SUMMARY Essays (2819 words) - Ancient Greek Philosophers, Platonism

SUMMARY Brand Blanshard, a respected philosophy professor, published an essay entitled, The Uses of a Liberal Education, which accounts for a few arguments against a liberal education, but stresses the overwhelming advantages to the same education. According to Blanshard, liberal studies are "the sort of studies that are pursued for their own sake rather than for their utility." (p. 121). The first step Blanshard takes in analyzing the usefulness of a liberal education is to highlight the opposing arguments. First, he examines the price one pays for an education in such subjects as philosophy, mathematics, or history. That price is that of freedom. He enforces this with the idea that 18-year-olds are at the time in their lives where they are entranced by freedom. In studying these tedious subjects, they lose that freedom. His second point is that of the usefulness. He gives multiple examples of men who have changed the face of the earth without education, such as Thomas Edison and Henry Ford. For if it is our purpose to be educated to better our lives materialistically, a liberal education serves no purpose. Thirdly, he highlights languages, explaining that when will any of us need French or Spanish to understand something. Can we not find information in English anywhere? The only worthy case of studying languages is if one intends to live in a foreign country. For the rest of the essay, Blanshard enforces the positives of a liberal education. First, he explores the meaning of usefulness, and comes to the conclusion that usefulness involves "comfort and quiet and richness of the mind, which is simply good." (p. 125). Blanshard, then, highlights three reasons why a liberal education is useful. First, it satisfies our human desire to know. Second, it is useful indirectly through our use of different perspectives. And finally, it "may permeate with its influence all our thought and feeling and action." (p. 124). He concludes this essay by reminding us that "the Greek spirit still remains" (p. 134) and it remains through a liberal education. PLATO "The philosopher doesn't desire one part of wisdom rather than another, but desires the whole thing." (Plato, p. 150). In other words, a liberal education, which enhances the mind's capacity by making available knowledge of various fields of study, is the route the most educated must take. This is the road of the Philosopher King in Plato's world. Plato's world was one where all human's strive for the ultimate from, Good. In this ultimate form one finds various ideas. For example, through the Good, one obtains knowledge of the Truth, Justice, Beauty, Humanness, and gives one the mind/soul, which is an object of knowledge. The first idea Blanshard brings forth in his essay is that "the liberal studies are the sort of studies that are pursued for their own sake rather than for their utility." (p. 121). This, beyond almost anything, coincides with Plato's thoughts. In Book I of the Republic, Socrates, Plato's teacher, discusses the idea of justice with his friends Cephalus, Polemarchus, and Thrasymachus. The most applicable to this particular situation is his conversation with Thrasymachus, where he concludes that justice is never the advantage of the stronger. Plato feels that a leader works for the sake of his servants. He pursues perfection for the sake of something other than self-gratification. If someone pursues a liberal education for its own sake, they are not pursuing it for more money, or to dominate anyone in any way. Therefore, they will not use their power of knowledge in order to harm anyone. They will more or less be benevolent in their use of that knowledge, and use it for the greater goo d. Plato also highlights six subjects of study, which are reserved for the most educated, and so used in the development of tomorrow's leaders, the Philosopher Kings. These subjects are arithmetics, geometry (2-D), solid geometry (3-D), astronomy, harmonics, and the most important of which is dialectics. In studying these particular subjects, Plato is able to develop a leader who is knowledgeable about all things. In Plato's world, these subjects create an atmosphere very similar to that which Blanshard envisions. Blanshard says, "They [men] philosophize because they want to understand the world they live in. I believe that,

7 Ways to Keep Your New Year’s Health Resolutions

7 Ways to Keep Your New Year’s Health Resolutions It’s a new year, and you’re raring to go on your shiny new (or renewed) resolutions. Deciding to get/stay/live healthy is an excellent goal. But if you want this to stick, it can’t just be a lifestyle change in your spare time. On average, we spend 40-50 hours at work per week- a huge chunk of time that can make or break your commitment to healthier living. 1. Jump around.Okay, maybe don’t actually do jumping jacks at your desk- unless you’re really sure your coworkers won’t mind- but there are ways to be active while you’re working. Studies show that people with desk jobs are at a higher risk for health issues like diabetes and heart disease. Being sedentary is the biggest enemy to your weight loss and fitness goals. Every hour, make sure you get up and take a brief walk, run small errands around the office, etc. The important thing is to get moving. It can be a challenge to get away from your desk some days, but it’s worth it. 2. Don’t skip lunch.No matter how busy a day is, try to set aside time to sit and eat lunch, instead of wolfing something down on the go. Being conscious about what (and how much) you’re eating can help you stay on track with any food-related goals.3. Brown bag it.Packing your lunch not only gives you more control over what you’re eating, but also saves money. The takeout struggle is real for me: I happen to work in a big city with a ton of fast food places and trucks camped out within a few blocks. This can be awesome for convenience, but it makes the takeout trap too easy. My solution is a rewards-based system: some of the money I save each week by making my own salads or bringing in leftovers goes into a personal slush fund, which I then use on movies or a small splurges. It seems a minor incentive, but it motivates me to take the 10 minutes each night to pack lunch for the next day.4. Take a hike.Literally! If you have some time left in your lunch break afte r eating, go outside and take a quick walk. In addition to the benefits of moving around (see #1), it can be a useful head-clearing exercise while you get a break from your inbox.5. Find some zen at your desk.Yoga Journal has some excellent tips for getting your yoga on at work. You don’t need any special yoga expertise to do these stretches. And while they’re not a high-impact cardio workout, yoga moves can help your body stay limber after that half-hour you spent hunched over your keyboard, replying to emails.Yoga is also great for stress relief as well. Stress can seriously undermine any fitness regime you’re trying to start or maintain, so getting a handle on it is a key part of building any healthy routine.6. Work in your workout.Think about your daily and weekly routines. Is there anywhere you can fit in some extra workout time? If, like me, you’re not a morning person and just can’t comprehend getting up at 5 a.m. to hit the gym. Maybe there ’s a spin class you can take immediately after work or you can spare an hour to go to the gym on your way home.If evenings are a no-go because you go straight from work to family or other obligations, you could stake out a few mornings per week where you can go to the gym before work. Building workout appointments into your existing schedule is the best way to stick to your new resolution. Otherwise, it gets too easy to put things off.7. Stand and deliver.Check with your company- are standing desks an option? As an alternative to sitting all day, standing while you work promotes blood flow and muscle tone. If you’re able to stay on your feet for extended periods of time, this might be an easy substitution to make for your regular chair.Implementing a new health and fitness routine can be daunting. It always sounds so great in theory, but then busy lives (and so many tasty temptations!) get in the way. It doesn’t have to be that way- and by making small, consiste nt changes to your work day, you’re that much closer to succeeding. This is the year we make it stick!This article is part of Bulk Up Your Career in 2017Â  campaign. Access the entire guide here to help you succeed in 2017.

