Dickenson’s Hard Times

As I analyze the first character that was presented in the book Hard times by Charles Dickens, Thomas Gradgrind is one of the central figures through whom the author weaves a web of intricately connected characters and plotlines. His character is used with most central feature of his monotone attitude and appearance that is mechanized. Mr. Gradrinds opening speech to a group of young students during the opening scene embodies his dryness and the hard fact that he crams into his student’s heads.Gradrind is best described as â€Å"square coat, square legs, square shoulders,† (Dickens, 1981) by the narrator which merely suggest Gradrind’s unrelenting rigidity. During the first few chapters, he expounds his philosophy of calculating his rational self interest. Human nature can be governed by complete rational rules according to his belief. He is also ready to weight and measure any parcel of human nature and be able to tell what it comes to. By this philosophy he was able to triumph financially and socially. His fortune as a hardware merchant which is a trade that deals in hard material reality.He also became a member of the Parliament and this position allows him to indulge his interest tabulating data about people from England. Though he is not a factory owner, he evinces the spirit of Industrial revolution as he treats people like machines that can be reduced to a number of principles of science. The narrator describes Gradrind ironically but he also undergo significant change in the novel which later catches the narrator’s sympathy. This is when Louisa confessed to him that something really important is missing in her life and that she is unhappy and disappointed with her marriage.This gave a realization to Gradrind that the education system that he has is not perfect. This is proven when he learned that Tom robbed the bank of Bounderby. and since he was faced by these failures, he admits to himself that â€Å"The ground on which I stand has ceased to be solid under my feet. † (Dickens, 1981)The dilemmas of his children made him feel and learn love, compassion and sorrow. He later became a humble man and making his facts and figures in greater connection with the virtues of faith, hope and charity.

The poem, “Joe Lawson’s Wife” by Lorna Crozier

The poem, â€Å"Joe Lawson’s Wife† by Lorna Crozier is a symbolically rich work. The poem tells the story of a man who commits suicide, and how his wife reacts to her husband’s death. There is obvious symbolism in both the sun and milk in the poem. The sun personifies Mrs. Lawson’s conscious efforts to absorb and accept the news of her husband’s suicide. She goes from only barely understanding what is going on, and being in complete shock to the realization that her husband is dead fully sinking in. The milk is representative of normalcy in Mrs. Lawson’s life, and it is the everyday chore of milking the cows that she clings to when her husband dies. The sun plays a significant role in symbolically showing the reader how the news of her husband’s death is gripping Mrs. Lawson. The sun builds up tension as it rises, symbolically representing her husband’s death sinking in as she struggles to accept this morbid news. The first mention of the sun occurs in the middle of the play. The doctor attempts to get Mrs. Lawson to go into the house and away from the gruesome scene of her husband, but she refuses to leave his side. Crozier writes, â€Å"The sun was rising, its splinters from the cracks in the walls falling all around her†. In these lines, the sun is representative of the news of her husband’s death and the revelation that she is alone. The splinters from the sun, or small beams of light coming through the cracks of the barn show that the news is just starting to sink in, and Mrs. Lawson is only slightly aware of what is going on. The sun is referenced again toward the end of the poem, with Crozier telling the reader, â€Å"The sun’s bright nails pounding through†. The use of the sun, again, to describe how the death of Mr. Lawson is affecting his wife is symbolic. Whereas when she first saw her husband’s body, she was in shock and barely comprehending what had happened, at this point she is fully aware of her husband’s death, and the realization of this hits her much harder, like nails pounding into her. The references to milk within the poem are also very symbolically significant. The ritual of milking the cows appears to be a common, everyday chore for Mrs. Lawson. For this reason, upon the news of her husband’s death, Mrs. Lawson begins milking the cows, almost in a sense of grasping for something normal in her life. The milk is symbolic of the normalcy that Mrs. Lawson had in her life prior to her husband’s suicide. After the men have taken Mr. Lawson’s body from the barn, â€Å"She pulled the wooden stool to the stall and milked the cow. † It is almost as if by milking the cows, Mrs. Lawson is attempting to go back to a time when her husband was still alive. Her complete focus, however, is on his death, as she doesn’t even bother to put a pail under the cow to catch the milk. Mrs. Lawson milks the cows just like she probably did every other day of her life in an attempt to return any sort of normalcy to her now chaotic life. Lorna Crozier’s poem, â€Å"Joe Lawson’s Wife† exhibits two symbolically important elements. The first element is the sun, which represents the news of her husband’s suicide sinking into Mrs. Lawson’s conscious mind. At first, only a few streaks of light shine though, but by the end of the poem the light is hitting her like a nail being pounded into her. The second important symbol in this poem is the milk. The milk is representative of normalcy in Mrs. Lawson’s life. Milking the cows is obviously part of her everyday routine, and she clings to this familiar chore in an attempt to return her life to any sort of normal state.

Life-changing Moments through Learning Experiences Essay

As each one of us may agree, life brings us a lot of experiences†¦ Experiences that could influence our next moves and actions in the future†¦ and eventually, these actions can impact changes into our lives†¦ It is a common knowledge that change is the only constant thing in this world. Nevertheless, aside from change, I can say that learning is also a constant and ever-evolving aspect in each individual’s life. It is because of the fact that whatever we do can eventually bring about new learning insights that will cause us to integrate and implement changes within ourselves. As for me, I have been truly aware of the changes that were made possible by the essays I have done for this course. In this regard, this paper aims to exemplify the changes in my outlook and disposition in life. Further, the essence of this paper shall revolve around my very own theme, which says, â€Å"life-changing moments through learning experiences†. The image below (which I especially made for this essay) depicts the theme of this paper, which is engraved in a colorful background. The different colors signify the various circumstances and experiences that we encounter in our lives. Those circumstances may be in green or yellow, red or blue, or perhaps, just plain black or white— life’s experiences can categorically bring about changes into us†¦ Indeed, we will never be the same again†¦

About Booker T. Washington (1856-1915) Research Paper

About Booker T. Washington (1856-1915) - Research Paper Example Washington took his first opportunity to join a school for formal education in Hampton Institute and this led to his professorship and founding of the most famous African American learning institution in the nineteenth century, Tuskegee Institute. People saw Booker as having the status quo of the black American subordination from his speeches and writings indicated that the road to success for black Americans was only through achieving economic stability with the aid of education such as vocational training (Washington, 2010). Washington did not challenge any political system, protest or even claim about the issue of social fairness like his critics, W.E.B Du Bois and Frederick Douglass. He chose to focus on what Africans could accomplish mainly by concentrating on industrial skills because he believed these skills would help blacks to achieve economic stability. Booker felt that the rebellious rhetoric of his critics distracted the blacks from the road to accomplishment through econ omic success (Washington, 2010).... Fortunately, his mother acquired a Webster’s spelling book’s copy for him, which he vigorously studied. After convincing his stepfather, he did allow him to join a school for black Americans, although he still had to work in the salt mine before and after classes to cater for his family (Washington & Harlan, 2004). While working in the mines, Booker learned of a former slaves’ school, Hampton Institute. He left the work to join Hampton in 1872 after making enough savings to cater for him and his family (Gates & Jarrett, 2007). During his life in Hampton, he came up with his principles of industrial education. After graduation, he went back to Maiden where he worked as a teacher, but finally employed in Hampton as a staff member. In 1881, after recommendation by the founder of Hampton, he was requested to go and start up another industrial school in Alabama (Gates & Jarrett, 2007). Founding Tuskegee Institute Born into slavery, Booker experienced racial discrimina tion throughout his entire life. His desire and commitment to school, made him to be among the view black Americans who were educated, whereby he succeeded to become a teacher after his graduation (Gates & Jarrett, 2007). Believing in industrial education, Booker founded Tuskegee Institute in Alabama when he was twenty-five years old. Booker believed that social racism was highly entrenched to extend that demanding immediate social equality would not be successful (Gates & Jarrett, 2007). The vision of his institute was to train black Americans to acquire skills that could help them the most. Tuskegee Institute eventually became an agricultural research institute center. One of the famous products of Tuskegee Institute was George Washington

Halloween (1978) Movie analysis Assignment Example | Topics and Well Written Essays - 1250 words

Halloween (1978) Movie analysis - Assignment Example l prove that the director deliberately depersonalized the antagonist to make him for frightening as well as designed mise in scene in a way that the viewer would know that something is missing and anticipate the danger. To begin with, one might note that when Laurie entered the room, she wanted to close the window. There was no particular reason to do so, other than some subconscious fear of Michael whom she recently saw. However, after she noticed that he was standing in her backyard, she immediately closed the window for a particular reason which is not to let him in. If one carefully analyzes the way she performed the action in question, one will be able to see that she was quite desperate and vulnerable. Indeed, a woman with her constitution can hardly oppose a man who is taller and stronger than her. Later in the movie she is shown fighting him and Laurie is able to overcome only due to some lucky hits that she makes. By far, the part when she noticed a strange figure in the backyard should be seen as a rather frightening one: the mask that he is wearing contributes to demonalization of the character. There are several explanations for it. On the one hand, when one looks at the backyard, one does not expect to see something extraordinary. That is why a presence of an unknown man in the very middle of it seems to be a real shock to her. Indeed, Michael is positioned on the front frame and occupies the majority of the space. In addition to that mask makes him look like the villain of the movie and becomes a symbol of taking away his humanity. That is why this particular image make Michael so frightening. One of the first impressions that the scene in the bedroom has on the viewer is the emptiness of the room. In spite of the fact that it looks as an ordinary room, mise en scene is organized in such a way that the audience understanding that something is clearly missing. Keeping in mind that Laurie saw Michael several times before walking into the house, it is

Explain how the twenties were and were not so roaring Essay

Explain how the twenties were and were not so roaring - Essay Example s facilitated by influx of money in to the economies by soldiers from US and Canada who had just returned from War hence the production industry was forced to expand to meet the increased demand of goods. In 1921, President Harding signed the Emergency Tariff of 1921 which was aimed at reducing the tax rates, reducing the national debt and protecting the interests of the farmers. Overconfidence in the boom economy contributed to stock price speculation and excessive credit in the economy which led to the stock market crash and the Great Depression. The federal expenditure was increased in order to create new job opportunities and help the industries which were collapsing. The roaring twenties saw the development of transport system and other communication technology advancements (Kenney 115). There was development of electricity manufacturing power and by 1929 all the main industries relied on electricity. Steam power provided much of the energy needs at the onset of 1920s but this was overtaken by electricity power as the decade progressed. Mechanization of manufacturing industries progressed through the roaring twenties where new processes and methods of production were implemented. The roaring twenties also experienced mass production in the automobile industry and mass broadcasting medium invention like the radio and television. Sound recording was later invented hence businesses conducted mass advertisements through these new mediums (Kenney 116). Massive government expenditure was invested in railway construction, electrification and upgrading the highways in the hope that these new infrastructure was reap benefits in future. Most of the local governments were in huge debts. Urbanization increased in cities and demand of white collar jobs was high. Most of the States ratified Nineteenth Amendment which gave women the right to vote thus further sparking a series of women movements who demanded more rights for women and Blacks. The twenties also were marked

