (lack of access to quality health care services), differences in race and ethnicity, and other factors. (CDC, 2008a) The second report of CDC which deals with the occurrence of HIV/AIDS in the African American population, cites the following risk factors or barriers to prevention: sexual factors (reckless sexual engagement, unknown affliction to an individual of the disease), substance use (the use of injection), lack of information and awareness, sexually transmitted diseases, concealment of homosexuality, and socioeconomic issues. (CDC, 2008b) With these facts in mind, the question is why does the population of women who acquire, suffer, and die from HIV/AIDS increase? Why is there difficulty in the prevention of the occurrence of such diseases? The health care community plays the biggest role in answering this question, and also has the most extensive means or capacity to solve this problem. Along with the health care community, there are other stakeholders who are held responsible to overlook the situation and see what needs to be done in order to lessen the occurrence of women, and people in general, who acquire HIV/AIDS that eventually leads to their death. These stakeholders include religious institutions, educational institutions, non-government organizations who deal specifically with health and information dissemination issues, the government, and the community, and just anyone who have the means and capability of helping. The answer to the question really is, women are being deprived of access to health care education and reproduction services. Although social institutions have been declaring the results of their researches and the plans of action they are willing to implement in order to aid in the HIV/AIDS situation, what we really need to know is are they really helping, or are they making matters worse? One way of dealing with the increasing number of women being afflicted with these deadly diseases, aside from scientific and medicinal means, is to provide them with proper education through intensive information dissemination. This is the ideal scenario in dealing with the issue especially with women, health education, and reproductive health. However, most of the time women, due to their stature in society, are being discriminated upon by the same social institutions who are vowing to help them. The right to accessing health education and reproductive health services is being deprived of them by the same system which promises to provide a resolution to this massive health problem. One example is the situation in Uganda reported in 2005. The abstinence-only program was a U.S. backed program that aims to fight HIV/AIDS. The program is more popularly known in the U.S. as the ABC program, which stands for Abstinence, Be Faithful, and use Condoms. However, this program faced criticisms from other spectators because they do not see it as an efficient way of solving the problem, rather it is discriminatory, demeaning, causing confusion, and will not solve the problem at hand. The ABC program eliminates the need for health education and addressing the problem through medical means. People, especially women have the right to know about HIV/AIDS, the sources of the disease, the risks involved especially in reproduction, etc. The promotion of the use of condom is also controversial because it might confuse not only the contradicting idea of abstinence and condom use, but also on the importance of being responsible partners. People engage in sexual activity should not only resort to abstinence nor condom use. They need to gain awareness about other efficient means of countering HIV/AIDS. (HRW, 2005) Another issue is the implementation of the Global Gag Rule. The Global Gag Rule is removing the right from women to access reproductive and sexual care. Limiting funding and the existence of social institutions who work independently to provide health education and reproductive and sexual care was a means for the U.S. government to transfer funds to medical research and medical assistance to those who are afflicted with the disease. This is the same policy which limits womens capacity to afford family planning and HIV/AIDS health services. The Global Gag Rule is neglecting their needs as human beings and as women who have the responsibility to reproduce. (U.S. Restrictions on International Family Planning, 2008) One example is the choice to undergo abortion or not upon knowing that the mother contracted HIV/AIDS. They have the right to access information about HIV/AIDS and abortion in order for them to make their personal decision about what they want to do. This issue has been highly controversial around the world because the views of the United States, who implemented the Global Gag Rule does not hold true to all countries. The U.S. is not the world. So why is it making decisions for other people? There is no need to stop social institutions from