Woman and Marriage in the Essay’s of Pandita Ramabai and Rassundari Devi Essay Example

Woman and Marriage in the Essay’s of Pandita Ramabai and Rassundari Devi Essay Woman and Marriage in the essay’s of Pandita Ramabai and Rassundari Devi Pandita Ramabai an eminent Indian Christian social reformer and activist in her book High Caste Hindu Women highlights subject matter relating to the life of Hindu women including child brides, marriage and widowhood. She talks about the money aspect when arranging a marriage, the young ages of the boy and the girl, the marriage rituals and the inhuman expectations that the women are faced with. According to her, marriage was a fickle matter in the olden times. Women were not allowed a say in the choice of the groom and were married of ‘while still in their cradles’. Ramabai illustrates how Swayamvara, earlier a popular way of choosing your own husband was practically becoming extinct. It was now considered absurd to even think about asking the women’s opinion. Rassundari Devi, one of the pioneers in indigenous women’s writings, takes up this very topic in her autobiographical work Amar Jiban( My Life). In the work she traces her life as she goes from being the young girl in her family to a bride. She goes through motherhood, starvation, and the perpetual desire to read and write. She starts of by mentioning how happy and excited she was when she first learned she was to be married. We will write a custom essay sample on Woman and Marriage in the Essay’s of Pandita Ramabai and Rassundari Devi specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Woman and Marriage in the Essay’s of Pandita Ramabai and Rassundari Devi specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Woman and Marriage in the Essay’s of Pandita Ramabai and Rassundari Devi specifically for you FOR ONLY $16.38 $13.9/page Hire Writer She was cheered up by the array of ornaments, sari’s and music at her disposal. Pandita Ramabai offers the very same conclusion when she asked girls for fun if they would like to married and they would almost always answer in the affirmative. â€Å"There are gorgeous dresses, bright colored clothes, beautiful decorations, music, songs, fireworks, fun, plenty of fruit and sweet things to eat and to give away, lovely flowers, and the whole house is illuminated with many lamps. What can be more tempting to a childs mind than these? † But like she says later, little do these children know what awaits them after marriage. Bidding farewell to their mother and the laughter and joys of childhood these innocent souls are bound to life of marriage and housekeeping. Rassundari Devi too recounts the sadness she felt when she learned that she was to be given away to the other family. She was scared at the very thought of being separated from her family. However unlike the instances of ill-treatment and beatings that Pandita Ramabai mentions in her book, Rassundari Devi was fortunately wed into a family that treated her well and looked after her compared to the others. She writes that she felt very fortunate and thankful of God that he gave her a family that was loving and caring of her. One of the most important aspects that disturbed Pandita Ramabai was the ignorance of the grooms personality and background by father while considering marriage. She recounts a story where just upon learning the caste and class of a boy the father of a young girl gave her hand in marriage to him. He did not even enquire about his personal habits and lifestyle. She also mentions the joint family system wherein a young bride’s sole position is at the back of the house doing chores and serving the relatives. This is what even Rassundari Devi goes through just after she enters her marriage home. Her entire day was engaged in doing the housework that began very early and continued till midnight. There was no rest from it even when there were about eight maidservants in the house. It was considered custom that the brides do all the work as well as look after the children. Even Pandita Ramabai mentions the same: She must always be cheerful, clever in the management of her household affairs, careful in cleaning her utensils, and economical in expenditure. The High caste Hindu Women is also a testament to the rituals that made up a marriage and the behaviour that was expected out of a woman. Breaking a young bride’s spirits was considered an essential part of the initiation. She was never to be seen talking loudly or speaking before the male members of the family. Ramabai also documents the countless number of times a woman had to undergo beatings mostly at the hands of their mother in laws. As a study of the practices in the 18th and 19th century it is all well documented with notes and bibliography which are quite fascinating and informative. However one drawback that most critics hold Pandita Ramabai against is the dominance of the emphasis on the Brahmin side of things, when there were other similar problems going on. This obsession seems a little out of balance for a book dealing with Ramabai’s life. However by compiling all the little nuances that surrounded the life of a typical woman in those days Pandita Ramabai manages to give a picture of the patriarchal authority in place. Even more so Rassundari Devi’s own account of the hardships she had to go through validates some of the points made in Ramabai’s book.

the punk experience essays

the punk experience essays In 1994, director Oliver Stone and storywriter Quentin Tarantino created the epitome of the American masterpiece: Natural Born Killers. This incredible movie was made to portray the 1990s as a whole, and to tell the story of a modern day Romeo and Juliet. Today, it is a classic and should be a standard for all movie making, as well as film critiquing. Natural Born Killers is about two people, Mickey (Woody Harrelson) and Mallory (Juliet Lewis) Knox, who meet, fall madly in love, and travel the west while on a three week killing spree until they are apprehended by the police and imprisoned. The movie continues one year later, when Wayne Gayle (a media icon who hosts a TV series documenting serial killers and mass murderers) conducts an interview with Mickey live on network-TV inside the prison. During this interview, Mickey makes a statement setting off the entire inmate population, which then causes a horrifically violent riot. When Mickey realizes he has an opportunity to reunite with his love, he seizes it, and the formerly separated couple resumes their previous habits inside the prison during the riot. This movie vividly portrays the 1990s with its incredibly chaotic setting. The brilliant makers of this film use techniques such as including two different perspectives (visually) in one scene. For example, in the beginning scene, Mickey and Mallory are in a redneck diner. While in the diner, Mallory is dancing by herself to the music on the jukebox, when two men come into the establishment, and each immediately begin to sexually refer to Mallory in a very derogatory manner. This heavily ticks Mallory, so she beats one of the men to a bloody pulp, and Mickey slashes up the other. When Mallory is sitting on top of the man jumping on his back and pounding his head on the floor, there are two perspectives. The first is that of the man, which shows Mallory completely st...