Feminist Ethics (CAROL GILLIGAN) Essay Example | Topics and Well Written Essays - 500 words

Feminist Ethics (CAROL GILLIGAN) - Essay Example th strangely different views considering the diversity in socio-cultural factors acquired from the environment which correspondingly reflect through their mental attitude and social behavior. Apparently, ‘perceptual organization’ in this regard serves as a crucial tool in determining a person’s moral orientation. In matters concerning law and order, a rigid set of standards is set and employed to call for a mandatory obedience yet proper legal execution as we see it, still relies heavily upon weighing of perspectives or possibilities. Since the exact image of truth is not available for the sight of everyone due to limitations in the scope of our senses and intellectual reach, we bear the capacity of depending on someone else’s trusted paradigm. At times, other people see what we don’t or cannot see and equivalently, we possess the ability to know something which others struggle to gain knowledge of. This is one concrete evidence of reality by which we may agree with Gilligan at depth as she delivers the premise that â€Å"there are at least two perspectives possible in analyzing any moral problem, and that these perspectives, far from being mutually exclusive or oppositional, are in fact applied or adopted according to varying circumstances.† Hence, I suppose herein that psychological components as such play a significant role in court proceedings or even in plain settings that exhibit sharp argumentations between people who take ample pride in individual reasoning due to rich past experiences in life. This is especially true on areas they have been well engaged so it would often seem pointless to bring to discussion subjects that are perceived otherwise in their context. When exactly can one be justified as ethically right or having a better perception and approach of evaluating objects of interest? Gilligan accounts for the ‘search for clarity’ and the ‘search for justification’ in a perceptual task of examining things whose meanings come with

Education and career goals for a scholarship Essay - 1

Education and career goals for a scholarship - Essay Example Hence, serve the global community better as an accountant in an area that I have passion in beside acting as a role model to young women. Many people in the community perceive accounting as a demanding career and by taking this challenge, I will encourage many young people to venture into this field. Additionally, women for long have been relegated to low-paying jobs in the service industry. For instance, waitressing and retail positions though this seems to be changing for the better and I would like to be a part of that shift. Therefore, it would be empowering to be among those intending to break the glass ceiling and assume strategic positions in the corporate sector. However, to be in a position to achieve these goals, I require a lot of support particularly financial. This is because my husband and I own a small business in Loveland whose net income is not even sufficient for us. We neither pay ourselves a salary nor do I have any other funding available from Stafford loans for my education. Hence, implying realizing my goals will be quite a challenge due to economic constraints, which we are experiencing. This is despite having searched relentlessly for organizations that would help me in achieving my academic goals. Therefore, based on my financial condition I believe that I deserve this scholarship opportunity. Since, I am hardworking, tenacious and always striving to succeed in every endeavor I undertake. Besides, I want to be a role model for other young women in my community. Therefore, awarding me this scholarship opportunity in your foundation will help me accomplish my educational and career goals. I look forward to your positive

To what degree should the Decalogue ( Ten Commandments ) be followed Essay

To what degree should the Decalogue ( Ten Commandments ) be followed by Amer. Christians - Essay Example ommandments impose certain spiritual and moral obligations upon the believers – as well as to arrive at the conclusion whether or not they still should guide a life of the New Testament Christians in modern America. The Exodus presents Ten Commandments as instructions by the God to His chosen people, the people of Israel, which they should follow due to the fact that God â€Å"brought [them] out of Egypt, out of land slavery† (Exodus The New International Version 20:2). These Commandments may be viewed as covering several inter-relating areas of concern: The worship of One God (Exodus The New International Version 20:3-7). The issues that are addressed here include the prohibition of veneration of images of bodies both earthly and heavenly (20:4-6), of the misuse of the Divine Name in public and private conversations (20:7), and maintenance of the Sabbath as the holy day reminding the believers of the rest taken by God on the seventh day of the Creation; The issues of public law and order (Exodus The New International Version 20:13-17). These include such Commandments as the prohibition of murder (20:13), adultery (20:14), robbery and theft (20:15), false testimony (20:16), as well as the desire towards the other’s property in general (20:17). In Deuteronomy, some further clarifications on this matter are given, with Moses emphasizing the prophetic and divine nature of his act of receiving of the tablets with Commandments (Deuteronomy 5:22 The New International Version). Moses reiterates the Commandments, while the text of Deuteronomy places still further emphasis on God delivering the Israelites from the Egyptian slavery as the reason they should be grateful to Him, and observe His Commandments (Arnold & Beyer, 2008, p.143). Having analyzed the Commandments and the act of their giving, one should now review the attitude that the New Testament Christians should exhibit towards them. The nature of the majority of the Commandments is such that they are

The Effects of Promotion Mix on Customer Brand Awareness toward Lebara Dissertation

The Effects of Promotion Mix on Customer Brand Awareness toward Lebara Mobile - Dissertation Example In the beginning of 2010, Lebara Mobile had almost 2.5 million customers throughout their business areas. Through proper marketing strategies, Lebara has become one of the global players of mobile service industry (Lebara, 2011). Aim and Objective The aim and objective of this research is to find the impact of promotion mix on customer’s brand awareness. In other words, the ways a promotion mix such as sales promotion, public relation, advertising and personal selling attract a customer towards a brand are the basic aims of the paper. The objectives of this research are to study the impact of sales promotion, public relation and advertising on brand awareness and preference. The company chosen for this research is Lebara Mobile, a ‘low cost and high quality’ mobile service operator, which runs their business internationally. By conducting this research, the researcher can find the impact of Promotion Mix on Customer Brand Awareness towards Lebara Mobile by resolvi ng certain questions. Research Questions Q1. ... A customer must be aware of the brand first if he intends to buy any product of the brand. Buying intention cannot be made without brand awareness. Brand awareness can build a bundle of connection about any brand in the memory of consumer. In a situation when a customer is aware of several brands that can fit his need criteria, then it is unlikely that a customer will seek further information of any unknown brand. A brand which has good awareness will be considered and therefore would be preferred by most customers than unknown brand (Rossiter & Percy, 1987). It has been found that brand awareness can increase the possibility of choosing any brand without any complementary change in attitude or opinion of customer. Higher the awareness of brand, higher will be the purchase intention of that brand in consumer’s mind and thus it can increase the sales of that brand (Sharp & Macdonald, 2003). Brand Awareness Brand awareness, familiarity and selection of brand are interrelated to each other. This connection primarily reveals the fact that a plethora of option increases brand awareness. The brand awareness plays a vital role in the selection of product. Even if a customer possesses adequate amount of knowledge about a great number of brands for a particular product or service, he may consider only few of those brands while purchasing for any particular purpose. There are several factors for choosing a particular brand. The brand knowledge helps customer to make immediate and easier perceptual recognition of a brand and facilitate purchasing. Brand familiarity develops encouraging and affective response about any brand. This affect can provide as an input to selection of brand. If a customer is familiar about any brand it can mediate

The 'Colored Revolutions' of Eastern Europe During the 2000s Essay

The 'Colored Revolutions' of Eastern Europe During the 2000s - Essay Example It is certainly alluring to see the breakdown of the Soviet territory as the segment of a universal disintegration of autocracies. This opinion surely prejudiced how the democratic changeover in Eastern and Central Europe has been observed in the West (as the "end of history") as well as by some of its characters. Ten years after, nonetheless, even with widespread Western exertions at democracy advancement, the democratic current has rather withdrawn, leaving a depiction of accomplishments in Central Europe (along within Latin America and fragments of Asia) counterbalance by hindrances in the earlier Soviet Union and the Balkans (but similarly in China and most of Africa) (Jacques, 2000). The examination of the consequences of domestic changes for the local system of international dealings should take place from the implication of the main factors and procedures, which formed the post-soviet space design in the last decade. The first amongst these is the procedure of state and nation -structuring in the Afresh Independent States. Fresh political leaders in the previous Soviet states had a particular image of their state-projects which, as a law, protected Euro-Atlantic ambitions and, in reality, detached relations with Russia as well collaboration in the post-Soviet region from the list of primaries in their foreign policy schedules. Secondly, these objectives, along with the fluctuations in Europe and its boundary, stemmed in the participation of outside troupes in the post-soviet district - US, EU, NATO, and the Western European countries, and, some local actors, i.e. Poland, Turkey, China etc.