The Exploration on Intelligence Operations Essay

The Exploration on Intelligence Operations - Essay Example Ideally, ILP addresses security threats and establish mechanisms within a community that help in identifying the initiation and growth of crime. The inclusion of improved intelligence operations, community policing and problem-solving in ILP derives fundamental benefits in defining federal security (Bureau of Justice Assistance 2). In a world where criminal tactics are evolving (Boba-Santos 52-57), the American intelligence community had to develop and adopt improved intelligence operations and effective mechanisms of managing intelligence analysis (Clark 8-11). Clearly, Clark demonstrates that the concept of intelligence led policing defines a finer and more effective intelligence intelligence-led guarantees increased security and reduced crime (102-105). With ILP, law enforcement officers have gained the capacity to make effective and timely security decisions that help in curbing national and global crime (Bureau of Justice Assistance 4). Indeed, ILP reduces crime rate since the i mproved intelligence operations help in identifying crime and criminals (Bureau of Justice Assistance 9). This emanates from the fact that ILP concentrates on key criminal activities where is enhances the investigation, apprehension, and prosecution of criminals. ILP supports community policing that helps in targeting criminals, managing crime, investigating crime, and preventing crime in the community (Virginia Department of Criminal Justice Services 2). Moreover, the combination of community policing and ILP develops new ideas and changes that foster crime reduction in the long term.  

Social media and it's affects on teens Research Paper

Social media and it's affects on teens - Research Paper Example The study seeks to register myriad problems spawned by excessive social media use like body image complex, poor performance in schools, limited interaction with family etc. in hopes to solve them. These problems will be solved by analyzing how limited exposure to social media benefits teenagers in context of psychological and emotional development and academic performance. Local teenagers will be included in the study as research participants. In addition to that, past and contemporary research studies on the subject of relationship between social media and teenagers will also be scrutinized to find out what they have to say regarding the scope of this problem. The research study aims to accentuate the reality of this growing problem that social media use urges teenagers to fit themselves into an ever narrowing ideal of physical beauty. Our society is quite merciless when it comes to the subject of physical appearance and growing social media use has only served to aggravate this problem for teenagers. It is no hidden reality that this impossible kind of social ideal is impressed upon our teenage population by social media. People have developed a habit of posting self-promoting selfies on their social media webpages to show others how well they are doing physically (Briggs, 2014). This kind of trend generated by social media affects teenagers the most because they have highly impressionable minds. By going online, these teenagers find â€Å"an endless supply of people to whom they can compare themselves† (Steiner-Adair, cited in Johnson, 2014). This is why social media has a potential to cast a shattering effect on teenagersâ€℠¢ body image. Resulting emotional turmoil can be enough to distract them from their studies and other social obligations. Research also confirms that the US social media environment is sexually charged. Females suffer even more than males in this regard as social media works to objectify girls’ appearance (Steyer, 2012,

Paul Smith Logo Essay Example | Topics and Well Written Essays - 1000 words

Paul Smith Logo - Essay Example The design would consider the size shape and orientation of every element constituting the logo. The color would emphasize on the variations and the meanings when interpreted. The analysis would also focus on the message communicated by the trademark, the context on which they apply and use (Meroni & Sangiorgi 2011). Design The layout of the logo displays a number of variant characters, each acting to form a coherent structure of the emblem. The orientation of every element of the logo displays a convergence of meaning and its intent to the appreciator. The name â€Å"Paul Smith† is indicated at the central position of the logo and occupies a better area of the logo indicating that the writing is one of the main reasons for the logo. For instance, the average range of the area occupied by the writing is 40 – 75%. The proportion of the writing depends on the item onto which the logo is embedded. The writing is the main feature that whoever sees the logo would acknowledge (Middleton C & Herriott 2007). The writing and the background of the logo is modified to attain a rectangular shape. The length of the rectangular shape containing the logo is about twice the breadth. According to Harvey 2005, the disparity in proportionality is critical to show the main intent of the sign. The logo graphics are variant and have either posed the logo in two dimensions or three. The woven logo tends to have depressions forming the three dimensional aspect whilst the printed or painted signatures express two dimensionality. The front styles and sizes are different but maintain conspicuous nature and visibility to attract attention of the eyes. Placement on websites and advertising has been easing by the logo since the logo tends to communicate all the information about the company. The logo has a rich visual text relationship because the logo design has ensured that the name is extremely visible. The logo has ensured maximum visibility through the difference between the color used in writing and the background. Concerning the expression of the logo, the emblem symbolizes the general nature according to its structure. Firstly, the name on the logo is hand written in spite of any graphics used in improving it. The writing indicates simplicity and normalcy of the company products. The logo tends to display the sense that even the best things of the world originate from the simplest items. Color The logo exposes an extreme complexity in color since it appears in a multicolor system. The logo was designed to express a total of twenty eight colors. Nonetheless, the colors have then been trimmed to fourteen in number. Basically, the logo depends on the occurrence of two contrasting colors. The numerous colors are also critical on the logo because the design intends to address many persons in the world and who also have variant preferences. Thus, an individual must get the preferred color (Harvey 2005). The variation of the colors composing the emblem ranges from slight difference to the most conspicuous differences. The difference in colors appears in a system exposing the particular color and the partial concentrated color of a similar nature either besides it or at a different point of the logo. The logo symbolizes the basic components of a fashion emphasizing that a fashion depends on the difference between two materials provided that the arrangement of the items is logical. The logo takes different