helping women. The argument is also all about the most important solution to counter HIV/AIDS. Is it by conducting research and giving medical assistance directly to HIV/AIDS victims? Or is it the need to provide educational health services and access to reproductive and sex ual health care? Not only are education and health services rights to women, but they are also highly instrumental in the prevention process. This is because the more women know about how to plant their family, control sexual engagement, responsibilities when it comes to reproduction and the risk of transmitting HIV/AIDS during the reproduction process, how to avoid HIV/AIDS, etc., the more people can stop individuals from contracting the deadly disease. Limiting these rights will only cause the continuous increase in HIV/AIDS women victims. If this situation happens, women will not acquire the necessary information regarding family planning and reproductive and sexual health care. This will increase their risk factors, as CDC mentions that lack in education puts women at high risk of contracting the disease. The Global Gag Rule will not lessen the incidence of HIV/AIDS contraction, rather it will worsen the situation. Although medical assistance is a direct way of providing a solution to the problem and funding for research to determine a remedy to HIV/AIDS, the focus of social institutions, especially those who are highly capable of helping and providing assistance, is the prevention of HIV/AIDS contraction, especially in women simply because they are capable of reproduction and that makes them responsible to the life of their children or their future children. The Global Gag Rule began to close down institutions all over the world which provide family planning and reproductive health services to women. This is a form of discrimination, leading to the deprivation of women of their rights to education and their rights to think for themselves and make decisions independently. Education is the key to prevention. This includes equipping women with the knowledge and all the facts, both positive and negative, in order to arm them with the erudition to decide for themselves whether to practice abstinenc e, or to use other means of protection from HIV/AIDS, etc. In general, education equips them with the facts and information to think wisely, and in turn to educate other people they know. References CDC. (2008a). HIV/AIDS among Women. Retrieved August 6, 2008, from CDC. CDC. (2008b). HIV/AIDS among African Americans. HRW. (2005). Uganda: Abstinence-Only Programs Hijack AIDS Success Story. U.S. Restrictions on International Family Planning. (2008). The Global Gag Rule Wines, M. Hut by Hut, AIDS Steal Life in Southern Africa Town. New York Times. (Late Edition (East Coast)). New York, N.Y.: Nov 28, 2004. pg. 1.1

Green Sea Urchin Fact Sheet

Green Sea Urchin Fact Sheet With its sharp-looking spines, the green sea urchin may look frightful, but to us, it is mostly harmless. Sea urchins arent poisonous, although you might get poked by a spine if youre not careful. In fact, green sea urchins can even be eaten. Here you can learn some facts about this common marine invertebrate. Sea Urchin Identification Green sea urchins can grow to about 3 across, and 1.5 high. They are covered in thin, short spines. The sea urchins mouth (called Aristotles lantern) is located on its underside, and its anus is on its top side, in a spot that is not covered with spines. Despite their immobile appearance, sea urchins can move relatively quickly, like a sea star, using their long, thin water-filled tube feet and suction. Where to Find Sea Urchins If youre tide pooling, you might find sea urchins underneath rocks. Look closely - sea urchins may camouflage themselves by attaching algae, rocks, and detritus to their spines. Classification Kingdom: AnimaliaPhylum: EchinodermataClass: Echinoidea Order: CamarodontaFamily: StrongylocentrotidaeGenus: StronglyocentrotusSpecies: droebachiensis Feeding Sea urchins feed on algae, scraping it off of rocks with their mouth, which is made up of 5 teeth collectively called Aristotles lantern. In addition to his work and writings on philosophy, Aristotle wrote about science, and sea urchins - he described the sea urchins teeth by saying they resembled a lantern made of horn that had 5 sides. Thus the urchins teeth came to be known as Aristotles lantern. Habitat and Distribution Green sea urchins are found in tide pools, kelp beds, and on rocky ocean bottoms, to areas as deep as 3,800 feet. Reproduction Green sea urchins have separate sexes, although it is difficult to tell males and females apart. They reproduce by releasing gametes (sperm and eggs) into the water, where fertilization takes place. A larva forms and lives in the plankton for up to several months before it settles on the sea floor and eventually turns into an adult form. Conservation and Human Uses Sea urchin roe (eggs), called uni in Japan, are considered a delicacy. Maine fishermen became huge suppliers of green sea urchins in the 1980s and 1990s, when the ability to fly urchins overnight to Japan opened an international market for urchins, creating a Green Gold Rush, in which millions of pounds of urchins were harvested for their roe. Overharvesting amid a lack of regulation caused the urchin population to bust. Regulations now prevent overharvesting of urchins, but populations have been slow to recover. The lack of grazing urchins has caused kelp and algae beds to flourish, which in turn has increased crab populations. Crabs love to eat baby urchins, which has contributed to the lack of recovery of urchin populations. Sources Clark, Jeff. 2008. After the Gold Rush (Online) Downeast Magazine. Accessed Online June 14, 2011.Coulombe, Deborah A. 1984. The Seaside Naturalist. Simon Schuster.Daigle, Cheryl and Tim Dow. 2000. Sea Urchins: Movers and Shakers of the Subtidal Community (Online). The Quoddy Tides. Accessed June 14, 2011.Ganong, Rachel. 2009. Return of the Urchin?(Online). Times Record. Accessed June 14, 2011 - no longer online as of 5/1/12.Kiley Mack, Sharon. 2009. Maine Sea Urchins Making a Slow Recovery (Online) Bangor Daily News. Accessed June 14, 2011.Maine Department of Marine Resources. Green Sea Urchins (Strongylocentrotus drobachiensis) in Maine - Fishery, Monitoring, and Research Information. (Online) Maine DMR. Accessed June 14, 2011.Martinez, Andrew J. 2003. Marine Life of the North Atlantic. Aqua Quest Publications, Inc.: New York.Meinkoth, N.A. 1981. National Audubon Society Field Guide to North American Seashore Creatures. Alfred A. Knopf, New York.

buy custom Harry S. Truman essay

buy custom Harry S. Truman essay Harry S. Truman was the thirty- third president of the United States. He took over from Roosevelt at the time of the World War II and is praised to have been able to stop the World War II by defeating the Japanese. Truman is most remembered for his involvement in creating the containment, which was an American foreign policy to stop the spread of communism by the Russians to other countries. After the World War II was over the United Nations was enforced to make sure that no country would enforce its will onto another by force, this was the main motivation of Truman urging congress to get involved, because the soviets wanted to enforce its will onto others. The events that led to the Truman's containment, commonly known as the Truman doctrine was the move by the soviets' to enforce communism into Greece and Turkey. (Freeman, p 413) It was believed that the main goal for the soviets' leader was to spread communism to the rest of the world, even if it meant enforcing them to accept it. Initially, the previous foreign policy of America was that it was not to get involved with helping any European countries in times of war or to get involved with European affairs. This was propagated by President Monroe commonly referred to as the Monroe doctrine. Truman, on seeing this line of event and Russians intent on Greece and Turkey, he stood before the congress and gave his speech. This speech is known as Truman doctrine, which overturned the Monroe doctrine. In this speech, Truman argued that it was their duty as America to protect the majority from the minorities' oppression by giving economic and food aid to this people so that it would help them fight back. He urged the congress to give $400 billion to go into helping Greece and Turkey from the communist attack. When the bill was finally passed, it transformed into total containment of communism, that is, the Americans portrayed that they were not going to stand by and watch communism being spread to other countries. The aid thatwent to Greece and Turkey most of it was used for military aid than what it was intended for initially although some of it went into food and economy. This war is commonly known as the Cold war, (Spalding, p 72-73) the Americans were actually supporting countries to fight back communism. Although the involvement of the military from the United States in these countries was not so obvious, Truman actually had more military involvement, in contrast to what he had presented before the congress. The Truman containment policy also greatly influenced the involvement of America in war in North Korea, China and in Vietnam. This showed that America could not tolerate the spread of communism and it turned almost all Americans citizens against communism. In fact, by 1952, the government was already talking about stopping communism at all cost. (Divine, 1972)They even put up the CIA, which in 1950 was asked to create a hydrogen bomb that would be used in war because the containment of communism would not stop at anything even if it meant going into war so as to protect the freedom of the citizens in those countries that the soviets' were aiming to spread their communism. The