Curriculum Alignment Essay Example for Free

Curriculum Alignment Essay Curriculum development process are steps and processes where by educational contents are designed, learning activities are specified and evaluation methods are devised in schools. Pugach, M. C. (1996). These are broken down into various subjects that are taught in schools in different classes (grades). In line with this; students’ needs in learning are catered for and should be kept with international standards. The curriculum should be able to promote the learning development and assess the students’ performances. We all are aware that there is no particular effective teaching method but the following instructional methods for a teacher should be used. The teacher’s presentation skills, should explain to the students what is expected of them. In teaching, the teacher should not show distracting manners. The teacher should take instructional levels are into account. In creating a lesson plan for a class the teacher should provide an overview of the lesson, link the lesson to the past session and outline the main points of the lesson this can form an introduction of the lesson. The body of the lesson should be broken into various activities and the lesson should have a conclusion which should state the main points of the lesson and create a link to the next lesson. For example a lesson in problem solving can be taught in grade 3. The lesson outline will ask the student; to name and explain problems that occur in the classroom, in the school or in the family, explain how one makes a choice and accept responsibility and enumerate factors that one considers before making a decision. Also in development a curriculum, the teacher needs to consider the development level of students. Development relates to behavior, which means; the conduct of a student and how he/she relates to others in the social circles. In considering developmental level such as those of children in Kindergarten the curriculum will have to address and include social and emotional lessons in accordance with the child’s developmental level. Therefore, in designing the curriculum questions will be asked in relation on how the child relates internally and externally. There are many ways was that a kindergarten child can be taught pertaining development. For example, a Kindergarten class can have a lesson on drawing of pictures or the teacher can ask them to articulate themselves using dolls/ and puppets. This lesson will teach them creativity. In development of curriculum, special attention has to be taken in regard to special needs of students. Students with disabilities such as those with impaired eyesight need special attention. As opposed to traditional methods where segregating and arranging students based on their abilities was used, today, new ways have come up. In tackling the problem of visual impairments, according to Armstrong (1994), the teacher will be required to develop multi-level and have different instructional ways of teaching such students. For example to teach the visual impaired students, the teacher will have to design charts with specific colors, objects, and shapes to test the perception of the student. The teacher should also test the ability of the student to differentiate 26 alphabetical by teaching the visual impaired skills to identify visual elements of letters. This will be able to benefit the visual impaired. We find that schools are normally structured according to grade levels, and teachers teach using same materials without regard of students’ differences in terms of their levels of understanding and functioning. Cole, R. (1995). Thus, instead of developing a curriculum that is narrow and don’t address this issue, a curriculum which is all inclusive putting in mind students’ differences in terms of learning abilities should be developed. So, an effective curriculum should address these issues; it should ensure a teacher plans lessons for several levels, which test students’ ability at the each level. For 5th grade that have both accomplished and emerging readers, the curriculum should address the reading aspect in regard to various abilities in reading. When preparing a reading lesson in a class with various students a teacher should pay special attention on extensive experiences of the students. The teacher also should select various levels of difficulty in the selected reading lesson to cater for the different students’ ability. The lesson should provide slots for students to read a loud and the teacher should also read to students. The instructions methods of the teacher should also explain vocabularies used in the text and any other techniques used. For example, to assist the students understand what they have read the teacher can encourage them to have a group discussion. Another example of a lesson that can be taught in 5th grade, the teacher can teach use of prefixes e. g. , â€Å"Re† as used in â€Å"reproduce, review rename. † The lesson will can also include language competence in general, student’s ability to differentiate between which words are verbs and which are not, and how to segment and mix language sounds. I n addition informal lessons will be included. This will involve, reading aloud in class to allow the teacher to know mistakes in decoding, and be able to establish the student’s level of fluency and accuracy in reading. The main aim of any curriculum development is to ensure that, the student is able to achieve academic excellence Daniels, H (1998). This will enable the teacher to asses the student’s performance in major areas which are mathematics, reading abilities, and writing skills. Though, standardized tests may not reflect a true picture of the standards it gives a general picture of student performance. In assessing students’ ability in mathematics, which is a study of figures and how they relate and other computations, student’s capacity in arithmetic, and application have to be tested. So the curriculum should be able to asses the learner’s ability analyzing student’s class work, and teach the student on how to sum numbers and subtract them, and how a student can be able to tell an error in summation or subtraction. Further more, the students can be given tasks to perform and shown steps to follow in problem solving. Conclusion Curriculum development and design is very important as what the students is taught at school greatly affects him/her in his future career development. Therefore it must be careful planned and must have a holistic approach in order to address the various disparities of students in terms of physical, emotional and mental abilities. A curriculum needs to reflect the objectives of education and have proper assessments methods to evaluate the students understanding and development as he/she moves from one grade to another. References Armstrong, T. (1994): Multiple intelligences in the classroom. Alexandria, Virginia: Association for Supervision and Curriculum Development. Cole, R. (Ed. ). (1995): Educating everybody’s children: Diverse teaching strategies for diverse learners. Alexandria, Virginia: Association for Supervision and Curriculum Development. Daniels, H. and Bizar, M. (1998): Methods that matter: Six structures for best practice classrooms. York, Maine: Stenhouse Publishers. Orkwis, R. and McLane, K. (1998): A curriculum every student can use: Design principles for student access. Reston, Virginia: Council for Exceptional Children. Pugach, M. C. and Warger, C. L. (Eds. ) (1996): Curriculum trends, special education, and reform: Refocusing the conversation. New York: Teachers College Press. Tomlinson, C. (1999): The differentiated classroom: Responding to the needs of all learners. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Personality And Britney Spears Prehistory Music Essay

Personality And Britney Spears Prehistory Music Essay Singer Britney Jean Spears was born on December 2nd, 1981, in Kentwood, Louisiana. She was the second of three children with an older brother Bryan and younger sister Jamie all born to Lynne and James Spears (Dennis, 2009). Britney Spears has been one of the most successful artist of this generation and yet one of the most controversial. While her music was centre stage at the beginning of her career her personal life and struggles are what makes the news today. Born the middle of three children Britney started performing at a very young age, she attended Kentwood high school in her home town of Louisiana, but dropped out to pursue her career in music (Dennis, 2009). Following her dream to sing and perform Britney (eight years old) auditioned and failed for the Disney channels The Mickey Mouse Club as a Mouseketeer, deemed too young by the casting director. On Britneys eleventh birthday she successfully auditioned again for the Disney Club and was cast alongside future stars Justin Timberlake and Christina Aguilera where she appeared for 2 seasons before it was cancelled (www.imdb.com) On December 1998 Britney was signed to Jive records and released her first and hit single Hit me baby one more time becoming the first new female artist to have a number one single and album in the same week going which sold more than 22 million copies worldwide (Dennis, 2009). She was later awarded the Female album of the year, female artist of the year and best new artist of the year. Her dream of becoming a successful artist had come true. Britney was now a permanent fixture in the entertainment world, at that time she was rumoured to be dating fellow Mouseketeer Justin Timberlake. In 2001 in trying to shed her wholesome image she had started her career with Britney released Im a Slave 4 U showcasing a different musical direction and a raunchier image. Controversially on the MTV Video Music Awards 2001, Britney performed live on stage with a seven foot python draped around her neck wearing minimal clothing (Heard, 2010). 2002 was a traumatic year for Britney, she starred in her first feature Film Crossroads which was deemed a flop by critics (Dennis, 2009), she announced her split from Justin Timberlake and her parents announced that they were divorcing. In 2003 Britney again created headlines performing onstage with her idol Madonna sharing a kiss with her onstage and fellow mouseketeer Christina Aguilera. Again Britney was showcasing her more sexualised persona that she had been trying to shed. In 2004 following a hectic tour Britney appeared in the news for marrying her childhood friend and annulling the marriage within two days (Heard, 2010). It was also reported that year that her father had entered rehab due to alcoholism. Her turbulent life just got bumpier. She was later involved with backup dancer Kevin Federline whom she married late 2004(Heard, 2010) In 2005 following rumours that Britney and Kevins union was less than perfect, Britney allowed cameras to follow their lives and showcase it on MTV which drew little audience figures. In April 2005 Spears welcomed their first child Sean Preston. In 2006 Britney was again in the news being caught driving with her child on her lap. Later that year Spears announced they were having a second child Jayden James. But two months later Spears and Federline announced they were divorcing (Heard, 2010) Britney began to frequent the social club scene with socialite Paris Hilton, Lindsay Lohan and others, For a mother of two her behaviour became more erratic, she was seen leaving various night clubs intoxicated which lead to her reportedly being checked into rehab, she was later caught during her difficult time shaving her head sparking a media frenzy questioning her sanity. She then went on to lose full custody of her children to her ex husband and became estranged from her mother (Heard, 2010). Even with her personal life in disarray Spears found time to continue her music career and release another album. While performing her then new single Gimme More Spears seemed lethargic, danced poorly and seen to lip sync her song. Later that month spears was charged in connection with a hit and run. Her album sold a million less copies and her disorganised public appearances led to suggestions she was nearing a breakdown (Dennis, 2009) In 2008 Britney suffered a breakdown and was entering and re-entering rehab several times. .Her mother admitted publicly in her book Through the Storm that Britney had postpartum depression. Britneys two sons were still in full custody of her ex husband and controversy started over her manager being claimed to mismanaged Britney by her parents. Following a short time away in rehabilitation Britney began her comeback, her manager was sacked, her father was now in control of her assets and parents were back together in 2010. Her life seemingly going smoothly, while not in full custody of her children Britney is now supported on tour by her ex husband who tours with her and their two children. According to Freud personality develops through a persons attempt to, (1) max their instinct of gratification and (2) minimise punishment and guilt. Freud suggested that there are three main aspects of functioning within the structure of personality; the Id, ego and superego. The id is the source of all drive energy (Pervin, Cervone John, 2005., p. 85). It functions in accordance with the pleasure principle which seeks pleasure at any cost without the consideration of a consequence, and which also avoids pain. The id is without reason, logic, values, morals, or ethics (Pervin, Cervone John, 2005., p. 85). Following from the accounts on the life of Britney Spears, Spears is better known for her personal struggles and her sometimes controversial behaviour, which we can assume is some evidence of the id. According to Freud the id is the unmodified motives and instincts that are usually present in an individual and it contains all the primary processes; impulse, desire and pleasure. It is evident in the accounts of Spears life that she makes numerous attempts to fight against her superego, which Freud suggests is the moral code, the moral branch of our functioning (Pervin, Cervone John, 2005., p. 85). The superego is what can be referred to as conscience; it is the morals, values and ethics enforced on us by society our parents. Spears can be said to have been fighting against her superego, when she released the video for her hit single Im a slave 4u in 2001, it could be seen that she was fighting so hard to shed her innocent girl image. She was trying to go against the laws that had been governing her throughout childhood. Her upbringing according to Freud plays a huge role in moulding her personality. He suggests that adult personalities can be traced back to handlings of earlier childhood conflicts. Freud suggests that non gratification of early instincts may lead to fixations and psychopathology. Non gratification or love could have then led to a fixation on attention seeking in Britney spears. It seemed like Britney lacked appropriate attention from within her family unit. According to Freud, early events are particularly influential on later behaviour, especially around the age of 5. Although her need for public attention has been evident since childhood, it can be said that, (in relation to her early childhood) she was being pushed by her mother- ever since I was 7 or 8 years old, my mom would have company over, and I was always performing for everybody in front of the TV. This need for attention can also be seen when she allowed the media into her home to document her relationship with then husb and, Kevin Federline and also when she shaved her head in 2007. Therefore, it can be assumed that she grew up seeking the attention of others either because of her early exposure to this type of attention or because she lacked appropriate attention from within her family unit. This non gratification within the home could have also led to the fixation, we see later on in her life, when she breaks up with Justin Timberlake in 2002. In relation to Eysencks 2 factor theory, Britney seemed to struggle between traits (Pervin, Cervone John, 2005., p. 233). She moved from being an emotionally unstable introvert- in 2002 she announced her break up from Justin Timberlake and her featured movie Crossroads, did not sell as much as was expected, she seemed unhappy, worried and anxious. She then started displaying traits of an emotionally stable extrovert, she went binge drinking Las Vegas and married her childhood Friend. This union was annulled two days later. She then got married to one of her backup dancer as stated earlier. All these according to Eysencks 1970 2 factor theory suggests, that Britney was (at the time) carefree, outgoing and sociable. As well as these, she has also shown traits of an emotionally stable introvert. This is a very new category within which Britney only entered in the last two years. We can assume that this is the impression she wants to give form the statement she makes in an interview wit h the Glamour Magazine- I dont like going out I love my home and staying in bed and watching Dancing With the stars or reading a Danielle Steel novel. Im kind of boring. An emotionally stable introvert displays traits including; reliability, control, peacefulness, thoughtfulness and passivity. Adler 1925 on the other hand, believed that even though children have the same parents and grow up in nearly the same family setting, they do not have identical social environments. Adler 1925 suggested that the order in which an individual is born contributes to the development of their personality. He referred to this theory as the birth order effect in personality development. In relation to the case of Spears, she was a second child, and as previously stated she had an older brother (Bryan Spears) whom we can only assume she looked up to at some stage during her developmental process. Britney Spears states that he frequently kept her safe, and out of trouble, when she was growing up as a child. Adler 1925 advised that the second child competes for attention and affection and finds different ways to earn attention either from parents or others. Spears on the other hand, found attention from the public eye from a very young age, attention we assume, she did not receive at home. In Adler 1925 suggests that the child develops to be Independent and competitive, especially with the oldest sibling. Sibling rivalry may be initiated by second born as they struggle to identify their role in the family. The second child can be seen as a rebel, especially if they do not feel they are getting equal treatment with that of the first born. A great positive trait is that they can be very expressive and creative, there personality traits can also be different compared to the other children. Adler 1925 advised that Parents are less restrictive, freedom is allowed and the child is able to be more independent and creates own character. The child is able to freely express his/her unique personality and is very adventuresome, fun-loving, gregarious, often creative and artistic. The second child according to Adler tries to surpass the older sibling especially if close in age. They can be rebellious and envious but generally well adjusted. Adler1925 also advised that if different sex than the first born she/he can develop some first-born traits. According to Ainsworth, from birth, infants are completely dependent on others for care; Ainsworth suggests that a child goes through stages in development of attachment. Having a secure base is very important in the bond the child has with its mother and in forming future relationships. A lack of secure attachments can have a negative consequence in forming a relationship with other in the future. Successful attachment is vital for positive social and emotional development In terms of Spears one can assume, following the information we have in regards to her relationships as an adult. She did not have a very secure base of attachment with her mother. This assumption follows from the breakdown she goes through after her break up with fellow entertainer, Justin Timberlake in 2002 after a 2 year relationship. From this point in her life she began to publicly go on a downward spiral. In the 1930s Carl Rogers developed an approach to counselling called Client-Centered Therapy. His Client-Centered Therapy was based around the concept that the client knows best. It is the client who is most aware of his own pain and who will be the one to pave the way forward in his life. Humans are innately good and geared towards self-actualisation. According to Rogers, an essential element in the creation of a fully functioning person is unconditional positive regard. This is essential to healthy psychological development. Unconditional positive regard is something that may have been missing from Britneys life. As previously stated, Spears was always working hard to gain attention and positive regard, which might have been due to a lack of this from her family. This, according to Rogers, results in a feeling of unworthiness. This could explain her string of unstable relationships and the breakdown in her life following the end of her relationship with Justin Timberlake. Her life in the 2000s was full of abnormal and maladaptive behaviour, which could be classed as psychopathology. It is possible that the public image she desired was incongruent with her true inner feelings. According to Rogers, the denial of these feelings can result in an exaggerated version of what the person was trying to defend against in their mind. This could explain the bizarre behaviour of Spears. Her non-congruence could also explain her consistent need to impress and get attention. Conclusion (Ron) What was wrong with Britney? As Shildrick notes, we demand of modern biomedicine that all disruptions to the selfs clean and proper body should be dealt with, that the actual vulnerability of the embodied self and its propensity to diverge from the normative structures of health and well-being should be covered over, or managed out of existence, by a technologically driven bioscience (Shildrick, 2008, p. 32).   Her management, her friends and especially her family were unable to control her, Britneys life turned into a mess and the world around her crumbled but luckily for her, and her familys patience and unconditional support she pulled her life around so it seems. Whether all that has happened to her is deemed positive or negative, its hard to say. The trials and tribulations that a person encounters in there life can either strengthen or weaken a persons resolve. In Britneys case she seems to be moving onto a more positive route. So what is to become of Britney now?