Mental State Examination (MSE) | Case Study

Mental State Examination (MSE) | Case Study Ellie Fitz-Gerald Giving examples from the case study, how would you describe Amanda’s behaviour and appearance as set out in a MSE? A mental state examination (MSE) is used to assess an individuals mental capacity and reasoning at the time of an interview. It couples a number of cognitive domains in an attempt to characterise a person’s mental state (PCDCBP, 2011). The first domain of a MSE is a visual assessment of the patient, non-judgementally describing an accurate appearance of the patient including as many details as possible. These aspects include but are not limited to age, gender, build, posture, grooming, hygiene, heath levels, signs of drug use, hair style and colour and ethnicity. Behaviour is another non-judgemental assessment of the patient’s behaviour in general, but also a description of eye movement and eye contact, body movement and any gestures that are made. This is often coupled with an interpretation of the patient’s reaction to their current situation; examples may include descriptions such as being cooperative, hostile, withdrawn or suspicious (PCDCBP, 2011). Appearance: Amanda is a young woman with dyed blue and pink hair, which is mattered and unkempt. She has a number of piercings in her nose, eyebrow and lip. Her arms are covered in sores and her pupils are dilated. On paramedic arrival, they described that Amanda was â€Å"sitting upright appearing dazed and anxious†. In the cubicle on arrival to ED, she appeared very tense. Later in the cubicle, Amanda is smiling and then quickly appears terrified. Amanda’s mother has reported that â€Å"she [Amanda] comes home dishevelled and dirty. She has lost a lot of weight†¦Ã¢â‚¬  Behaviour: Amanda’s behaviour over the course of the case study could be described as erratic, often shifting between states of anxiety, happiness and terror. On arrival of the paramedics, Amanda was described as â€Å"anxious and short of breath†. In the cubicle at the ED, Amanda was pacing up and down the corridor and wringing her hands occasionally, responding quickly to any stimulus by staring intensely at the ceiling or at staff members. A description of her eye sight involved her manner and gaze alternating â€Å"between being intrigued to afraid to hostile†, coupled with difficulty remaining still. Amanda was hesitant to be touched, and noted to be constantly picking at sores. Later, Amanda was later happy and quickly turned to terror and despair. Amanda is described by her mother in these examples; â€Å"Amanda hasn’t been herself since dropping out of university†¦Ã¢â‚¬ , â€Å"She has lost contact gradually with nearly all of her friend an d become increasingly isolated†, â€Å"Over the last three months her behaviour has become increasingly odd and erratic†, â€Å"goes out, sometimes for days at a time†, â€Å"talking loudly to herself in her room†¦over the past week she has been shouting†¦but there was no one in her room with her.†, â€Å"Last night she burst out of her bedroom and screaming incomprehensibly at her father then stopped suddenly and went back into her room.† Define cognition and then briefly discuss how we might interpret how both Amanda’s thought content and thought form are disturbed? According to Miller and Wallis (2009), cognitive or executive control, or cognition, refers to the ability to coordinate thought and action and direct it toward obtaining goals. Cognition is important in planning and sequencing complex events of behaviour, as well as prioritizing goals (Miller and Wallis, 2009). Thought content and processing is a somewhat subjective insight into cognitive capacity. For example, thought process can be a description of a patients thinking and a characterisation of how a patient’s ideas are communicated. The speed of thought is how quickly a patient changes ideas, known as ‘flight of ideas’ (Snyderman and Rovner, 2009). An example exhibited by Amanda is in the ED cubicle where she had asked the clinician â€Å"You wont tell her anything will you?†, quickly progressing through a series of thoughts from â€Å"you know don’t you?† to â€Å"They’re everywhere† to â€Å"The whole planet is falling† and then â€Å"Shut up shut up†. Additionally, thought form is another domain which could be described as goal-directed or conversely, disorganised. These terms carry descriptors, describing whether a patients thoughts are logical, tangential (quickly diverging, as shown through Amanda’s haphazard thought progression), circumstantial (unsupported thinking) or loosely associated (Snyderman and Rovner, 2009). Amanda displays a number of disorganized thought categories, stating â€Å"Everyone of us is falling – the whole planet is falling† is a description of both unsupported thinking, and potentially an illusion Amanda is experiencing. Another interpretation of disordered thought is that of intrusive thoughts or obsessive ideas. As severity of mental health illness increases, patients may exhibit delusional thinking (a false belief not held by peers that persists despite evidence to the contrary), hallucinations (false perception of sensory stimuli) or illusions (a misperception of real life) (Mar tin, 1990). Amanda illustrates both hallucinations and illusions. Amanda seems to demonstrate hallucinations through multiple spoken phrases: â€Å"They’re everywhere. Everywhere†¦under my skin†, â€Å"Shut up, shut up†¦Ã¢â‚¬ , â€Å"Can’t you hear what they’re saying?! All the children have been hurt†. Taken together, Amanda’s thought content and process appears compromised. Briefly explain the differences between hearing and listening. Choose two skills of listening and discuss how you would use these skills to effectively communicate with Amanda. What are some of the barriers you might face in the process? Hearing is the process of physiological receiving and processing sounds, without being fully attentive or actively concentrating on what is being said. This is passive listening. In contrast, listening is an active process, paying attention to what is being said, constructing meaning from, and in addition, often responding appropriately to what has been said using astute observation (Purdy and Borisoff, 1997). Listening is necessary for the health professional as it involves more than simply sending and receiving words, and can validate the patient’s emotions and promote an understanding between patient and health professional. Hearing on the other hand does not continue or encourage interaction. Listening can be enhanced by actively applying numerous measures. Two of these are providing non-verbal cues and picking up on the non-verbal cues of the patient. Providing non-verbal cues to Amanda would encourage a non-judgemental and mutual understanding environment, often involvin g the implementation of an acronym SOLER (Sit squarely, Open posture, Lean forward, Eye-contact, Relaxed) (Egan 2002). In addition to this, nodding the head and quiet murmurs as encouragement also aids active listening, this may assist in making Amanda feel better understood, and potentially play a role in reducing her defensiveness to a medical situation. Secondly, picking up on non-verbal cues from the patient is critical in making them feel understood. A health professional should endeavour to pay careful attention to what the patient is expressing and how they are displaying these emotions. This may manifest through facial expression, body posture, movements or excessive/poor eye contact and illustrate a patient’s emotion or frame of mind (Egan, 2002). In Amanda’s situation, recognizing that she is in distress by verbally acknowledging it may led to some kind of mutual understanding and rapport building between Amanda and the health professional. Some barriers to t his include Amanda’s current inability to adequately perceive her environment correctly. Amanda does not seem as aware of her surroundings and stares often at the ceiling. She may be inattentive to the non-verbal postural cues by the health professional aimed to place her at ease. Her responses may be skewed and irrational, and the potential hallucinations that she may be experiencing are external to any verbal communication that can resolve her distress. Define therapeutic communication. Using case study examples, explain the difficulties involved in communication when managing a complex scene that includes an anxious patient who presents in the emergency department with a distressed and demanding relative. Therapeutic communication occurs between a health professional and a patient, which considers a patients experienced emotion and explores the meaning and potentially faulty cognition in an attempt to resolve them. It is often formal, purposeful and structured, with a long term goal to produce a desired change (Plutchik, 2000). Managing patient anxiety in a scenario with a demanding relative has its challenges. When paramedics have arrived to the scene of Amanda, her mother is quite distressed, yet Amanda is highly anxious, â€Å"The mother is constantly obstructing and getting in their way causing interruptions†. The assertiveness of Amanda’s mum may obfuscate the ability of the paramedics to create a therapeutic relationship with Amanda in order to de-escalate the situation. Furthermore, this may worsen the anxiety experienced by Amanda. Moreover, attention may be given to the mother in order to place her at ease. One manner to reduce this difficulty is to try to separ ate the parties. In the ED, this dynamic may result in similar difficulties, and the presence of a demanding relative in this context could potentially result in Amanda having difficulty communicating additional information due to her anxiety. Although in the case study Amanda’s mum is not particularly difficult, in the scenario where a distressed and demanding relative was present in the ED and hindering patient treatment the best course of action would be to kindly ask them to take a seat in the waiting area. If the distressed relative is being quite difficult to handle other tactics include asking relative to go and get an item such as a drink for the patient, which would require that they leave the area. If the relative continues to cause disruption to the patient care they must be informed that if they cannot allow the healthcare team to complete their care for the patient they will be removed from the area/hospital. What are the key components of an effective handover between health professionals from different disciplines? Discuss the important considerations of patient handover in regards to objective information and confidentially. A clinical handover is the transfer of professional responsibility, accountability, clinical information and patient to another set of health professionals on a permanent or temporary basis. In order for an effective handover to occur, numerous considerations must take place. First, the handover should have clear leadership. Second, there should be support for the handover process to come from all levels of the medical team. Third, adequate information regarding the patient and the current situation and future direction should be provided if applicable. Fourth, tasks must be prioritised, further care plans put in place and unstable patients are reviewed in a rapid manner (AMA, 2006). A qualitative study on paramedic and emergency department handovers showed that paramedics wish for a consistency in the terminology used, a shared understanding of the team members in each of the roles of health professionals, and a standardized approach to handovers, such as a predetermined format whic h is flexible and recognises professional judgement and experience (Owen et al. 2009). A problem arises when considering the objectiveness of information that is acquired from various sources. In order to address this, health professionals should speak non-judgementally, and take note of what was observed, as opposed to spoken by the patient, or reported by a significant other in terms of incidents. These processes maintain some level of objectiveness. Confidentiality is a necessary and critically important obligation and law-binding role of all health professionals. One manner to protect confidentiality would be to initiate handover in an area whereby members of the public cannot overhear. Reference List AMA (2006) Safe handover: Safe patients: Guidance on clinical handover for clinicians and managers. Australian Medical Association. Kingston, ACT, Australia. Egan, G. (2002) The skilled helper: a problem-management and opportunity-development approach to helping. 7th edition. Pacific Grove, California: Brooks/Cole. Miller, EK, and Wallis, JD (2009) Executive Function and Higher-Order Cognition: Definition and Neural Substrates. In: Squire LR (ed.) Encyclopedia of Neuroscience, volume 4, pp. 99-104. Oxford: Academic Press. Martin, DC (1990) Clinical Methods: The History, Physical, and Laboratory Examinations. 3rd edition., Butterworth Publishers Owen, C, Hemmings, L, Brown, T (2009) Lost in translation: Maximizing handover effectiveness between paramedics and receiving staff in the emergency department, Emergency Medicine Australasia, 21: pp. 102-107. PCDCBP (2011) Understanding the Mental State Examination (MSE): a basic training guide. Palmerston Association Inc. Subiaco, WA. Plutchik, R (2000) Emotions in the practice of psychotherapy: Clinical implications of affect theories. American Psychological Association. Washington, DC, US. pp. 149-168. Purdy, M and Borisoff, D (1997) Listening in everyday life: A personal and professional approach. Second Edition. University Press of America Inc. LLanham, Maryland. Snyderman, D and Rovner, BW (2009) Mental Status Examination In Primary Care: A Review. Am Dam Physician, 15(80): pp. 809-814. 1