Emerging Economies (RUSSIA) Research Paper Example | Topics and Well Written Essays - 4750 words

Emerging Economies (RUSSIA) - Research Paper Example According to the research findings the Soviet Union was considered as one of the most powerful and stable country in the world in 1980’s. The Soviet Union was getting stronger and stronger with the passage of time. The country was also stable economically. However, the policies devised and adopted by the country weakened the economic and political situation which eventually resulted in disintegration of Soviet Union. However, the analysts are of the view that the basic reason of political and economic collapse of the Soviet Union was the culture of War which caused severe impacts on the economic and political situations of the country. This increased war culture also affected the budget of the country and a greater portion of the budget was reserved only for the military. This increase in the military budget was made at the expense of the investment in the economy. By the mid of decade of 1980, half of the total output of the country was consumed by the Soviet military only. T his caused the shortages of the industrial commodities for the country and general public as a whole. Moreover, the commodities available in the market of Soviet Union were also not considered fit for use as all the commodities and goods which were in good condition were taken up by the military. Consequently, the consumers of the Soviet Union started importing the industrial goods to satisfy their desires. The economic factors that resulted in collapse of Soviet Union were also closely linked to the psychological factors affecting the people of the country. As the market was glooming day by day due to availability of few products and commodities in the market, the people were getting more and more depressed. Those who could import the goods from other countries satisfied their needs, but the other portion of the public suffered a lot. This had severe impacts on the psychological situations of the people and also on their working patterns and habits. The level of distrust in the gov ernment was so high that the workers often said that the government pretended that they were paying them for their work and they pretended that they were working for the government. The analysts are of the view that the incentives for the production were very low. In some cases, the workers were not given any incentives for the efforts they put in. This deterred the workers from working. Grigory Yavlinsky, a Russian economist, was of the view that the system of the system was not functioning properly because the workers were not working (Thayer, W. Silicon, V) At the time when the Soviet Union was facing great depression and economical instability, the Reagan administration in US decided to increase the military budget. They also proposed to implement an antiballistic missile system. This caused the Soviet Union to increase its military budget to maintain parity with United States. But at this stage, it was impossible for the Soviet Union to increase the share of its budget share fo r the military. The authorities of the Soviet Union decided to end the cold war and also the arms race which resulted in the allocation of a greater portion of budget to fulfill the military purposes only. However, this also removed the possibility of an invasion by external forces. Thus, the people of the Soviet Union also refused to accept the totalitarian system of government. As a result, the whole political system of the country was disintegrated and the Soviet Union collapsed. The post-Soviet period was a tough time for Russia. Especially, the transition period brought great challenges for the Russian government and public. The ways and methods that were adopted by the Russian administration to deal with these challenges are of significant importance. Moreover, the revolutionary changes that were brought by the Russian government in the field of education, industry and resource sectors are worth-mentioning. The economic policies adopted by the government in immediate post-Sovi et period are also of great importance. POST-SOVIET PERIOD: The Russian economy became one of the

The poverty in the world Essay Example | Topics and Well Written Essays - 1500 words

The poverty in the world - Essay Example The author also notes that the global food crisis affects mostly poor people – who have to spend most or all of their income on food. Using various examples of extreme weather events worldwide, the author argues that political or economic decisions may be related to the food crisis, but their role in the rapid expansion of the crisis can be doubted; rather the weather, as affected by the increased pollution, should be characterized as the main cause of the global food crisis. The views of the author, as briefly presented above, are critically discussed and evaluated using appropriate literature, i.e. academic studies which focus on the global food crisis. 2. Issues discussed in the paper – presentation and analysis In the article under analysis, Krugman aims to present the key causes of the global food crisis. ... However, extreme weather events - recent ones - in specific countries are used in order to prove the relationship between the global financial crisis and the specific events. More specifically, reference is made to the fires in Russia, the flooding in Australia and the dry weather in Brazil. It is noted that extreme weather events are more likely to influence the food prices – compared to the commodity prices, which cannot have an impact, in accordance with Krugman, on the food prices. However, no data or relevant reports are used for supporting the specific view. Instead, the events are mentioned followed by the personal views of the author, without using appropriate literature or findings of research made on the specific issue. The key point of the article is that the global climate change which has led to natural phenomena such as the La Nina, is the key cause of the global food crisis and for this reason the claims that ‘Ben Bernanke has blood on his hands’ (K rugman, p.1 & 3) should be opposed as non-valid. Instead, measures should be taken in order to control the global food crisis that, in accordance with Krugman, is expected to further expand, as a result of the increase of greenhouse gases. 3. Evaluation of the author’s perspective In accordance with the issues discussed above, the global food crisis, as expanded quite rapidly in the international community is quite difficult to be controlled, mostly because it is related to events that cannot be foreseen and they are quite difficult to be confronted. In fact, no matter the technology available, certain of these events, cannot be managed, like in the case of fires in Russia and the flooding in Australia

Changing Of The Status Of Women Around The World Over Time Essay

Changing Of The Status Of Women Around The World Over Time - Essay Example The authors have encompassed the entire globe in their work without neglecting any important area or region of the world. The authors have quoted the words delivered from the mouth of Gabriela Oviedo (426), Miss Bolivia 2003, who laments ethnic-racial discrimination to be observed against the South Americans and blacks, though her having the opportunity of winning the title of Miss Bolivia remarkably alludes to the rights enjoyed by women even in the backward countries of the third world. It remarkably reflects the revolutionary alterations in the traditional and conventional cultural values of the social establishment being observed at the global scale, under which the women used to be suppressed by the male dominant social setups. Women were restricted to domestic responsibilities in the Asian and African colonial states during the imperialism surge, and their intermixing with males was strongly a socially disapproved phenomenon, and separate dresses and hairstyle etc prevailed for women (534). It is, therefore, the countries were lagging far behind from the European nations because of the negation of women from the nation-building activities altogether. Somehow, the situation has observed significant alterations in modern times, and western attire and styles have made their sure headway in the former colonial states, where like the European citizens, men and women wear the same clothes and active participation of women in business, politics, military services and other social and financial activities have turned out to be the order of the day in contemporary era. Thus, penetration of the western cultural patterns into the oriental societies of Americas, India, and Africa has introduced imperative modifications in the individual and collective life of the people at large by discouraging and eliminating the elements of discrimination towards the female folk (Hansen & Curtis 536-7).