Marine Pollution Causes Effects And Control Environmental Sciences Essay

Marine Pollution Causes Effects And Control Environmental Sciences Essay The phrase heavy metals is used here as a general name for metals with densities in excess of 5 g/cm3. About 15 species are of practical concern. Heavy metals may be applied to soils deliberately to correct nutrient deficiencies or to kill pests. Very small amounts are needed to correct deficiencies, and these do not cause pollution. Repeated applications of inorganic pesticides containing heavy metals (for example, in sprays applied to fruit trees) may add amounts to soils large enough to be harmful. In contrast to organic pesticides, heavy metals do not disappear through decomposition but remain in soil indefinitely. Additional sources of soil contamination by heavy metals are industrial and traffic exhausts, flooding of land by contaminated waters, sewage sludge applied to land, and disposal of other refuse. Heavy metals participate in several kinds of reactions in soils, and these affect their concentrations and solubility. The metal ions tend to be bonded to soil constituents through cation exchange; this may amount to substantial quantities even though concentrations in the soil solution are usually low. Some soil constituents seem to have specific affinities for heavy metal ions, resulting in their preferential adsorption over more abundant cations. The concentrations of heavy metals in the soil solution are also affected by equilibria with hydroxyl, carbonate, and phosphate ions. Precipitation of heavy metals by these anions can limit concentrations even though fairly large amounts are added to soil. On the other hand, some heavy metal ions are strongly chelated by organic substances of low molecular weight, thereby altering their adsorption behavior and permitting rather high concentrations in the soil solution. The actual concentration in a soil is thus a function of reactions of heavy metals with a variety of soil constituents. Cadmium is considered as one of the most hazardous of the heavy metals because of its presumed effect on the development of vascular disease. Amounts of cadmium in soils are normally below 1 ppm, but values as high as 1700 ppm have been reported for surface samples collected near zinc-ore smelters. Cadmium is usually associated with zinc in nature, and the geochemical relationship between the two leads to their common occurrence with Zn/Cd ratios near 900. Cadmium is easily taken up by most plants. Some are quite sensitive to excess cadmium, and others are not. (ii) Chromium (Cr) This metal is a major component of the wastes of the plating industry. Cr is toxic for plant growth only at high concentrations. Chromium mobility within plants is extremely low. Soil pollution by chromium is seldom a problem because it is taken up by plants as chromate, a form that hardly occurs at prevailing pH values and redox potentials. (iii) Cobalt (Co) This can be highly toxic to plants. Most plant species cannot tolerate concentrations of cobalt exceeding 0.1 ppm. Usually cobalt contents of soil do not exceed 10 ppm. Preferential cobalt adsorption on soil constituents and fixation in clay mineral lattices might add to the problem. (iv) Copper (Cu) Copper is toxic to most plants at concentrations exceeding 0.1 ppm. Its concentration in drinking water for human consumption is considered safe when not exceeding 1.0 ppm. Concentrations above 20 ppm in feed and forage are toxic to sheep. Normal copper contents of soils are around 20 ppm. Mobility and displacement of copper in soils are low because of its strong bonding with organic matter and clay minerals. (v) Lead (Pb) This may accumulate in soils along roads from traffic exhausts and in the vicinities of lead-zinc smelters. Roadside concentrations as high as 2400 ppm have been reported. While (excessive) intake of lead by humans and animals is considered a serious health hazard, the primary pathway of such intakes is probably via surface contamination of crops and grasses (eaten by grazing animals) rather than via plant uptake. The mobility of lead in soil and plants tends to be low though in some cases considerable uptake by plants has been observed. Normal lead levels in plants range from 0.5-3 ppm. With respect to plant growth, lead toxicity levels appear to differ considerably for different plant species. (vi) Mercury (Hg) Extensive mercury poisoning was first reported at Minamata, Japan, in 1953. As a result of the strong interactions between mercury compounds and soil constituents, displacement of mercury in forms other than vapor is usually very low. Methylation of mercury, possibly occurring in nature under restricted conditions, constitutes one of the most serious hazards related to this element, because in this form mercury will accumulate easily in food chains. Because of this hazard, the use of alkylmercury fungicides for seed dressings has been banned in many countries. (vii) Molybdenum (Mo) This element is best known for its deficiency in certain soils. Under normal conditions molybdenum predominates in anionic form (molybdate), subject to adsorption by iron oxides and hydroxides much like phosphate. While normal molybdenum content in plants is around 0.1 ppm, toxicity symptoms have been observed at levels above 200-300 ppm (dry matter). (viii) Nickel (Ni) This element tends to be highly toxic to plants. As it is easily taken up by plants when present in soils, care must be exercised in disposal of waste containing nickel. Total nickel contents in soils range from 5-500 ppm, with 100 ppm as a rough mean value. The concentration in the soil solution is usually around 0.005-0.05 ppm, and contents in healthy plants do not exceed 1 ppm (dry matter). (ix) Zinc (Zn) The use of this element in galvanized iron is widespread. Zinc commonly occurs in soils at levels of 10-300 ppm, with 30-50 ppm as a rough average range. Sewage sludges may have very high zinc contents, and the possible accumulation of zinc in soil after disposal of such wastes deserves attention. In plants, zinc will become toxic at levels exceeding about 400 ppm (dry matter), where it probably interferes with the uptake of other essential elements. In soil, zinc appears to be rather mobile. Wastes and soil pollution The large amount of waste produced every day in towns and cities and other human settlements end up in soil. The most common kinds of wastes can be classified into four types: agricultural, industrial, municipal, and nuclear (Table 5.13). Table 5.13. Wastes and Soil Pollution Sources Effects Agriculture (i) accumulation of animal manures (ii) excessive input of chemical fertilizers (iii) illicit dumping of tainted crops on land Mining and Quarrying (i) using of explosives to blow up mines (ii) using of machineries which emit toxic byproducts and leaks to the ground Sewage sludge Improper sanitation system causes sludge to leak at surrounding soil Household (i) improper waste disposal system causes waste accumulation (ii) improper sanitation system Dredged spoils Method of dredging at fertile land causes soil infertility, leaving the soil more prone to external pollution Demolition and construction Nonbiodegradable rubbles or debris which undergo chemical reactions and increase soil toxicity Industrial Poisonous/toxic gases which are not filtered or neutralized Control of Soil pollution The following general methods of controlling soil pollution are in use. Effluents should be properly treated before discharging them on to soil. Solid wastes should be properly collected and disposed of by appropriate method. From the wastes, recovery of useful products should be done. Microbial degradation of biodegradable substances reduces soil pollution. 5.5 Marine Pollution: Causes, Effects and Control The sea, which covers around 70 per cent of the earths surface, is home to millions of fish, crustaceans, mammals, microorganisms, and plants. It is a vital source of food for both animals and people. Thousands of birds rely on the sea for their daily food supplies. Fishermen throughout the world catch over 90 million tons of fish every year, and in many developing countries, fish is the principal source of protein.   People also depend on the sea for many of their medicines. Marine animals and plants contain many chemicals that can be used to cure human ailments: an estimated 500 sea species yield chemicals that could help treat cancer.   But the oceans now are in a very bad shape. People have treated the sea as a dumping ground for thousands of years, offloading rubbish, sewage, and more recently industrial waste. Marine pollution frequently originates on land, entering the sea via rivers and pipelines. This means that coastal waters are dirtier than the open seas, with estuaries and harbours being especially badly affected. Additional pollution is actually created at sea by activities such as dredging, drilling for oil and minerals, and shipping.   Marine Pollution   For close to thirty years, most academics studying the phenomena of marine pollution have adhered to a definition developed by a UN body, the Group of Experts on the Scientific Aspects of Marine Pollution (GESAMP), who define it as Introduction by man, directly or indirectly, of substances or energy into the marine environment (including estuaries) resulting in such deleterious effects as harm to living resources, hazard to human health, hindrance to marine activities including fishing, impairment of quality for use of sea-water, and reduction of amenities.   The definition has two important aspects:   First, it is action oriented. Marine pollution results from human activity. Thus, earthquakes or volcanic eruptions in the ocean floor and subsequent damage or change to the ocean ecosystems is not considered as pollution.   Second, the definition is amenable to measurement. Marine pollution is harmful, and its danger can be identified in a variety of ways. For example, it is easy to see the deleterious effects that oil spills have on the sea birds and mammals that happen to run into them. Scientists likewise can readily identify various toxic substances found in the marine environment, measure their quantities, and provide estimates of their potential danger for the health of both marine life and humans.   The important sources of marine pollution are shown in Fig. 5.4. Toxics Toxic waste is the most harmful form of pollution to marine creatures.   Once a form of toxic waste affects an organism, it can be quickly passed along the food chain and might eventually end up in seafood, causing various problems. Toxic wastes arrive from the leakage of landfills, dumps, mines and farms.   Sewage and industrial wastes introduce chemical pollutants like DDT. Farm chemicals (insecticides and herbicides) along with heavy metals (e.g. mercury and zinc) can have disastrous effect on marine life.   Mercury the most dangerous toxic  element Top priority is usually given to control the pollutant that poses a threat to human health, the most serious being mercury.   Major sources of mercury include rivers, marine outfalls and direct dumping of chemical waste. Natural inputs like the weathering of mercury-bearing rocks, volcanic gases also contribute to mercury in the ocean.   Dissolved mercury in the sea is adsorbed onto particulate matter and also forms stable complexes with organic compounds occurring in the sea. Inorganic mercury can be easily accumulated by living organisms. Fig. 5.4. Sources of marine pollution. A classic example of mercury poisoning happened in Minamata, a small Japanese coastal town dependent on fishing for a livelihood. In 1952, a nearby factory producing vinyl chloride and acetaldehyde using mercuric sulphate as a catalyst dumped its wastes in Minamata bay. Typically 300-1000 g of mercury is lost for each ton of acetaldehyde produced, 5% of which is in the form of methyl mercury. Mercuric chloride when used as a catalyst produces 1 g of methyl mercury per ton of product. Accumulated contamination was as high as 200 ppm mercury at the factory outfall.   The effects began with the death of a large number of fish in the early 1950s. This affected birds, cats, pigs, and humans.  Birds lost coordination to fly.   Cats were seen running in circles and foaming at the mouth.   Local residents called these occurrences the disease of the dancing cats.   Later, the disease was termed Minamata Disease when humans began to have symptoms of methyl mercury poisoning.   Other Toxic Materials   Toxic materials are substances derived from industrial, agricultural, household cleaning, gardening and automotive products. They do not always kill wildlife, but they can threaten inland and coastal waters. Examples of toxic materials include:   Dioxins come from bleaching paper, incineration of solid wastes containing PVC and other materials, and the process of making herbicides. Dioxins and related compounds degrade slowly and are toxic to marine life. They cause genetic chromosomal aberrations in marine life and are suspected of causing cancer in humans.   PCBs are used in the making electrical equipments and hydraulic fluids. Developmental problems in children and reproductive problems in some other animals have been linked to PCBs. Slowly degrading PCBs accumulate as they pass along the ocean food web. PAHs come from oil spills, road runoff, and burning wood and coal.   Marine life and people suffer ill effects from PAHs. PAHs cause genetic and chromosomal problems in fish and most marine organisms.   Sewage and fertilizers   The discharge of sewage can cause public health problems either from contact with polluted waters or from consumption of contaminated fish or shellfish.   The discharge of untreated sewage effluents also produces long-term adverse impacts on the ecology of critical coastal ecosystems in localized areas due to the contribution of nutrients and other pollutants. Pollution due to inadequate sewage disposal causes nutrient enrichment around population centers, and high nutrient levels and even eutrophication near treatment facilities and sewage outfalls.   Around the world, untreated sewage flows into coastal waters, carrying organic waste and nutrients that can lead to oxygen depletion, as well as disease-causing bacteria and parasites that require closing beaches and shellfish beds.  The inadequate number of sewage treatment plants in operation, combined with poor operating conditions of available treatment plants, and the disposal practices of discharging mostly untreated wastewater are likely to have an adverse effect on the ocean.   Oil   The sites most vulnerable for accidents are areas where tankers and barges move through restricted channels and in the vicinity of ports.   In spite of regulations established, tankers and barges do not always use port facilities for the disposal of bilge and tank washing and wastes, and a significant amount of oil, which exceeds that from accidental oil spills, is discharged into the coastal areas. The impact of oil pollution on the ecology of coastal and marine ecosystems is particularly destructive following massive oil spills caused by maritime accidents.   