I, the Worst of All Essay -- Movie Film Essays

"Women were denied knowledge of their history, and thus each woman had to argue as though no woman before her had ever thought or written. Women had to use their energy to reinvent the wheel, over and over again, generation after generation. ... thinking women of each generation had to waste their time, energy and talent on constructing their argument anew. Generation after generation, in the face of recurrent discontinuities, women thought their way around and out from under patriarchal thought." (Lerner qtd in Merrim Modern Women xxiii) Lerner's words hold true for two women involved in the film I, the Worst of All. Both of them had to "reinvent the wheel" and show their male contemporaries that women can and will find their way out from under the control of patriarchy. Juana Ines de la Cruz and Maria Luisa Bemberg are separated by three centuries of continuous strife for feminists to affirm feminine subjectivity and feminine values. The struggle was/is doubly difficult because of what they have to face. At the time of making the film, Bemberg faced a mainstream cinema in which women were presented as a "function of male ambition" and as objects of possession, display, or currency (Bemberg in Pick 78). I, the Worst of All appeared in the 1990s, a time that we like to think is so different from the convent of 17th-centuryMexico. Bemberg shows us that it is not. Mainstream cinema never looks at women as "beings with ideas," as she says in an interview, but as empty shells, foils for the male characters, so that t hey can act and think (Pick 78). She had to fight a whole tradition of male filmmaking with her movie, and (re)assert her own feminist values in a film that challenges all the stereotypical filmic representation... ...berg Tells the Untold." Americas 46 (Mar/Apr 1994): 20. Bergmann, Emilie. "Abjection and Ambiguity: Lesbian Desire in Bemberg's "Yo, la peor de todas." Hispanisms and Homosexualities. Ed. Sylvia Molloy and Robert McKee Irwin. Durham: Duke UP, 1998. de la Cruz, Juana Ines. "Hombres Necios." A Sor Juana Anthology. Ed.Alan S. Trueblood. Cambridge, Mass.: Harvard UP, 1988. Merrim, Stephanie. Early Modern Writing and Sor Juana Ines de la Cruz. Nashville: Vanderbilt UP, 1999. Mulvey, Laura. "Visual Pleasure and Narrative Cinema." Erens 28-41. Pick, Zuzana M. "An Interview with Maria Luisa Bemberg." Journal of Film and Video 44. 3-4 (Fall-Winter 1992-93): 76. Williams, Bruce. "The Reflection of a Blind Gaze: Maria Luisa Bemberg, Filmmaker." A Woman's Gaze: Latin American Women Artists. Ed. Marjorie Agosin. New York; White Pine Press, 1998. 171-90.