Grammatical Tense And Aspect English Language Essay

Grammatical Tense And Aspect English Language Essay Tense and aspect are the most important grammatical categories for expressing time and temporal relations in English. For me, I will share my experience Now I am an English teacher at Udonthani Vocational College. I teach many English courses such as English for communication 2 , English Conversation , Business English .In each course I have taught 4 language skills such as listening skill, writing skill, speaking skill and reading skill. Students must learn every language skills because English is very important . If you want to communicate English very well you must practice 4 language skills. According to the topic 28 Tense and aspect They are very necessary in teaching grammar. Students must learn how to use tense and aspect. I will teach every English course but I dont teach them all at the same time. The aim of teaching tense and aspect is to study various linguistic approaches to the description of tense and aspect in English Moreover the course description will be the focus o f the ways of expressing present, past, future time. Now I will explain you some English course that I teach in this semester. Before start teaching I will study the course discription from the Vocational Education Commission curriculum. After that I will construc the course syllabus follow the the curriculum. I do the course outline by myself. Then I will study the content and provide the lesson which related the course description from many textbooks. I choose some content and combine to one book. For example I teach English for Conversation 2 (2000-1202) for the first year student in accounting field. I teach 18 Weeks in each semester. I must plan my teaching 9 units (1 unit per 2 week) I will choose some tense and aspect to teach in each unit . In unit one I taught about family . I will choose Present Tense of verb to be and verb to do. Students must know the structure of Tense . How or when to use it? How to make Wh-question. In unit 2 I taught about keeping a diary. Students m ust know and understand Past Simple Tense. They can tell the story in the past . The most important thing before to teach teacher must prepare their teaching and lesson plan . Teacher must improve teaching method and strategies The teachers must know the meaning of tense and aspect and also had understanding .I will show you the content as follow: What is Tense? The Definition of Tense (noun) : a form of a verb used to indicate the time . Tense is a method that we use in English to refer to time. There are three main principle of tenses . They are past tense , present tense and future tense. I will explain the meaning of each Tense. First, Present Tense verb show something is happening right now or at the present time. Second, Past tense verbs which tell about actions which happened some time ago are past tense verbs . Third, Future tense mean verbs which tell about actions which are going to happen are future tense verbs. Many languages use tenses to talk about time. Other language have no tenses, but of course they can still talk about time, using different methods. I will talk about time in English with tense. For example: Jirapon goes to temple. ( Present Tense) Udom went to school yesterday ( Past Tense) Suki will go to school tomorrow ( Future Tense) What is aspect? Aspect expresses a feature of the action related to time such as completion rod duration. Present simple and past simple tenses have no aspect. Aspect always include Perfect Tenses and Progressive or continuous Tense .For example: Perfective aspect ( be+ ing) My parents have lived in Udon Thani since last October. I have studied English since last year. Progressive aspect ( have+ past participle) They are reading newspaper in the room. David is washing his car at home. Further more there are 12 Verb Tenses in English . This is a chart of active verb tenses Tense Past Tense Present Tense Future Tense Simple I went to 7-11. She cooked dinner yesterday. We learnt French. I go to 7-11. She cooks dinner every day. We learn French I will go to 7-11. She will cook tomorrow. We will learn French Progressive be + main verb +ing I was going to Switzerland. She was cooking . We were learning French I am going to 7-11 now. She is washing dishes at the moment. We are learning French now. I will be cooking when you come. We will be going to Bangkok when the sun set. Perfect have + main verb I had cooked breakfast when the phone rang. She has cook many meals. We will have cooked breakfast by the time our mother come. Perfect progressive have + be + main verb + ing He had been cooking for 1 hour before he took lessons. He has been cooking for over and hour. He will have been cooking all day by the time she gets home. Time clues: these are words that give some information about when an action occurs. Some examples are: yesterday       every day tomorrow while now simple past simple present simple future past progressive present progressive There are many words that are time clues; some can be used to indicate a number of tenses, for instance that something happened in the past or that it will happen in the future. If you learn to recognize these time clues, you will find them very helpful. Note that some time clues can be used with more than one verb tense and also that this table is not a complete listing of all the time clues that can be used with all of the tenses Chart-Time Clues and Verb Tense Past Present Future Simple Simple Past Simple Present Simple Future yesterday last year/ month/ etc. before for five weeks/days/etc. one year/ month ago every morning / day / etc. always usually frequently sometimes tomorrow tonight next week/month/etc. soon in the future Progressive Past Progressive Present Progressive Future progressive while when now right now this week/minute/etc. when after as soon as before Perfect Past Perfect Present Perfect Future Perfect before already by the time until then/last week/etc. after until now since ever never many times/ weeks/years/etc. for three hours/ minutes/etc/ by the time you go (somewhere) by the time you do (something) already Perfect Progressive Past Perfect progressive Present Perfect Progressive Future Perfect