However, gas exchange between the water and the atmosphere is decreased by oil remaining on the surface of the water, with the possible result of oxygen depletion in enclosed bays where surface wave action is minimal. Coral death results from smothering when submerged oil directly adheres to coral surfaces and oil slicks affect sea birds and other marine animals. In addition, tar accumulation on beaches reduces tourism potential of coastal areas.   Mining and Dredging   Mining affects the marine ecosystem and the habitat. Mining can erode beaches, degrade water quality, and spoil coastal habitats. Mining coral to process for lime can remove the habitat of local marine species and weakens coastal storm defense. Mined or dredged areas take a very long time to recover. Because of this, strict regulations govern the dredging of the ocean floor   Synthetic Organic Chemicals   Many different synthetic organic chemicals enter the ocean and become incorporated into organisms. Ingestion of small amounts can cause illness or death.   Halogenated hydrocarbons are a class of synthetic hydrocarbon compounds that contain chlorine, bromine, or iodine are used in pesticides, flame retardants, industrial solvents, and cleaning fluids.   The level of synthetic organic chemicals in seawater is usually very low, but some organisms can concentrate these toxic substances in their flesh at higher levels in the food chain. That is an example of biological amplification.   Marine debris   More garbage such as plastic bags, rope, helium balloons, and stray fishing gear, build up in the oceans every year. Synthetic materials stay in the environment for years, killing or injuring ocean species, like whales and turtles, which mistake litter for food or get entangled in it. Ghost fishing by lost nets not only kills innocent ocean creatures but also reduces fishers catches.   Plastic is not biodegradable and therefore affects the oceans for long periods of time. Sea turtles mistake plastic bags for jellyfish and die from internal blockages. Seals and sea lions starve after being muzzled by six-pack rings or entangled by nets.   Effects of Marine Pollution on Living Marine Resources Tens of thousands of chemicals are used to meet societys technological and economic needs. Marine pollution is not only attributed to oil and chemical spills, but much of the debris and toxic substances affecting marine animals, in actual fact, originate on land. Pesticides, plastic bags, balloons, cigarette butts, motor oil, fishing line, find their way into local waterways either though direct dumping, through storm drains (whatever is left on streets, parking lots, can be washed into storm drains which lead directly to local waters), or through sanitary sewers, affecting living marine resources.   The time taken by a few common types of litter to biodegrade is given in Table 5.14. Two basic ways by which chemical contaminants can affect living marine resources are:   By directly affecting the exposed organisms own health and survival, and   By contaminating those resources that other species, including humans, may consume.   Researchers have been studying this dual impact of contaminants using a variety of marine organisms ranging from bottom-dwelling invertebrates and fish to species such as salmon and marine mammals. These biological effects include:   Diseases such as liver lesions in bottom fish, Decreased reproductive success in bottom fish, Impaired immune competence in anadromous fish, and   Growth impairment in invertebrates.   Marine pollution can have serious economic impact on coastal activities and on those who exploit the resources of the sea. In most cases such damage is caused primarily by the physical properties of these pollutants creating nuisance and hazardous conditions. Table 5.14. Degradation time of materials Materials Time to degrade Materials Time to degrade Tin cans 50 years Wool 1 year Painted wood 13 years Plastic rings 400+ years Newspaper 6 weeks Plastic bottles 450 years Paper towels 2 4 weeks Aluminium cans 200 years Disposable diapers 450 years Monofilament line 600 years Polystyrene foam Indefinite Cardboard 2 months Impact on coastal activities   Contamination of coastal amenity areas is a common feature of many spills leading to public disquiet and interference with recreational activities such as bathing, boating, angling and diving. Hotel and restaurant owners and others who gain their livelihood from the tourist trade can also be affected.   Oil and chemical spills can adversely affect industries that rely on a clean supply of seawater for their normal operations. If substantial quantities of floating or sub-surface pollutants are drawn through intakes, contamination of the condenser tubes may result, requiring a reduction in output or total shutdown. Simply, the effects of marine pollution are caused by either the physical nature of the pollutants themselves (physical contamination and smothering) or by their chemical components (toxic effects and accumulation leading to tainting). Marine life may also be affected by clean-up operations or indirectly through physical damage to the habitats in which plants and animals live. The main threat posed to living resources by the persistent residues of spilled oils and water-in-oil emulsions (mousse) is one of physical smothering. The animals and plants most at risk are those that could come into contact with a contaminated sea surface:   Marine mammals and reptiles. Birds that feed by diving or form flocks on the sea. Marine life on shorelines and Animals and plants in Mari culture facilities.   Subsequently the inability of individual marine organisms to reproduce, grow, feed or perform other functions can be caused by prolonged exposure to pollutants, if not eventual death. Sedentary animals in shallow waters such as oysters, mussels and clams that routinely filter large volumes of seawater to extract food are especially likely to accumulate oil components and harmful chemicals, poisoning consumers.   In addition to that, birds, whales and other marine creatures often mistake cigarette butts (which find their way into the waters) for food. The butts contain small plastic pieces that can interfere with the digestion of food, casing marine life to starve. Monofilament fishing line can be lethal to seals, sea lions, fish and other animals. Many marine species, including seals, herring, gulls, sharks, and shellfish have died or suffered injuries from plastic bags, nets and monofilament fishing lines.   Impacts on specific marine habitats The impact that marine pollution can have on selected marine habitats are given below. Within each habitat a wide range of environmental conditions prevail and often there is no clear division between one habitat and another.   In coastal areas some marine mammals and reptiles, such as turtles, may be particularly vulnerable to adverse effects from contamination because of their need to surface to breathe and to leave the water to breed.   The impact of oil on shorelines may be particularly great where large areas of rocks, sand and mud are uncovered at low tide.   The amenity value of beaches and rocky shores may require the use of rapid, effective clean-up techniques, which may not be compatible with the plants and animals.   In tropical regions, mangrove trees have complex breathing roots above the surface of the organically rich and oxygen-depleted mud in which they live. Oil may block the openings of the air breathing roots of mangroves or interfere with the trees salt balance, causing leaves to drop and the tress to die. Fresh oil entering nearby animal burrows can damage the root systems and the effect may persist for some time inhibiting decolonization by mangrove seedlings.   Living corals grow on the calcified remains of dead coral colonies that form overhangs, crevices and other irregularities inhabited by a rich variety of fish and other animals. If the living coral is destroyed the reef itself may be subject to wave erosion.   Birds which congregate in large numbers on the sea or shorelines to breed, feed or molt are particularly vulnerable to oil pollution. Although oil ingested by birds during preening may be lethal, the most common cause of death is from drowning, starvation and loss of body heat when their body surfaces are coated with oil.   Impact on fisheries and Mariculture   The pollutants in the waters, especially in the case of oil spills can also damage boats and gears used for catching or cultivating marine species. Floating equipment and fixed traps extending above the sea surface are more likely to become contaminated by floating oil whereas submerged nets, pots, lines and bottom trawls are usually well protected, provided they are not lifted through an oily sea surface.   An oil or chemical spill can also cause loss of market confidence since the public may be unwilling to purchase marine products from the region irrespective of whether the seafood is actually tainted. Bans on the fishing and harvesting of marine products may be imposed following a spill, both to maintain market confidence and to protect fishing gear and catches from contamination.   5.6 Noise Pollution Noise usually means unwanted sound of appreciable intensity which goes on for a length of time (seconds to hours) that irritates people. The noise may emanate from factories, offices and market place, roads (traffic-related), running and shuttling of trains, landing and take-offs of aircrafts at airports, use of loudspeakers in meetings, rallies, celebrations, etc. When the quality and the intensity of the noise is practically constant (varying less than  ±5 dBA) over an appreciable time (seconds or longer), it is often called steady-state noise. The first reaction to any form of unwanted sound is annoyance, followed by irritation, restlessness and extreme reaction. Since noise travels through air, all forms of noise are considered as polluting air and noise is considered as an air pollutant. Sound is defined as a pressure variation that the human ear can detect. Just like dominoes, a wave motion is set off when an element sets the nearest particle of air into motion. This motion gradually spreads to adjacent air particles further away from the source. Depending on the medium, sound propagates at different speeds. In air, sound propagates at a speed of approximately 340 m/s. In liquids and solids, the propagation velocity is greater, 1500 m/s in water and 5000 m/s in steel. Compared to the static air pressure (105 Pa), the audible sound pressure variations are very small ranging from about 20  µPa (20 ÃÆ'- 10-6 Pa) to 100 Pa. The sound pressure level of 20  µPa corresponds to the average persons threshold of hearing. A sound pressure of approximately 100 Pa is so loud that it causes pain and is therefore called the threshold of pain. The ratio between these two extremes is more than a million to one. Sound pressure level alone is not a reliable indicator of loudness. The frequency or pitch of a sound also has a substantial effect on how humans will respond. While the intensity (energy per unit area) of the sound is a purely physical quantity, the loudness or human response depends on the characteristics of the human ear. A direct application of linear scales (in Pa) to the measurement of sound pressure leads to large and unwieldy numbers. Therefore, the acoustic parameters are conveniently expressed as a logarithmic ratio of the measured value to a reference value. This logarithmic ratio is called a decibel or dB. Using dB, the large numbers are converted into a manageable scale from 0 dB at the threshold of hearing (20  µPa) to 130 dB at the threshold of pain (~100 Pa). Some examples of common noise and their decibel levels are given in Table 5.16. The decibel scale is open-ended. 0 dB or dBA should not be construed as the absence of sound. Instead, it is the generally accepted threshold of best human hearing. Sound pressure levels in negative decibel ranges are inaudible to humans. On the other extreme, the decibel scale can go much higher. For example, gun shots, explosions, and rocket engines can reach 140 dBA or higher at close range. Noise levels approaching 140 dBA are nearing the threshold of pain. Higher levels can inflict physical damage on such things as structural members of air and spacecraft and related parts. Table 5.16. Equivalent sound levels in decibels normally occurring inside various places Place Leq (decibels) Small Store (1-5 persons) 60 Large Store (more than 5 persons) 65 Small Office (1-2 desks) 58 Medium Office (3-10 desks) 63 Large Office (more than 10 desks) 67 Miscellaneous Business 63 Residence Typical movement of people no TV or radio Speech at 10 feet, normal voice TV listening at 10 feet, no other activity Stereo music 40-45 55 55-60 50-70 How is noise measured? Basically, there are two different instruments to measure noise exposures: the sound level meter and the dosimeter. A sound level meter is a device that measures the intensity of sound at a given moment. Since sound level meters provide a measure of sound intensity at only one point in time, it is generally necessary to take a number of measurements at different times during the day to estimate noise exposure over a workday. This measurement method is generally referred to as area noise monitoring. A dosimeter is like a sound level meter except that it stores sound level measurements and integrates these measurements over time, providing an average noise exposure reading for a given period of time such as an 8-hour workday. The dosimeter measures noise levels in those locations in which a person works or spends long intervals of time. Such procedures are generally referred to as personal noise monitoring. Human hearing is limited not only to the range of audible frequencies, but also in the way it perceives the sound pressure level in that range. In general, the healthy human ear is most sensitive to sounds between 1,000 Hz 5000 Hz, and perceives both higher and lower frequency sounds of the same magnitude with less intensity. In order to approximate the frequency response of the human ear, a series of sound pressure level adjustments is usually applied to the sound measured by a sound level meter. The adjustments, or weighting network, are frequency dependent. The A-scale approximates the frequency response of the average young ear when listening to most ordinary everyday sounds. When people make relative judgments of the loudness or annoyance of a sound, their judgments correlate well with the A-scale sound levels of those sounds. There are other weighting networks that have been devised to address high noise levels or other special problems (B-scale, C-scale, D-scale etc.) but these scales are rarely, if ever, used in conjunction with highway traffic noise. Noise levels are generated in the A-scale as dBA. In environmental noise studies, A-weighted sound pressure levels are commonly referred to as noise levels. Sources of noise Various sources of noise (Table 5.17) are industry, road traffic, rail traffic, air traffic, construction and public works, indoor sources (air conditioners, air coolers, radio, television and other home appliances), etc. In Indian conditions, indiscriminate use of public address system and diesel generator (DG) sets, has given a new dimension to the noise pollution problem. Noise in Industrial Areas. Mechanized industry creates serious noise problems, su