Indo-Pakistan Relations

Since independence, relations between Pakistan and India have been characterized by rivalry and suspicion. Although many issues divide the two countries, the most sensitive one since independence has been the status of Kashmir. Born out from the furnace of animosity, India and Pakistan, the twin brothers have a history of unique relations. There is much in common between Republic of India and Islamic Republic of Pakistan. The diplomatic relations developed soon after independence but these relations did not ensure good friendship. Roots of Conflict Here are some of the highs and lows in relations between the two counties 1947 – Britain divides its Indian empire into secular (but mainly Hindu) India and Muslim Pakistan on August 15 and 14 respectively. The partition causes one of the largest human migrations ever seen, and sparks riots and violence across the region. 1947/48 -,The blaming process started soon after the inception of Pakistan when during the world’s biggest mass migration both states were unable to provide security to minorities. At that time there were 680 princely states and their future was to be decided according to their own will. Junagadh and Kashmir are two of these states which are still a bone of contention between India and Pakistan. Junagadh was composed of 88% Hindu Majority with a Muslim ruler named Nawab Mahabat Khan. The ruler voted for Pakistan but India did not accept it on the plea of heavy Hindu majority. One the other hand, the ruler of Kashmir, Hair Singh, wanted to join India but the majority of Muslim population was in the favour of Pakistan. Maharaja Hair Singh made a â€Å"stand still agreement† with the Government of Pakistan. However, the rumors spread in Pakistan that Mahraja Hari Singh was going to accede with India. The forces of Pakistan invaded in Kashmir in 1947 and Hari Singh asked India for help. Indian Armed forces violating the provision of their constitution entered into the jurisdiction of Kashmir. 1954 – The accession of Jammu and Kashmir to India is ratified by the state's constituent assembly. 1957 – The Jammu and Kashmir constituent assembly approves a constitution. India, from the point of the 1954 ratification and 957 constitution, begins to refer to Jammu and Kashmir as an integral part of the Indian union. 1963 – Following the 1962 Sino-Indian war, the foreign ministers of India and Pakistan – Swaran Singh and Zulfiqar Ali Bhutto – hold talks under the auspices of the British and Americans regarding the Kashmir dispute. 1964 – Following the failure of the 1963 talks, Pakistan refers the Kashmir case to the UN Security Council. 1965 – Indo-Pakistani War of 1965 Full-scale hostilities erupted in September 1965 when Pakistan attacked India forcing India to attack Lahore in retaliation. India and Pakistan fight their second war. The conflict begins after a clash between border patrols in April in the Rann of Kutch (in the Indian state of Gujarat), but escalates on August 5, when between 26,000 and 33,000 Pakistani soldiers cross the ceasefire line dressed as Kashmiri locals, crossing into Indian-administered Kashmir. but as the war expands, Indian troops cross the international border at Lahore on September 6. The largest engagement of the war takes place in the Sialkot sector, where between 400 and 600 tanks square off in an inconclusive battle. By September 22, both sides agree to a UN mandated ceasefire, ending the war that had by that point reached a stalemate, with both sides holding some of the other's territory. In 1965 India launched operation Meghdoot and captured 80% of Siachen Glacier. 1966 – On January 10, 1966, Indian Prime Minister Lal Bahdaur Shastri and Pakistani President Ayub Khan sign an agreement at Tashkent (now in Uzbekistan), agreeing to withdraw to pre-August lines and that economic and diplomatic relations would be restored. 971 – Pakistan and India go to war a third time, this time over East Pakistan. Bangladesh was created out of East Pakistan. 1971 was a black year in the history of Pakistan as she lost its eastern wing as India intervened to favour Bengali people and seized the Qasim part. 90, 000 Pakistani soliders surrendered in Bangladesh. India and Pakistan go to war a third time, this time over East Pakistan. Hostilities lasted 13 days, making this one of the shortest wars in mo dern history. East Pakistan becomes the independent country of Bangladesh on December 6, 1971 1972 -. Pakistani Prime Minister Zulifiqar Ali Bhutto and Indian Prime Minister Indira Gandhi sign an agreement in the Indian town of Simla, in which both countries agree to â€Å"put an end to the conflict and confrontation that have hitherto marred their relations and work for the promotion of a friendly and harmonious relationship and the establishment of a durable peace in the subcontinent†. Both sides agree to settle any disputes â€Å"by peaceful means†. The Simla Agreement designates the ceasefire line of December 17, 1971, as being the new â€Å"Line-of-Control (LoC)† between the two countries, which neither side is to seek to alter unilaterally, and which â€Å"shall be respected by both sides without prejudice to the recognised position of either side†. Nuclear Arm Race 1974 – On May 18, India detonates a nuclear device at Pokhran, in an operation codenamed â€Å"Smiling Buddha†. India refers to the device as a â€Å"peaceful nuclear explosive†. 1985- In December 1985, President Zia and Prime Minister Rajiv Gandhi pledged not to attack each other's nuclear facilities. 986, the Indian and Pakistani governments began high-level talks to resolve the Siachen Glacier border dispute and to improve trade. 1988 – The change in leadership brought a new era of relation between the two rivals. In Dec 1988 Benazir Bhutto Shaheed and Rajiv Gandhi resumed talks on different issues melding cultured exch ange, civil aviation and not to attack each other nuclear facilities. At that time BB said. â€Å"Burry the Hatchet; we have had enough of it. Let’s start a new chapter. India has a new generation leadership. Rajiv & I belong to a new generation. We have some kinship. He father was assassinated and so was my father. He lost his brother and so have I we both can start from clean state. † The two countries sign an agreement that neither side will attack the other's nuclear installations or facilities. Both sides agree to share information on the latitudes and longitudes of all nuclear installations. This agreementis later ratified, and the two countries share information on January 1 each year since then. 1989 – Armed resistance to Indian rule in the Kashmir valley begins. Muslim political parties, after accusing the state government of rigging the 1987 state legislative elections, form militant wings. Pakistan says that it gives its â€Å"moral and diplomatic† support to the movement, reiterating its call for the earlier UN-sponsored referendum. India says that Pakistan is supporting the insurgency by providing weapons and training to fighters, terming attacks against it in Kashmir â€Å"cross-border terrorism†. Pakistan denies this. Militant groups taking part in the fight in Kashmir continue to emerge through the 1990s, in part fuelled by a large influx of â€Å"mujahideen† who took part in the Afghan war against the Soviets in the 1980s. Indo-Pakistani Cold War Bilateral tensions increased in early 1990, when Kashmiri separatists from Pakistan occupied Kashmir backed by the Pakistan's ISI perpetrated violence in Indian Kashmir. Subsequent high-level bilateral meetings relieved the tensions between Pakistan and India, 1991 – A formal â€Å"no attack† agreement was signed in January 1991. The two countries sign agreements on providing advance notification of military exercises, maneuvers and troop movements, as well as on preventing airspace violations and establishing overflight rules. 