Progressive before for one week/hour/etc. since for the past year/ month/ etc. for the last 2 months/ weeks/etc. up to now for 6 weeks/hours/etc. since by the time for ten days/weeks/etc. by From www.athabascau.cea Lesson Plan Subject: English For Communication 2 Level: Certificate 1 Instructor : Mrs. Sutida Intawai Text: English For Communication 2 Lesson: 4 Time: 2 period à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Objectives : Students will be able to: 1.to inductively review both struture and names of basic tenses Content: Vocabulary : Food, nationalities, dates and time, restaurants Structures : 1. Present simple tense 2. Present continuous tense 3. Present perfect tense 4. Present perfect continuous tense 5. Past simple tense 6. Past continuous tense 7. Past perfect tense 8. Past perfect continuous tense 9. Future simple tense 10. Future continuous tense 11. Future perfect tense 12. Future perfect continuous tense Functions : 1. Talking about Tense and aspect Teaching procedures /Activities: Warm up / Lead in : The teacher greets students and tell them that they are going to learn about outline goals for todays class. Presentation: 1.Teacher presents the charts of structure of tense and aspect .Let them guess the kind of tense and aspect. Practice: 1.Teacher divide students into groups of 2 to 4 2. Have students take personal information quiz in groups 3. Check answers as a class, ask students to quickly speak about what they have learned about their fellow students Production: 1. Have groups identify tense names used in question 2. Give auxiliary verb exercise to students to be done individually 3. Correct auxiliary exercise in class Wrap up: Teacher and students discuss and summarize about this unit together. Teacher suggests students for further study by searching for more information from other resources for example, internet , library , newspaper and Self Access Learning Center in the college. Teaching aids/materials: Chart Authentic material; newspaper , food menu Textbook Evaluation and measurement: Observing the participation in class Correcting the exercises Personal note: à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€ š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Language Points: Affirmative Sentence: Present Simple (I do, work, like etc.) She works in the office. They talk about their project. Subject Verb I / We / You /They work talk use play watch do He / She / It works talks uses plays watches does Example: I live in Nakonnayok but my sister lives in Prachinburi. ( We use the present simple for things that are true in general, or for things that happen sometimes or all the times) I walk to school. The museum open at 09.00 a.m. and closes at 05.30 p.m. Suda goes to work in the morning. He does everything that she asks. (We use the present simple with always/ never/ often / usually / sometimes) We always travel by train. I often try to fix my computer. He washes his car every weekend. She usually carries her note book computer to work. Negative Sentences: Pattern: I dont + verb (present simple negative) Example: Santa doesnt come. The racing car doesnt slow. Subject Auxiliary Verb + not Verb I / You / We / They don t work He / She / It doesnt work I drink coffee but I dont drink tea. The children dont play in the park. Mary doesnt go to the library. She drinks tea but she doesnt drink coffee. Question Sentence: Pattern: Do you.. (Present simple question).? Example: Do they work? Does she work? Auxiliary Verb Subject Verb +? Do I /we / you / they work? Does He / she/ it work? Do you smoke? No, I dont. Do they speak English? Yes, they do. Does she work hard? Yes, she does Does your brother live in Bangkok? No, he does. Worksheet 1 Personal Information Quiz When did you last see a film? How many times have you been abroad? What type of books do you like reading? When were you born? How long have you been learning English? What will the weather be like tomorrow? What were you doing at 7 oclock yesterday evening? What are your parents doing? Where are your classes taught? What are you going to do after this course finishes? What are the names of the tenses used in the above question? 1. Present simple tense 2. Present continuous tense 3. Present perfect tense 4. Present perfect continuous tense 5. Past simple tense 6. Past continuous tense 7. Past perfect tense 8 Past perfect continuous tense 9. Future simple tense 10. Future continuous tense 11. Future perfect tense 12. Future perfect continuous tense From http://esl.about.com Worksheet 2 Complete the table using examples from the text in activity B1 Tense Aspect Example present (no aspect = simple) continuous perfect past (no aspect = simple) continuous perfect Worksheet 3 Match the verb forms (1-6) with their main concepts (a-f) Verb form Concept 1. present simple a. past event with present relevance 2. past simple b. activity or process, in progress in the past 3. present continuous c. past state, event or habit 4.past continuous d. present state, event or habit 5. present perfect e. past event that happened prior to another past event 6. past perfect f. activity or process, in progress in the present Worksheet 4 Writing : Simple present Tense Exercise 1: Complete the text using words from the box. get up go have sleep start finish I (1) early, at quarter to six, and (2) To work at about half past six. I (3) breakfast in a cafà © near my office, and (4) .. work at half past seven. I dont (5).. a big lunch, just a sandwich and a coffee, I usually (6) . work at about six oclock. I (7) . home at seven, then I (8) dinner with husband. He loves cooking! After dinner we usually watch TV, then I (9) .. to bed early. About ten oclock and (10).. for seven or eight house. In conclusion, Tense and aspect are still problem for Thai learners. There are many error when do they speak and confuse because they speak English similar Thai speaking. They have many problems such as word order and use tense mistake. For example: I am not enjoy this film. Lets leave. What do you eating now? etc. So the teacher of English should develop their teaching and try to teach students learning by doing. Students will gain English language skill especially Tense and aspect from teacher as well. **************