Diabetes Mellitus Essay -- Health, Diseases, Abnormal Insulin Secretio

Diabetes mellitus is a syndrome characterized by abnormal insulin secretion, derangement in carbohydrate and lipid metabolism, and is diagnosed by the presence of hyperglycemia. Also, this syndrome is common risk factors for chronic renal disease. Once it occurs, chronic renal failure and end stage renal disease often increase mortality in those with type 2 diabetes. A decrease in glomerular filtration rate indicates the development of renal disease, and early identification of this event is important in subjects with type 2 diabetes (1, 2). A new experimental diabetic syndrome in adult rats administered streptozotocin (STZ) and partially protected with a suitable dose of nicotinamide. This syndrome shares a number of features with human type 2 diabetes, and is characterized by moderate stable hyperglycemia, glucose intolerance, altered but significant glucose-stimulated insulin secretion (3, 4). Streptozotocin (STZ), a N-nitroso-N-methylurea derivative of 2-deoxy-D-glucose, is a diabetogenic agent acting through the selective destruction of pancreatic islet beta cells. It is known that insulin increases the transport of amino acid into the cell and increases the degradation of proteins. It causes changes in the levels of some amino acids. Thus, STZ has some effects on blood and urine amino acid levels. In addition, STZ displays nephrotoxic and hepatotoxic activity. It has been reported that STZ caused cataracts, necrosis of kidney tubules, mesengial proliferation and hyalines of vessels in rats (5). Extracts of Stevia rebaudiana Bertoni (SrB) have been used for the treatment of diabetes in, for example, Brazil, although a positive effect on glucose metabolism has not been unequivocally demonstrated. In addition to, oral intake... ...ation of intracellular area and aggregation of lipid in STZ diabetic rats (5, 16). Although in our study, the kidney cells of control groups showed normal cells structure, SrB treated diabetic groups had some mitochondrial swelling and vacuolization in thin section of kidney less than diabetic control and L-NNA treated diabetic groups. However, SrB+L-NNA treated diabetic groups had a normal mitochondria and organelle structure. We found that SrB and L-NNA treatment protect the kidney cells with decreasing blood glucose levels. As a result, the extracts of Stevia rebaudiana Bertoni leaves have beneficial effects on diabetes induced histological, ultrastructural and biochemical changes. It was determined that L-NNA is less efficient in the treatment of type II diabetes compared to SrB. Further studies of SrB concerning the treatment of diabetes appear warranted.