992 – A joint declaration prohibiting the use of chemical weapons is signed in New Delhi. 1993- but relations worsened again after terrorist bombings in Bombay, in March 1993. Talks between the Foreign Secretaries of both countries in January 1994 resulted in deadlock. 1996 – Following a series of clashes, military officers from both countries meet at the LoC in order to ease tensions. 1997, high level talks were resumed after 3 years. Prime Minister of India and Pakistan met twice and foreign secretaries conducted 3 rounds of talks in which they identified 8 outstanding issues to focuss. These 8 issues were †¢ Kashmir issue †¢ Water crisis †¢ Sir creek issue †¢ Rann of kutch †¢ MFN status †¢ Siachen issue †¢ State sponsored issue †¢ Nuclear Deterrence 1998 – In September 1997 the talks broke down on structural issue where as in May 1998 the situation became harder because of nuclear experiment conducted by Pakistan. India detonates five nuclear devices at Pokhran. Pakistan responds by detonating six nuclear devices of its own in the Chaghai Hills. The tests result in international sanctions being placed on both countries. In the same year, both countries carry out tests of long-range missiles. Improvement in Relations In the late 1990s, the Indo-Pakistani relationship veered sharply between rapprochement and conflict. After taking office in February 1997, Prime Minister Nawaz Sharif moved to resume an official dialogue with India. A number of meetings at the foreign secretary and Prime Ministerial level took place, with positive atmospherics but little concrete progress 1999 in feb,Indian Prime Minister Atal Bihari Vajpayee meets with Nawaz Sharif, his Pakistani counterpart, in Lahore. The two sign the Lahore Declaration, the first major agreement between the two countries since the 1972 Simla Accord. Both countries reaffirm their commitment to the Simla Accord, and agree to undertake a number of ‘Confidence Building Measures' (CBMs). Some of the diplomatic gains are eroded, however, after the Kargil conflict breaks out in May. Kargil is the first armed conflict between the two neighbours since they officially conducted nuclear weapons tests. 2001 – Tensions along the Line of Control remain high, with 38 people killed in an attack on the Kashmiri assembly in Srinagar. In July, Pakistani President Pervez Musharraf and Indian Prime Minister Atal Behari Vajpayee meet for a two-day summit in the Indian city of Agra. That summit collapses after two days, with both sides unable to reach agreement on the core issue of Kashmir. On December 13, an armed attack on the Indian parliament in New Delhi leaves 14 people dead. India blames Lashkar-e-Taiba and Jaish-e-Muhammad for the attacks. 2002 – President Musharraf pledges that Pakistan will combat extremism on its own soil, but affirms that the country has a right to Kashmir. 2003 – After Musharraf calls for a ceasefire along he LoC during a UN General Assembly meeting in September, the two countries reach an agreement to cool tensions and cease hostilities across the defacto border. 2004 – Vajpayee and Musharraf hold direct talks at the 12th SAARC summit in Islamabad in January, and the two countries' foreign secretaries meet later in the year. This year marks the beginning of the Compo site Dialogue Process, in which bilateral meetings are held between officials at various levels of government (including foreign ministers, foreign secretaries, military officers, border security officials, anti-narcotics officials and nuclear experts). In November, on the eve of a visit to Jammu and Kashmir, the new Indian prime minister, Manmohan Singh, announces that India will be reducing its deployment of troops there. 2006 – India redeploys 5,000 troops from Jammu and Kashmir, citing an â€Å"improvement† in the situation there, but the two countries are unable to reach an agreement on withdrawing forces from the Siachen glacier. In September, President Musharraf and Prime Minister Singh agree to put into place an Indo-Pak institutional anti-terrorism mechanism. 007 – The Samjhota express carnage of 18th February 2007 added fuel to fire. the train service between India and Pakistan (the Samjhauta Express) is bombed near Panipat, north of New Delhi. Sixty-eight people are killed, and dozens injured. The fifth round of talks regarding the review of nuclear and ballistic missile-related CBMs is held as part of the Composite Dialogue Process. The second round of the Joint Anti-Terrorism Mechanism (JATM) is als o held. 2008 – India joins a framework agreement between Turkmenistan, Afghanistan and Pakistan on a $7. 6bn gas pipeline project. A series of Kashmir-specific CBMs are also agreed to (including the approval of a triple-entry permit facility). In July, India blames Pakistan's Inter Services Intelligence (ISI) directorate for a bomb attack on the Indian embassy in Kabul, which kills 58 and injures another 141. In September, Pakistani President Asif Ali Zardari and Indian Prime Minister Singh formally announce the opening of several trade routes between the two countries. In October, cross-LoC trade commences, though it is limited to 21 items and can take place on only two days a week. On November 26, 2008, a series of ten co-ordinated attacks were committed by terrorist which began across Mumbai which is the Indian financial capital and the largest city. The attack was started on 26 November 2008 and ended on 29 November 2008. In these attacks 173 people were killed including 35 foreigner where as 38 were wounded. India blamed Lashkar-e-Taiba .. Another reason was that Obama Discussed to solve Kashmir issue to bring stability in the South Asian region. This attack was done to divert his attention. In the wake of the attacks, India breaks off talks with Pakistan. 009 – The Pakistani government admits that the Mumbai attacks may have been partly planned on Pakistani soil, while vigorously denying allegations that the plotters were sanctioned or aided by Pakistan's intelligence agencies. In August, India gives Pakistan a new dossier of evidence regarding the Mumbai attacks, asking it to prosecute Hafiz Mohammad Saeed, the head of Jamaat-ud-Dawa, an Islamic cha rity with ties to Lashkar-e-Taiba. 2010 – In January, Pakistani and Indian forces exchange fire across the LoC in Kashmir, the latest in a string of such incidents that have led to rising tension in the area. In February, India and Pakistan's foreign secretaries meet in New Delhi for talks. This meeting is followed by the two countries' foreign ministers meeting in Islamabad in July. In May, Ajmal Kasab is found guilty of murder, conspiracy and of waging war against India in the Mumbai attacks case. He is sentenced to death. 2011 – In January, Indian Home Secretary GK Pillai says India will share information with Pakistan regarding the 2001 Samjhauta Express bombing. The two countries' foreign secretaries meet in Thimpu, Nepal, in February, and agree to resume peace talks â€Å"on all issues†.