Civil Disobedience: Are We Morally Obliged to Obey Unjust Laws? Essay

Are we morally obliged to obey even unjust laws? This question raises the discussion of what we call civil disobedience. Elliot Zashin, author of Civil Disobedience and Democracy, defines civil disobedience as, â€Å"a knowing violation of public norm (considered binding by local authorities but which may ultimately be invalidated by the courts) as a form of protest: it is non-revolutionary, public, and nonviolent (i.e. there is no use of physical violence except self-defensively when participants are physically attacked, and no resistance to arrest if made properly and without undue force).† (Zashin, 118) One point that Carl Cohen, associate professor of philosophy at University of Michigan, thinks is essential to the definition is that the, â€Å"mere knowledge of the unlawfulness does not make it civil disobedience†¦the civil disobedient must do more than knowingly break the law. Absolutely essential is the further element of protest.† (Cohen, 11) In other words, civil disobedience is knowingly breaking a law to protest the law. This may not be as controversial as some topics, but there are many strong points on both sides. A major objection is tied to the idea of social contract theory as well as extreme faith in the proper workings of the judicial and legislative systems. According the this objection, the government of the United States, which calls itself democratic, for instance, is set up to listen to the needs of the people and to make laws accordingly. There is no need to protest or to â€Å"civilly disobey† because the government’s job is to take care of such problems. Socrates, a Greek philosopher, when forced with a suicide execution refused escape because he had profited from the laws of Athens thus far, was given a... ...tic government. BIBLIOGRAPHY  · Cohen, Carl, Civil Disobedience, Tactics and the Law. 1971, Columbia University Press: NY. Pgs: 3, 5, 6, 9, and 11.  · â€Å"Declaration of Independence† ONLINE: http://www.archives.gov/national_archives_experience/declaration_transcript.html. 20 Nov 03  · Singer, Peter, Practical Ethics: Second Edition. 1993, Cambridge University Press: Cambridge, UK. Pgs: 298-306  · Smith, Michael P, et al, Political Obligation and Civil Disobedience Readings. 1972, Thomas Y. Crowell Company: NY. Pgs. 179, 180, and 183.  · Suber, Peter, â€Å"Civil Disobedience.† ONLINE: http://www.earlham.edu/~peters/writing/civ-dis.htm. 19 Nov 03.  · Zashin, Elliot M., Civil Disobedience and Democracy. 1971, The Free Press: NY. Pgs. 118, and 131.