containment also led to the creation of NATO (North Atlantic Treaty Organization). The modern civil movement is a movement by Americans most being black Americans protesting against discrimination of the black Americans by the whites. This movement was mostly in the southern states, where they were mainly fighting for voting rights to be given to them. After the first reconstruction, the whites in the south began to dominate and the blacks who mostly belonged to the Republican Party started to be oppressed as whites took over the ruling of the party. Also the Democratic Party had also begun to put laws that discriminated against the blacks. This discrimination increased with years and it even transformed into violence. The civil rights movement was the first successful movement that was able to achieve good results ffor the black Americans, initially they were not allowed to vote, nor own houses or even use some form of transport. (Dierenfield, p 43)This movement mainly used mass demonstration because they were able to get quicker results. Their earlier methods of fighting for their rights were not working; this method included educating and also lobbying. These methods had been used earlier and had not worked. Therefore, they decided to start using strict measures. The mass action included; boycotts, sit-ins, freedom marches and also freedom rides. The movement relied on the courts because they knew the courts had to pass laws that turned their actions unlawful and in doing this, they would give in to their demands so that the blacks would stop what they were doing. The most common of this movement was the Montgomery bus boycott that is associated with the great Martin Luther King Jr. this boycott also encouraged other boycotts from other bus companies. This civil right movement granted the black Americans, rights to vote, transport rights, they also got equal opportunity rights for the employment and they could also own and rent houses without being discriminated against. This civil movement is referred as the second reconstruction because, it occurred after the Second World War. Just as the first reconstruction that followed after the American civil war. It was also during this second reconstruction that blacks could now be found in government as officials. It also characterized the movement of many blacks from the Republican Party that they had once belonged to, and head for the Democratic Party. (Black Americans in congress, 20)This modern civil right movement liberated the blacks in America and ended the segregation based on race or color. Today, the famous speech that Martin Luther delivered of his dream may be seen to have been completely achieved because America, for the first time, is being headed by a black president and people are no longer discriminated because of their color. Buy custom Harry S. Truman essay

Organizational Development in HRD Assignment Example | Topics and Well Written Essays - 750 words

Organizational Development in HRD - Assignment Example Kindred is assigned the task by the president though she felt inadequate after meeting the gas company’s management and understanding their issues. However, despite her excuse to Larry not to be assigned the task, Larry fails to listen and she has no alternative than to do the work. Though challenging, she manages to provide successful long-term intervention to the client as intended through thorough preparation as well as with help from consulting ‘shadow’ friends after which she resigns from Larry’s organization. i. Kindred faces strategic dilemmas in the course of her placement with Larry are consulting organization. The interaction between Kindred and Larry when she feels insufficient to tackle the assignment leaves her in a position of either doing the assignment or quitting the job. The dilemma of coercion is depicted by the fact that Larry is not ready to have Kindred decide by herself on undertaking the assignment and she is left with no option but to do the assignment and fail or otherwise succeed. Technical ineptness dilemma occurs in this excerpt by having kindred, an OD practitioner present long-range intervention solution for a problem she has no skills in. This in fact forces her to invest higher in research as well as hire the expertise of a shadow practitioner in the intervention. Moreover, she faced the dilemma of value and goal conflict in that though the client (the gas company) thought that CQI was the ultimate effective tool to be employed for finding the long-range soluti on to the cost problems the company faced, Kindred was not conversant with the tool. It therefore emerged that Larry had ‘sold’ her out to the client as an expert in the use of the tool. Besides, Kindred actually ponders over a number of issues in regard to her suitability for the client and she actually quotes her dilemmas as being the dilemma of self, the dilemma of confidence as well as