The Ghosts in Homers Odyssey

The Ghosts in Homers Odyssey Introduction Homer’s Odyssey is one of the Greek epics. It is also a sequel to Homer’s Iliad. In book 11, Odysseus speaks to numerous ghosts that give him revelations, advice and guidance. Most of these ghosts have an influence on Odysseus’s fate. Throughout the book, Odysseus speaks to numerous ghosts including that of his own mother, Anticleia. These ghosts explain to Odysseus about the past while other give his hope and way forward for his future. Of the numerous ghosts in book 11, my favorite three include Elpenor, Tiresias and Anticleia.Advertising We will write a custom essay sample on The Ghosts in Homer’s Odyssey specifically for you for only $16.05 $11/page Learn More The Ghosts of Elpenor, Tiresias and Anticleia After Odysseus travels to the famous River of Ocean, he performs several sacrifices and pours libations as instructed by Circe. â€Å"The first ghost to appear is Elpenor (Homer 157)†. The ghost instructs Odysseus to ensure he goes back to the island of Circe and perform a proper burial for his body. From this encounter, Odysseus understands something new and important. â€Å"The ghost informs Odysseus that a decent burial was necessary as a sign of respect for those who had died (Homer 162)†. He therefore learns the importance of a burial for someone who is deceased. â€Å"After the conversation, Odysseus would go back to the island and give the body a proper burial as requested by the ghost (Homer 162)†. â€Å"The second ghost to speak to is that of Tiresias, a prominent Theban prophet (Homer 163)†. I find the ghost one of my favorite because of the hope and information he gives Odysseus. â€Å"The ghost reveals to Odysseus that Poseidon was busy punishing and killing the Achaeans (Homer 163)†. According to the ghost, Poseidon was punishing them because they had blinded his own son by the name Polyphemus. â€Å"The other thing about his conversation wit h this ghost is that he learns about his fate and future. The ghost foretells Odysseus’s fate (Homer 164)†. According to the ghost, Odysseus would go back home, succeed in reclaiming his own wife. The ghost assures Odysseus that he would reclaim the palace and make a successful journey to Poseidon. Tiresias’ ghost tells Odysseus not to touch the children of the Sun especially after he makes his journey to Thrinacia. â€Å"If he touches the flock he would face much hardship and even lose his entire crew during the journey (Homer 164)†. The information is vital and gives Odysseus courage and hope as he faces his future. â€Å"The ghost foretells the journey ahead of him and he is warned of the dangers that might fall on his way (Homer 165)†. The ghost of Odysseus’s mother is my third favorite ghost. â€Å"Odysseus speaks with Anticleia who informs him about the affairs and events taking place at Ithaca (Homer 165)†. â€Å"She also narra tes to Odysseus how she died of pain and grief while she was waiting for his son (Homer 166)†. From the encounter with his mother’s ghost, Odysseus learns the love of a mother and the reason to treasure it.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion Throughout book eleven, Odysseus speaks to numerous ghosts including that of his own mother. These ghosts explain to him about the past while other give his hope and way forward for his future. My favorite ghosts are those of Tiresias, Anticleia and Elpenor. Having spoken to the ghost of Tiresias, Odysseus is informed of his future and can go ahead with useful information about what to do and what to avoid. This would play a huge role towards his success as a great warrior. Homer. Odyssey. New York: Classic Books, 2009. Print.