Team to Achieve Milennium

CASE STUDY ANALYSIS OF: USING TEAMS to ACHIEVE MILLENNIUM DEVELOPMENT GOALS CASE STUDY FOR HCA 6225-01 California State University East Bay – Hayward 02/21/13 1. One feature of the team in this case is frequent turnover among team members. How might turnover among team members affect team performance? What approaches can team leaders to take to minimize potential negative impacts of turnover and gain advantages, if any? Employee/team member turnover may be mostly a negative issue, yet it can become positive if only controlled by the organization correctly and appropriately.Turnover is often utilized as an indicator of the organization performance and it can easily be observed negatively towards the organization’s efficiency and effectiveness. Also, turnover is a natural outcome of an organization which is why it has to be kept to a minimum. In order to minimize the impact of turnover is to first address and understand the issue and cause of the turnover. The purpose of knowing is to raise alertness as to investigate for the â€Å"why†.Once the organization finds out the reasons and cause of turnover, there are variety of actions that the organizations and leadership can execute in order to prevent the effects and impacts of turnover. By ensuring that management learns the cause of turnover and act accordingly, turnover may be reduces or controlled. Lyman Coleman (1989) offers ideas on how to correct and prevent turnovers. His recommendation includes institution of exit interviews and other methods of finding reasons for people turnover. Also the following: * Get involved in finding our the cause of turnover Bring attention to bottom line figures and how turnover affects everyone * Have an open door policy style of managing to allow members to comment on what might be bothering them about their job and roles. * Realize there is more that one problem and pay attention to all. Stay alert * Execute periodic audits of job satisfaction * Have str ict hiring standards * Develop and constant training strategies * Conduct member meetings One of the best recommendation is to have open door policy that will allows the team leaders/organization to hear of issues prior to escalating.Finding and learning about the member job satisfaction and exhaustion early can eliminate turnover. But on the other hand, turnover can be beneficial to the organization by learning which team member to elimination/terminating poor performances that affect the organizations performance, this allowing for internal promotion and hiring new team members with innovative ideas. New team members can often bring positive input into the organization that can help handle turnover (Cintron, p4) In class lectures, team characteristics are discuss which are the following: * Team size, composition, and diversity: Too few or too many members may reduce performance * Diversity affects way individuals perceive each other and how well they work together * Status differe nces: * May motivate others or act as source of conflict and tension * Psychological safety * Perceptions about consequences of interpersonal risks in work environment * Team norms * Standard shared by team members regulating member behavior * Team cohesiveness * Extent members are committed to group task As a result it will follow into the model of team effectiveness. (HCA 6225, CH5) 2.Consumers or patients are sometimes involved in quality improvement teams, but in this role, they may feel that their voices are unimportant or that participation is symbolic rather than substantive. Do you think that consumers should be involved in the improvement teams in this case? Why or why not? If consumer involved, how can team leaders and members most effectively utilize their knowledge and insights? Consumers or patients can play an important role in shaping managed care by expressing their voice on issues; by participating in governance, management or otherwise; through representatives; or by some combination of these.So I suggest yes that they should be involve on the team improvement teams. Their Participation refers to active involvement on implementation. They can participate in oversight, governance, operations, opinion surveys, and complaints. Also according to Rodwin, the aims of early Health Maintenance Organizations (HMOs) parallel those of consumer/ patient movements. Managed care offers many benefits. It can increase access to primary and preventive care (with minimal or no out of pocket costs). It can also monitor and improve the practices of physicians and other health care providers and coordinate and rationalize the services of specialists.It can also control spending. Consumer involvement can put managers in touch with the experience and desires of customers. It can provide balance and perspective. Although they are being part of the team performance, their voice should be limited and watch over. Consumer voice, participation and representation program s, however, need to be viewed critically because they might demand too many services and can become divided and polarize issues, leading to increased conflict. So therefore, future challenge is to foster balanced, appropriate and effective use of consumer voice. 3.Even when team improvement efforts achieve change, the sustainability of change remains a pervasive challenge. In fact, sustainability of the teams may be problematic. What are the particular obstacles to sustaining the improvements achieved by teams in this case? Similarly, what factors might lead to the dissolution of the improvement teams over time? As a team leader, what strategic might be used to sustain change and to uphold the vitality of the team over time? Although teams have the capability to boost productivity and improve quality, they can also have the potential to increase costs and stress.As a result it can lead to lack of communication and motivation that can lead to the dissolution of the improvement of the teams over time. Team leadership should have skills pertaining to conflict resolution, overcoming communication obstacles, and effective structure techniques. Understanding the five stages of team development, which are the following: Stage 1: Forming In the Forming stage, personal relations are characterized by dependence. Group members rely on safe, patterned behavior and look to the group leader for guidance and direction.Group members have a desire for acceptance by the group and a need to know that the group is safe. They set about gathering impressions and data about the similarities and differences among them and forming preferences for future subgrouping. Rules of behavior seem to be to keep things simple and to avoid controversy. Serious topics and feelings are avoided. The major task functions also concern orientation. Members attempt to become oriented to the tasks as well as to one another. Discussion centers around defining the scope of the task, how to approach it, an d similar concerns.To grow from this stage to the next, each member must relinquish the comfort of non-threatening topics and risk the possibility of conflict. Stage 2: Storming The next stage, called Storming, is characterized by competition and conflict in the personal- relations dimension an organization in the task-functions dimension. As the group members attempt to organize for the task, conflict inevitably results in their personal relations. Individuals have to bend and mold their feelings, ideas, attitudes, and beliefs to suit the group organization.Because of â€Å"fear of exposure† or â€Å"fear of failure,† there will be an increased desire for structural clarification and commitment. Although conflicts may or may not surface as group issues, they do exist. Questions will arise about who is going to be responsible for what, what the rules are, what the reward system is, and what criteria for evaluation are. These reflect conflicts over leadership, structure , power, and authority. There may be wide swings in members’ behavior based on emerging issues of competition and hostilities.Because of the discomfort generated during this stage, some members may remain completely silent while others attempt to dominate. In order to progress to the next stage, group members must move from a â€Å"testing and proving† mentality to a problem-solving mentality. The most important trait in helping groups to move on to the next stage seems to be the ability to listen. Stage 3: Norming In the Norming stage, interpersonal relations are characterized by cohesion. Group members are engaged in active acknowledgment of all members’ contributions, community building and maintenance, and solving of group issues.Members are willing to change their preconceived ideas or opinions on the basis of facts presented by other members, and they actively ask questions of one another. Leadership is shared, and cliques dissolve. When members begin to k now-and identify with-one another, the level of trust in their personal relations contributes to the development of group cohesion. It is during this stage of development (assuming the group gets this far) that people begin to experience a sense of group belonging and a feeling of relief as a result of resolving interpersonal conflicts.The major task function of stage three is the data flow between group members: They share feelings and ideas, solicit and give feedback to one another, and explore actions related to the task. Creativity is high. If this stage of data flow and cohesion is attained by the group members, their interactions are characterized by openness and sharing of information on both a personal and task level. They feel good about being part of an effective group. The major drawback of the norming stage is that members may begin to fear the inevitable future breakup of the group; they may resist change of any sort.Stage 4: Performing The Performing stage is not reach ed by all groups. If group members are able to evolve to stage four, their capacity, range, and depth of personal relations expand to true interdependence. In this stage, people can work independently, in subgroups, or as a total unit with equal facility. Their roles and authorities dynamically adjust to the changing needs of the group and individuals. Stage four is marked by interdependence in personal relations and problem solving in the realm of task functions. By now, the group should be most productive.Individual members have become self-assuring, and the need for group approval is past. Members are both highly task oriented and highly people oriented. There is unity: group identity is complete, group morale is high, and group loyalty is intense. The task function becomes genuine problem solving, leading toward optimal solutions and optimum group development. There is support for experimentation in solving problems and an emphasis on achievement. The overall goal is productivit y through problem solving and work. Stage 5: AdjourningThe final stage, Adjourning, involves the termination of task behaviors and disengagement from relationships. A planned conclusion usually includes recognition for participation and achievement and an opportunity for members to say personal goodbyes. Concluding a group can create some apprehension – in effect, a minor crisis. The termination of the group is a regressive movement from giving up control to giving up inclusion in the group. The most effective interventions in this stage are those that facilitate task termination and the disengagement process. Reference: Burns, L. Bradley, E. , and Weiner, B. (2012). Shortell & Kaluzny's Health Care Management: Organization Design ; Behavior, (6th Edition), Clifton Park, New York: Delmar Cengage Learning. Cintron, Rene. Employee Turnover: Causes, Effects, and Prevention. Retrieved on February 09, 2013 from www. renecintron. com/files/Employee_Turnover. doc Coleman, L. G (1989 , December 4) Human Resources Management: An Experimental Approach )2nd custom edition) Upper Saddle River, NJ Prentice Hall. HCA 6225-01. Chapter 05 powerpoint. Retrieved on February 08,2013 from https://bb. csueastbay. du/webapps/portal/frameset. jsp? tab_tab_group_id=_30_1;url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D%20_396854_1%26url%3D Marc A. Rodwin, May 1998. Address comments to Marc A. Rodwin, Associate Professor, School of Public and Environmental Affairs, Indiana University, Bloomington, IN. 47405 Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63, 384-399.? Tuckman, B. ; Jensen, M. (1977) Stages of Small Group Development. Group and Organizational Studies, 2, 419- 427. http://www. drexel. edu/oca/l/tipsheets/Group_Development. pdf

or Undermine Reasoning As A Way Of Knowing.