Lord Of The Flies: Human Nature :: essays research papers

Lord of The Flies: Human Nature "We are all murderers and prostitutes - no matter to what culture, society, class, nation one belongs, no matter how normal, moral, or mature, one takes oneself to be." R. D. Laing British psychiatrist. R.D. Laing obviously backs up William Golding's point of view that human nature is evil. Human nature is directly affected by the environment; and is constantly changing due to the experiences of the individual. Oscar Wilde once said "The only thing that one really knows about human nature is that it changes. Change is the one quality we can predicate from it. The systems that fail are those who rely on the permanency of human nature, and not on its growth and development. The error of Louis XIV was that he thought human nature would always be the same. The result of his error was the French Revolution. It was an admirable result." Human nature depends upon the environment in which they are immersed. The idea that children, not humans in general, are swayed by the ideas and actions of their parental figures is also a central idea of the book, "The Lord of the Flies" by William Golding. Because of the war in England where the boys were from their human experience was one of war. If there was no war going on in England at the time they were evacuated from England, there would've been no deaths, no Lord of the Flies, and certainly no beast. Because if they had came with a good human nature then how would there have been a beast which Golding classified as the basic evil inside all of us. Another thing that ties in with this that children try to copy what they see adults do so if a child sees an adult smoke up or drink then he may believe that it is okay or it is right because their parents do it. As George Orwell once said "Part of the reason for the ugliness of adults, in a child's eyes, is that the child is usually looking upwards, and the adults are rarely looking down. Yet no matter what they will always adore, look up to and love their parents." But as was just said sometimes that can be a bad thing. So what must we do? Well for starters why not try to teach our children better and try at all costs to set good examples for our children so that our society will hopefully be salvaged from the god forsaken wrath of evil. Children who's parents smoke have a 40% higher chance of smoking than

Nursing Essay -- Health Care, Medical Technology

In this era of increasing medical technology, changing modes of communication and the expansion of nursing professional roles, ethical, legal and social issues in nursing are increasing. Nurses operate in situations that put them under ethical, legal and social challenges on a daily basis. These issues are linked to legislative changes and ethics of medical technologies geared towards helping nurses to provide better healthcare, for patients. They govern issues of confidentiality, practice, medical issues and the expectations the society has put on nurses. The nursing profession has had radical development and change since its inception. Technology has contributed much to the development of nursing as a profession Changing societal population demographics, the increase of complex knowledge in healthcare and increasing gaps in the nursing profession have made healthcare professionals and managers to call for an overhaul of the healthcare system (Cowen & Moorhead, 2006). Most recommendations advocating for change in nursing profession propose an increased use of technology that can make nursing practice more efficient. Information technology has the capacity to perform more than simple efficiency increase. Information technology is viewed as a part of the change in healthcare delivery as opposed to the automation of existing processes. This means that it has the potential to change nursing processes within institutions and create a favorable care relationship between nurses and patients. The adoption of technology in the nursing profession, specifically, within the workplace has been possible because of the interactions between technical skills, workplace culture and social support. Nursing requ ires information technology to prom... ...se of information technology, in their practice. Information technology issues should apply in nursing practice to help nurses respond appropriately in the betterment of health care. Conclusion Information technology has helped transform nursing profession over years. It has helped develop the professional into a unique and distinct profession. Nursing profession is significant in the society because it deals with the health issues. Therefore, information technology issues help in ensuring that patients get appropriate health care and nurses work in favorable working conditions. The improvements made to information technology issues have contributed to the betterment of the profession, over the years. Therefore, nurses must embrace information technology and make use of future developments in nursing profession because they play an essential role in practice.