Free Essays on Wild Swans

Wild Swans Jung Chang in Wild Swans gives the accounts of three generations of women in China during the 20th century through herself, her mother, and her grandmother. The stories of these women reflect the changes in society and politics that were occurring in China during the time. Chang expressed her history in this novel to reveal the treatment of women, the experience of political duress, and the conditions of adversity that resulted from that repression. Chang begins the book with the life of her grandmother. Her grandmother was born in 1909, at a time when Chinese women were required to be compliant and subservient to men. She was subjected to the painful ritual of foot-binding, which forced women to walk in an â€Å"erotic† manner, emphasizing their defenselessness and need for protection. Her parents sold her as a concubine to a warlord named General Xue Zhi-heng. She did not want to be a concubine, but â€Å"it was unthinkable to oppose one’s parents† (30). She hardly ever saw her warlord master and it became clear to her that he regarded her as nothing more than a plaything. Her life as a concubine was depressing, but due to the social pressures it was impossible for her to do much. When General Xue died, she escaped his wife’s household with her young daughter, Chang’s mother. Later, she eventually married a well-to-do doctor named Dr. Xia. The situation for women had changed somewhat by the time Chang’s mother, Bao Qin, reached maturity in the mid-1940s. For example, she refused to accept her parents’ choice of a mate for her, because she â€Å"had made up her mind to choose her own husband† (81). Also, she was able to leave home without being married, which was something Chang’s grandmother would never have been able to do because of lack a job market for women. By contrast, Chang’s mother was able to get work as a teacher. During that time, Bao Qin became a follower of Mao Zedong, and she m... Free Essays on Wild Swans Free Essays on Wild Swans Wild Swans Jung Chang in Wild Swans gives the accounts of three generations of women in China during the 20th century through herself, her mother, and her grandmother. The stories of these women reflect the changes in society and politics that were occurring in China during the time. Chang expressed her history in this novel to reveal the treatment of women, the experience of political duress, and the conditions of adversity that resulted from that repression. Chang begins the book with the life of her grandmother. Her grandmother was born in 1909, at a time when Chinese women were required to be compliant and subservient to men. She was subjected to the painful ritual of foot-binding, which forced women to walk in an â€Å"erotic† manner, emphasizing their defenselessness and need for protection. Her parents sold her as a concubine to a warlord named General Xue Zhi-heng. She did not want to be a concubine, but â€Å"it was unthinkable to oppose one’s parents† (30). She hardly ever saw her warlord master and it became clear to her that he regarded her as nothing more than a plaything. Her life as a concubine was depressing, but due to the social pressures it was impossible for her to do much. When General Xue died, she escaped his wife’s household with her young daughter, Chang’s mother. Later, she eventually married a well-to-do doctor named Dr. Xia. The situation for women had changed somewhat by the time Chang’s mother, Bao Qin, reached maturity in the mid-1940s. For example, she refused to accept her parents’ choice of a mate for her, because she â€Å"had made up her mind to choose her own husband† (81). Also, she was able to leave home without being married, which was something Chang’s grandmother would never have been able to do because of lack a job market for women. By contrast, Chang’s mother was able to get work as a teacher. During that time, Bao Qin became a follower of Mao Zedong, and she m...

Importance of Ice in Developing Coastal Communities Article

Importance of Ice in Developing Coastal Communities - Article Example For an ice business to be set up, the company should understand first the area whether it is sometimes affected by the disaster and the magnitude of the disaster. If such areas are prone to be affected by disaster, the company should store the product in excess so that when the disaster strikes, they will have enough products to satisfy the extra demand. In a disaster, approximately 10 lb of ice is required per person. Which means if 5, 000n people are affected by a hurricane it means 50,000 lb of ice is required. For product preservation such as pharmaceutical or fish preservatives, 30 lbs of ice per cubic meter is required. This constant demand will keep the demand at a stable rate. To reach the customers, the company should promote the product through advertising the product in through the media such as newspapers, ads, fliers in remote areas, and TV commercials. The company should also offer discounts to products sold at recreation facilities and promoting it at introductory pric e. Ice preserved medicines are pharmaceutical products such as vaccines and temperature sensitive clinical trial medicines that should be stored in places between 20C and 80C ensure their quality is not compromised. Products manufactured from plasma and red blood cell components detached from whole blood for transfusion also require extra care during storage to prevent them from spoiling as a result of high temperature. For quality of medical products to be maintained, all medicine needs to be stored and handled with guidelines from the manufacturer. The World Health Organization advocates for special storage conditions such as the need for ice preservation to ensure correct storage for refrigerated medicines. Manufacturers must be directed by good manufacturing practice in their production, storage and transportation and it is vital that medical facilities within the developing world handle temperature sensitive medicines as required to provide a

3 para Essay Example | Topics and Well Written Essays - 250 words

3 para - Essay Example Authors like Stedman and Haller have mentioned in their written essays that students or writers need to be aware of the fact that their audience need facts but marked in a paper with better flow. Haller has mentioned in his essay that most of the students who come to him for guidance regarding sources. As per Haller’s evaluation of different written pieces state that the students always fail to understand the right usage of sources (Haller). They often cite sources which have been re-published or been edited by other authors for their respective theme. Thus, students or writers need to understand the right usage of source. The information from the primary source will always give a clear and concise dimension to the subject of matter. Also, Stedman mentioned in his essay that writers would introduce a number of quotations in the essay without noting the real purpose of the topic sentence. In other words, it could be said that the writers need to explain the quotation in accordance to the subject manner