e ·mo ·tion ( -m sh n) n. 1. A mental state that arises spontaneously rather than through conscious effort and is often accompanied by physiological changes; a feeling: the emotions of joy, sorrow, reverence, hate, and love. 2. A state of mental agitation or disturbance: spoke unsteadily in a voice that betrayed his emotion. 3. The part of the consciousness that involves feeling; sensibility: â€Å"The very essence of literature is the war between emotion and intellect† (Isaac Bashevis Singer) rea ·son (r z n) n. 1. The basis or motive for an action, decision, or conviction. 2. A declaration made to explain or justify action, decision, or conviction: inquired about her reason for leaving. 3. An underlying fact or cause that provides logical sense for a premise or occurrence: There is reason to believe that the accused did not commit this crime. 4. The capacity for logical, rational, and analytic thought; intelligence. 5. Good judgment; sound sense. 6. A normal mental state; sanity: He has lost his reason. 7. Logic. A premise, usually the minor premise, of an argument.1 rea ·son ·ing (r z -n ng) n. 1. Use of reason, especially to form conclusions, inferences, or judgments. 2. Evidence or arguments used in thinking or argumentation.1 From the definitions provided, we can see that in this dictionary reason is defined as being synonymous with logic, and emotion with spontaneity. Logic is normally connected with conscious thought and premeditation, and emotion with instinct and reflex. You cannot plan what you feel, but you can plan what you will learn. Take, for example, the idea of scientific objectivity. Scientists carrying out experiments try to put their emotions and predispositions to one side, so as to not negate the objectivity of the experiment. Ideally, an experiment should be carried out in the pursuit of pure fact, and emotions would turn that pure fact into personal interpr... or Undermine Reasoning As A Way Of Knowing. Free Essays on Evaluate The Ways In Which Emotion Might Enhance And/or Undermine Reasoning As A Way Of Knowing. e ·mo ·tion ( -m sh n) n. 1. A mental state that arises spontaneously rather than through conscious effort and is often accompanied by physiological changes; a feeling: the emotions of joy, sorrow, reverence, hate, and love. 2. A state of mental agitation or disturbance: spoke unsteadily in a voice that betrayed his emotion. 3. The part of the consciousness that involves feeling; sensibility: â€Å"The very essence of literature is the war between emotion and intellect† (Isaac Bashevis Singer) rea ·son (r z n) n. 1. The basis or motive for an action, decision, or conviction. 2. A declaration made to explain or justify action, decision, or conviction: inquired about her reason for leaving. 3. An underlying fact or cause that provides logical sense for a premise or occurrence: There is reason to believe that the accused did not commit this crime. 4. The capacity for logical, rational, and analytic thought; intelligence. 5. Good judgment; sound sense. 6. A normal mental state; sanity: He has lost his reason. 7. Logic. A premise, usually the minor premise, of an argument.1 rea ·son ·ing (r z -n ng) n. 1. Use of reason, especially to form conclusions, inferences, or judgments. 2. Evidence or arguments used in thinking or argumentation.1 From the definitions provided, we can see that in this dictionary reason is defined as being synonymous with logic, and emotion with spontaneity. Logic is normally connected with conscious thought and premeditation, and emotion with instinct and reflex. You cannot plan what you feel, but you can plan what you will learn. Take, for example, the idea of scientific objectivity. Scientists carrying out experiments try to put their emotions and predispositions to one side, so as to not negate the objectivity of the experiment. Ideally, an experiment should be carried out in the pursuit of pure fact, and emotions would turn that pure fact into personal interpr...

Battle of Globe Tavern - Civil War

Battle of Globe Tavern - Civil War Battle of Globe Tavern - Conflict Dates: The Battle of Globe Tavern was fought August 18-21, 1854, during the American Civil War (1861-1865). Armies Commanders Union Major General Gouverneur K. Warrenapprox. 20,000 men Confederate Lieutenant General A.P. Hillapprox. 15,000 men Battle of Globe Tavern - Background: Having begun the Siege of Petersburg in early June 1864, Lieutenant General Ulysses S. Grant began movements to sever the railroads leading into the city. Dispatching troops against the Weldon Railroad in late June, Grants effort was blocked by Confederate forces at the Battle of Jerusalem Plank Road. Planning further operations, Grant transferred Major General Winfield S. Hancocks II Corps north of the James River in early August with the goal of striking at the Richmond defenses. Though he did not believe that attacks would lead to the citys capture, he hoped they would draw troops north from Petersburg and force Confederate General Robert E. Lee to recall troops sent to the Shenandoah Valley. If successful, this would open the door for an advance against the Weldon Railroad by Major General Gouverneur K. Warrens V Corps. Crossing the river, Hancocks men opened the Second Battle of Deep Bottom on August 14. Though Hancock failed to achieve a breakthrough, he succeeded in drawing Lee north and prevented him from reinforcing Lieutenant General Jubal Early in the Shenandoah. Battle of Globe Tavern - Warren Advances: With Lee north of the river, command of the Petersburg defenses dell to General P.G.T. Beauregard. Moving out at dawn on August 18, Warrens men moved south and west over muddy roads. Reaching the Weldon Railroad at Globe Tavern around 9:00 AM, he ordered Brigadier General Charles Griffins division to begin destroying the tracks while Brigadier General Romeyn Ayres division deployed to the north as a screen. Pressing up the railroad, they swept aside a small force of Confederate cavalry. Alerted that Warren was on the Weldon, Beauregard ordered Lieutenant General A.P. Hill to drive back the Union forces (Map). Battle of Globe Tavern - Hill Attacks: Moving south, Hill directed two brigades from Major General Henry Heths division and one from Major General Robert Hokes division to attack the Union line. As Ayres made contact with Confederate forces around 1:00 PM, Warren ordered Brigadier General Samuel Crawford to deploy his division on the Union right in the hope that he could outflank Hills line. Advancing around 2:00 PM, Hills forces assaulted Ayres and Crawford, driving them back towards Globe Tavern. Finally stemming the Confederate advance, Warren counterattacked and regained some of the lost ground (Map). As darkness fell, Warren directed his corps to entrench for the night. That night, elements of Major General John Parkes IX Corps began to reinforce Warren as Hancocks men returned to the Petersburg lines. To the north, Hill was bolstered by the arrival of three brigades led by Major General William Mahone as well as the cavalry division of Major General W.H.F. Rooney Lee. Due to heavy rain through the early parts of August 19, fighting was limited. With the weather improving late in the afternoon, Mahone moved forward to strike the Union right while Heth assaulted Ayres in the Union center. Battle of Globe Tavern - Disaster Turns to Victory: While Heths attack was stopped with relative ease, Mahone located a gap between Crawfords right and the main Union line to the east. Plunging through this opening, Mahone turned Crawfords flank and shattered the Union right. Desperately attempting to rally his men, Crawford was nearly captured. With the V Corps position at risk of collapse, Brigadier General Orlando B. Willcoxs division from IX Corps moved forward and mounted a desperate counterattack which culminated with hand-to-hand fighting. This action rescued the situation and allowed the Union forces to maintain their line until nightfall. The next day saw heavy rains descend upon the battlefield. Aware that his position was tenuous, Warren used the break in the fighting to construct a new line of entrenchments approximately two miles to the south near Globe Tavern. This paralleled the Weldon Railroad facing west before turning ninety degrees just north of Globe Tavern and running east to the main Union works along the Jerusalem Plank Road. That night, Warren ordered V Corps to withdraw from its advanced position to the new entrenchments. With clear weather returning on the morning of August 21, Hill moved south to attack. Approaching the Union fortifications, he directed Mahone to assault the Union left while Heth advanced on the center. Heths assault was easily repulsed after being hammered by Union artillery. Advancing from the west, Mahones men became bogged down in a swampy wooded area in front of the Union position. Coming under intense artillery and rifle fire, the attack faltered and only Brigadier General Johnson Hagoods men succeeded in reaching the Union lines. Breaking through, they were quickly thrown back by Union counterattacks. Badly bloodied, Hill was forced to pull back. Battle of Globe Tavern - Aftermath: In the fighting at the Battle of Globe Tavern, Union forces sustained 251 killed, 1,148 wounded, and 2,897 captured/missing. The bulk of Union prisoners were taken when Crawfords division was flanked on August 19. Confederate losses numbered 211 killed, 990 wounded, and 419 captured/missing. A key strategic victory for Grant, the Battle of Globe Tavern saw Union forces assume a permanent position on the Weldon Railroad. The loss of the railroad severed Lees direct supply line to Wilmington, NC and forced materials coming from the port to be off-loaded at Stony Creek, VA and moved to Petersburg via Dinwiddie Court House and the Boydton Plank Road. Eager to eliminate the Weldons use completely, Grant directed Hancock to attack south to Reams Station. This effort resulted in defeat on August 25, though additional parts of the railroad line were destroyed. Grants efforts to isolate Petersburg continued through the fall and winter before culminating in the citys fall in April 1865. Selected Sources CWSAC Battle Summaries: Battle of Globe TavernEncyclopedia Virginia: Battle of the Weldon Railroad Civil War Trust: Cutting the Supply Lines