Theodore Roosevelt’s the Threat of Japan

Document: Theodore Roosevelt:  The Threat of Japan, 1909 [At Mt. Holyoke] Introduction: For my history assignment, I chose the document â€Å"Theodore Roosevelt’s The Threat of Japan†. After the Meiji Restoration in 1868, modernization took place, bringing Japan to the height of power equivalent to a western power after defeating both China and Russia. United States was maintaining its policy of isolationism but was slowly transitioning to self interest imperialism, keeping control over countries with economic benefit such as open door policy with China.A summary of this article would be Roosevelt’s changing ideas of how US should change their foreign policy with regard to the dynamic change in the balance of world powers in 1909. My essay shall first examine the supporting points of the documents including the credibility of the source, reasons why Japan is a threat and immigration problems. Opposing points to mention would be that the document may be affect b y the mentality of white’s men supremacy. All things considered, I largely agree with the source and President Roosevelt’s analysis of Japan as a threat.Paragraph 1: Credibility of source The document is a primary source, written by Theodore Roosevelt himself at the point of time to Senator Knox, giving original evidence in light to our argument. I have two considerations with regard to the source’s credibility, the credentials of the author and the timeliness of the events. Theodore Roosevelt as the 26th president of the United States, have he assumed positions at the city, state, and federal levels before elected as president and was also awarded the Nobel Peace Prize.As he has a reputation to uphold alongside his prestigious titles, there is less likeliness of him to be bias in his reports. The documented concerns give factual material in line with the events happening at that point of time. It is true that â€Å"Japan has formidable military power† an d â€Å"considered themselves to be on a full equality† after their victory in the Russo-Japanese war in 1904-1905. There was also an immigration problem of Japanese â€Å"flocking by the hundred thousand into the US† and California legislature threatens to pass 17 anti-Japanese measures in 1909. As the ource is based on much concrete evidence as cross referenced with the timeline of events, I can claim that this document is credible to a large extent. Paragraph 2: Japan as a threat At the start of the 20th century, Japan came to be pictured as a political menace against United States, and her immigrants had been seen as a threat to American institution and economic security. Her victory in the Sino-Japanese War and Russo-Japanese War forced Roosevelt to see Japan as an equal. Meiji restoration where Japan combined Western advances with their own traditional values subsequently adopting modernization and military conscription.They view themselves as being encroached by foreigners under the unequal treaty system of the United States thus justifying Japan’s expansionistic intents. Examples would be Japan forcing its way through the Northeast China through the ownership of South Manchurian railway and formal control of Manchuria inherited from Russia. In the event of Portsmouth Treaty and the renewal of the Anglo-Japanese alliance in 1905, Japan used this chance to claim interest in Korea. Roosevelt acknowledged Japan’s military capabilities and is cautious when dealing with them.His famous â€Å"Big Stick Diplomacy† can be seen as he uses the concept of speaking softly, engaging in peaceful negotiation while having a â€Å"big stick†, a strong military. This is evident in the statement â€Å"treat Japan courteously that she will not be offended more than necessary† and constantly emphasizing the need of â€Å"keeping the Navy at the highest point of efficiency. † Roosevelt stressed harshly upon the need tha t the Navy needs to be strong in order to firstly keep Japan at bay through deterrence theory and secondly able to win wars if the need ever arise to.This shows that Roosevelt took Japan as a menace very seriously, and has placed in effect, measures that prevent the threat from manifesting. Paragraph 3: Japan’s immigration problems Since the opening of Japan from its self imposed seclusion policy in 1854, scholars have studied aboard to acquire Western teachings. The immigration problem manifested once Japanese started immigrating to Hawaii, Canada and US motivated by economic gains and evasion of military services. In the year 1900 alone, 12000 Japanese entered United States and by 1910 the population trebled to a total of 72,517.Although this bought a solution to their demand of cheap labour, another set of problems arise in the form of economic, racial and anti-Japanese agitation. Examples included would be San Francisco School Board implemented segregation of education sc hool between Japanese and American children, and â€Å"California legislature passing offensive legislation aiming at Japanese†. This background knowledge is coherent in identifying the social problems such as a â€Å"race problem and contest† is forecasted if nothing is done to keep them out.He understands that his people will not permit the Japanese to come in â€Å"as citizens and will not tolerate their presences. † US experienced widespread anti-Japanese sentiments and this is supported from evidence that Roosevelt received insults such as â€Å"an unpatriotic President, who united with aliens to break down the civilization of his own countrymen† by San Francisco Chronicle when he decided to back Japan up against segregation measures by other nations.However Roosevelt’s reasons was that he did not wish to create tension and friction between the relations of two countries and hope to continue with their peaceful diplomatic attempts to prevent a ny possibility of war. In essence, despite the anti-Japanese agitation of the people with their measures in place, Roosevelt found it hard to openly support them as he hopes to continue their mutual corresponding efforts in diplomacy and restrain from any form of conflict. Paragraph 4: White Men’s SupremacyAn uncertainty would be that Roosevelt may be slightly bias due to the prevalent widespread ideology of â€Å"White men’s supremacy† at that point of time. In the height of imperialism, the poem of â€Å"The White Man’s Burden† by Rudyard Kipling bought about feelings of superiority and condescending view over the less developed countries mainly Asia. The Whites have the obligation to rule over the indigenous population through colonialization and civilizing mission to educate them. The relationship between US and Japan was marked with tensions with regard to economic and commercial interest over Asia.Roosevelt may view Japan in a negative light such as an aggressor because he felt that only US has a legitimate rule and control over China, unlike an inferior Asian country like Japan However in Roosevelt’s analysis, the rest of the US has a different impression of Japan. He claims that â€Å"the moment everything is smooth and pleasant, there will be a clamor for a stoppage in the building up of the navy. † It can be inferred from Roosevelt that US is easily conceited and once they are in their comfort zone, they will forgot how big a threat Japan possess. Conclusion:In context to what we have learnt so far, it is most relevant to our lecture 6 of â€Å"Culture of High Imperialism – Japan†. Through the evaluation of this document, we have seen that Western power, US, have acknowledged the might of an Asian country, Japan. There have been a change in the balance of global power at that point of time and â€Å"White Men Supremacy† ideology was tested as Japan defeat Russia and China. United S tate’s President Roosevelt was forced to recognize â€Å"the whole question of our dealings with the Orient is certain to grow in importance† and there was a drastic change of perception of the social construct of the world.He highlighted Japan as a threat of interest and territory in Asia as well as creation of an immigrant problem of racial contest in Hawaii and parts of US. Roosevelt gave solutions such as â€Å"Big Stick Diplomacy† of building up the Navy and keeping it strong to deter Japan from attacking them. He stressed that Senator Knox should not lower his guard during moments of peace and overlook the job of keeping the Navy in its highest point of efficiency as well as controlling the emigration rate of Japanese into US.I have tested the source’s credibility and found it to be largely reliable and largely agree that Japan was a threat to US in the early 1900s and Roosevelt was correct to identify them as one and implement solutions to counter their aggression. 1496 words Bibliography Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966) David Cody, The growth of the British Empire, Associate Professor of English, (Hartwick College Paragraph 4) 1988 Hunt, Lynn, Thomas R. Martin, Barbara H. Rosenwein, R. Po-chia Hsia et al.. The Making of the West, Peoples and Cultures.Vol. C. 3rd ed. Boston: Bedford/ St. Martin's, 2009. Mark Canada; The Ready Reference Handbook (49b) Martin, Gary. â€Å"Speak Softly And Carry a Big Stick† ——————————————– [ 1 ]. Mark Canada; The Ready Reference Handbook (49b) http://www. uncp. edu/home/canada/work/markport/best/evaluate. htm (Janaury 2001) [ 2 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 439 [ 3 ]. Hunt, Lynn, Thomas R. Martin, Barbara H. Rosenwein, R. Po-chia Hsia et al.. The Making of the West, Peoples and Cultures. V ol. C. 3rd ed.Boston: Bedford/ St. Martin's, 2009. 712-13. [ 4 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 334 [ 5 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 333 [ 6 ]. Martin, Gary. â€Å"Speak Softly And Carry a Big Stick† [ 8 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 429 [ 9 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 437 [ 10 ]. David Cody, The growth of the British Empire, Associate Professor of English, (Hartwick College Paragraph 4) 1988 Theodore Roosevelt’s the Threat of Japan Document: Theodore Roosevelt:  The Threat of Japan, 1909 [At Mt. Holyoke] Introduction: For my history assignment, I chose the document â€Å"Theodore Roosevelt’s The Threat of Japan†. After the Meiji Restoration in 1868, modernization took place, bringing Japan to the height of power equivalent to a western power after defeating both China and Russia. United States was maintaining its policy of isolationism but was slowly transitioning to self interest imperialism, keeping control over countries with economic benefit such as open door policy with China.A summary of this article would be Roosevelt’s changing ideas of how US should change their foreign policy with regard to the dynamic change in the balance of world powers in 1909. My essay shall first examine the supporting points of the documents including the credibility of the source, reasons why Japan is a threat and immigration problems. Opposing points to mention would be that the document may be affect b y the mentality of white’s men supremacy. All things considered, I largely agree with the source and President Roosevelt’s analysis of Japan as a threat.Paragraph 1: Credibility of source The document is a primary source, written by Theodore Roosevelt himself at the point of time to Senator Knox, giving original evidence in light to our argument. I have two considerations with regard to the source’s credibility, the credentials of the author and the timeliness of the events. Theodore Roosevelt as the 26th president of the United States, have he assumed positions at the city, state, and federal levels before elected as president and was also awarded the Nobel Peace Prize.As he has a reputation to uphold alongside his prestigious titles, there is less likeliness of him to be bias in his reports. The documented concerns give factual material in line with the events happening at that point of time. It is true that â€Å"Japan has formidable military power† an d â€Å"considered themselves to be on a full equality† after their victory in the Russo-Japanese war in 1904-1905. There was also an immigration problem of Japanese â€Å"flocking by the hundred thousand into the US† and California legislature threatens to pass 17 anti-Japanese measures in 1909. As the ource is based on much concrete evidence as cross referenced with the timeline of events, I can claim that this document is credible to a large extent. Paragraph 2: Japan as a threat At the start of the 20th century, Japan came to be pictured as a political menace against United States, and her immigrants had been seen as a threat to American institution and economic security. Her victory in the Sino-Japanese War and Russo-Japanese War forced Roosevelt to see Japan as an equal. Meiji restoration where Japan combined Western advances with their own traditional values subsequently adopting modernization and military conscription.They view themselves as being encroached by foreigners under the unequal treaty system of the United States thus justifying Japan’s expansionistic intents. Examples would be Japan forcing its way through the Northeast China through the ownership of South Manchurian railway and formal control of Manchuria inherited from Russia. In the event of Portsmouth Treaty and the renewal of the Anglo-Japanese alliance in 1905, Japan used this chance to claim interest in Korea. Roosevelt acknowledged Japan’s military capabilities and is cautious when dealing with them.His famous â€Å"Big Stick Diplomacy† can be seen as he uses the concept of speaking softly, engaging in peaceful negotiation while having a â€Å"big stick†, a strong military. This is evident in the statement â€Å"treat Japan courteously that she will not be offended more than necessary† and constantly emphasizing the need of â€Å"keeping the Navy at the highest point of efficiency. † Roosevelt stressed harshly upon the need tha t the Navy needs to be strong in order to firstly keep Japan at bay through deterrence theory and secondly able to win wars if the need ever arise to.This shows that Roosevelt took Japan as a menace very seriously, and has placed in effect, measures that prevent the threat from manifesting. Paragraph 3: Japan’s immigration problems Since the opening of Japan from its self imposed seclusion policy in 1854, scholars have studied aboard to acquire Western teachings. The immigration problem manifested once Japanese started immigrating to Hawaii, Canada and US motivated by economic gains and evasion of military services. In the year 1900 alone, 12000 Japanese entered United States and by 1910 the population trebled to a total of 72,517.Although this bought a solution to their demand of cheap labour, another set of problems arise in the form of economic, racial and anti-Japanese agitation. Examples included would be San Francisco School Board implemented segregation of education sc hool between Japanese and American children, and â€Å"California legislature passing offensive legislation aiming at Japanese†. This background knowledge is coherent in identifying the social problems such as a â€Å"race problem and contest† is forecasted if nothing is done to keep them out.He understands that his people will not permit the Japanese to come in â€Å"as citizens and will not tolerate their presences. † US experienced widespread anti-Japanese sentiments and this is supported from evidence that Roosevelt received insults such as â€Å"an unpatriotic President, who united with aliens to break down the civilization of his own countrymen† by San Francisco Chronicle when he decided to back Japan up against segregation measures by other nations.However Roosevelt’s reasons was that he did not wish to create tension and friction between the relations of two countries and hope to continue with their peaceful diplomatic attempts to prevent a ny possibility of war. In essence, despite the anti-Japanese agitation of the people with their measures in place, Roosevelt found it hard to openly support them as he hopes to continue their mutual corresponding efforts in diplomacy and restrain from any form of conflict. Paragraph 4: White Men’s SupremacyAn uncertainty would be that Roosevelt may be slightly bias due to the prevalent widespread ideology of â€Å"White men’s supremacy† at that point of time. In the height of imperialism, the poem of â€Å"The White Man’s Burden† by Rudyard Kipling bought about feelings of superiority and condescending view over the less developed countries mainly Asia. The Whites have the obligation to rule over the indigenous population through colonialization and civilizing mission to educate them. The relationship between US and Japan was marked with tensions with regard to economic and commercial interest over Asia.Roosevelt may view Japan in a negative light such as an aggressor because he felt that only US has a legitimate rule and control over China, unlike an inferior Asian country like Japan However in Roosevelt’s analysis, the rest of the US has a different impression of Japan. He claims that â€Å"the moment everything is smooth and pleasant, there will be a clamor for a stoppage in the building up of the navy. † It can be inferred from Roosevelt that US is easily conceited and once they are in their comfort zone, they will forgot how big a threat Japan possess. Conclusion:In context to what we have learnt so far, it is most relevant to our lecture 6 of â€Å"Culture of High Imperialism – Japan†. Through the evaluation of this document, we have seen that Western power, US, have acknowledged the might of an Asian country, Japan. There have been a change in the balance of global power at that point of time and â€Å"White Men Supremacy† ideology was tested as Japan defeat Russia and China. United S tate’s President Roosevelt was forced to recognize â€Å"the whole question of our dealings with the Orient is certain to grow in importance† and there was a drastic change of perception of the social construct of the world.He highlighted Japan as a threat of interest and territory in Asia as well as creation of an immigrant problem of racial contest in Hawaii and parts of US. Roosevelt gave solutions such as â€Å"Big Stick Diplomacy† of building up the Navy and keeping it strong to deter Japan from attacking them. He stressed that Senator Knox should not lower his guard during moments of peace and overlook the job of keeping the Navy in its highest point of efficiency as well as controlling the emigration rate of Japanese into US.I have tested the source’s credibility and found it to be largely reliable and largely agree that Japan was a threat to US in the early 1900s and Roosevelt was correct to identify them as one and implement solutions to counter their aggression. 1496 words Bibliography Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966) David Cody, The growth of the British Empire, Associate Professor of English, (Hartwick College Paragraph 4) 1988 Hunt, Lynn, Thomas R. Martin, Barbara H. Rosenwein, R. Po-chia Hsia et al.. The Making of the West, Peoples and Cultures.Vol. C. 3rd ed. Boston: Bedford/ St. Martin's, 2009. Mark Canada; The Ready Reference Handbook (49b) Martin, Gary. â€Å"Speak Softly And Carry a Big Stick† ——————————————– [ 1 ]. Mark Canada; The Ready Reference Handbook (49b) http://www. uncp. edu/home/canada/work/markport/best/evaluate. htm (Janaury 2001) [ 2 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 439 [ 3 ]. Hunt, Lynn, Thomas R. Martin, Barbara H. Rosenwein, R. Po-chia Hsia et al.. The Making of the West, Peoples and Cultures. V ol. C. 3rd ed.Boston: Bedford/ St. Martin's, 2009. 712-13. [ 4 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 334 [ 5 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 333 [ 6 ]. Martin, Gary. â€Å"Speak Softly And Carry a Big Stick† [ 8 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 429 [ 9 ]. Chitoshi Yananga, Japan Since Perry (Achron Books; Hamden, Connecticut, 1966), 437 [ 10 ]. David Cody, The growth of the British Empire, Associate Professor of English, (Hartwick College Paragraph 4) 1988