Pharmacology course work Essay Example | Topics and Well Written Essays - 250 words

Pharmacology course work - Essay Example The catecholamine theory of mood proposed by Schildkraut suggests that depression is associated with a functional deficiency of noradrenaline at receptor sites within the brain and mania is associated with an excess of noradrenaline at central receptor sites. Recent studies have shown that depressing effects on the CNS by ethanol is mediated by GABA which is a primary inhibitory neurotransmitter in the CNS. Activation of the GABA receptors by GABA decreases neuronal excitability. Increased stimulation of the NMDA receptor is implicated in the increased free radical production by which it potentiates the toxicity of several peptides and causes neuronal damage and impairment of synaptic plasticity. MPTP is a model in which the neurotoxin MPTP is employed. This has a competitive advantage over other models as when it causes intoxication it induces a syndrome virtually identical to Parkinson’s disease in

Philosophy Essay Example | Topics and Well Written Essays - 750 words - 6

Philosophy - Essay Example The film depicts the class difference in the society where the powerful manipulate the less fortunate for social and economic gains. The three categories describe human nature which Plato asserts consists of the appetite, the spirit, and the reason. The most skeptical members of the society are those who govern the rest. As portrayed in the film, they seek to manipulate their kind for the economic gains, which contravenes the dictates of ideal coexistence in the society. To achieve this, they seek mechanisms to manipulate others. The film depicts those who develop computer programs that compel the rest of the human population to be at their mercy. The programs have the ability to manipulate everyone, yet the inventors do not employ that on themselves but on others that they deem secondary (Plato, Ferrari, and Griffith 34). However, Plato and Desecrates concur that everyone possesses a quality of opposition especially on issues that they do not concur in. This is what led to the liber alization of most contemporary democracies. Regardless of their positions in the society, humans will always oppose any idea that seeks to subordinate their existence. Additionally, in his description of the state, Plato observes that the workers are always the majority in any society. They may not always have much wealth or capital, but their large number is their greatest power. The ruling class consists of a select few who often, as per the dictates of democracies, promise to protect the interest of the rest of the population. When united in an opposition, the workers topple states and governments. The film depicts this and uses the zeal to oppose oppressive regimes to develop an effective conflict... This paper approves that Plato and Desecrates concur that everyone possesses a quality of opposition especially on issues that they do not concur in. This is what led to the liberalization of most contemporary democracies. Regardless of their positions in the society, humans will always oppose any idea that seeks to subordinate their existence. Additionally, in his description of the state, Plato observes that the workers are always the majority in any society. They may not always have much wealth or capital, but their large number is their greatest power. The ruling class consists of a select few who often, as per the dictates of democracies, promise to protect the interest of the rest of the population. The film depicts this and uses the zeal to oppose oppressive regimes to develop an effective conflict that sustains the story. This paper makes a conclusion that Descartes explains the origin of science which the film also exhibits. He emphasizes the use of reason to develop science; the developers of the film employ extensive reasoning to help stretch the limits of science. Descartes asserts that philosophy is like a tree with metaphysics as the roots and physics as the trunk. All other branches of science such as physics, medicine, and ethics thus stem out of the trunk. In this assertion, Descartes explains that ethics should always govern human curiosity and result in the determination of ethical knowledge. The lack of ethics in any of such endeavors is likely to meet resistance from the disadvantaged just as the film depicts.