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Stanford Prison Study free essay sample

This investigation helped clinicians to more readily get congruity and human instinct. The goal was to watch the association between the two...

Thursday, August 27, 2020

Stanford Prison Study free essay sample

This investigation helped clinicians to more readily get congruity and human instinct. The goal was to watch the association between the two gatherings of men without a clearly malicious position. Portrayal The investigation occurred in the storm cellar of Stanford University by a little gathering of analysts throughout the mid year or 1971. These investigates were driven by a man named Philip Zimbardo. 24 male understudies out of in excess of 70 candidates were picked to be a piece of the investigation. They would each gain 15 dollars every day to take an interest for about fourteen days (generally comparable to $85 in 2012). They each got arbitrarily doled out jobs of detainees and watchmen in a false jail situated in the cellar of the Stanford brain science building. The fake jail was fundamentally an animated jail. It comprised of three 6 foot by 9 foot cells, and a 2 foot by 2 foot stay without any windows that was known as the black box. We will compose a custom paper test on Stanford Prison Study or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Every cell had 3 detainees, and they were rebuffed by being placed operating at a profit box. The men who took part adjusted to their jobs incredibly well ased on Zimbardos desires, as the watchmen requested a portion of the detainees to mental torment. Numerous detainees latently acknowledged mental maltreatment and tuned in to the all of what the watchmen would state. Some would eagerly irritate any of different detainees who even endeavored to forestall the maltreatment. Analysts were investigating the dangerous conduct of men towards one another over some stretch of time. The consequences of this investigation were stunning. Conversation The results of the Stanford Prison study were preposterous; such was the maltreatment towards the detainees in the examination. The examination turned out so terrible, that it was excused after just 6 days. Guardians were taking steps to get a legal counselor to get their child out of the investigation, and they additionally started to understand that the gatekeepers were upgrading their maltreatment to the detainees in the night when nobody was viewing. On account of this unforgiving treatment by the gatekeepers, the detainees were growing a lot of discouragement and stress and 5 detainees must be sent home. Zimbardo assisted with making a congruity inclination where the emphasis on acquiescence is so solid as to hazy proof of battling and resisting. Be that as it may, their contentions demonstrated amazing on the grounds that they appeared to converge with a genuine model. Individuals slide into oppression Zimbardo recommended, in light of the fact that they adjust negligently to the poisonous jobs that specialists endorse without the requirement for explicit requests: mercilessness was a characteristic outcome of being in the uniform of a watchman and stating the force intrinsic in that job. The investigation shows that remorselessness is a characteristic and unavoidable result of the inspiration of people to do precisely what authority says, whoever it is and anything they desire us to do. Individual reflection I accept that Zimbardo had a smart thought initially, yet his arrangements were not thoroughly considered totally. I dont think there is any way that you can give that much power to somebody without rules and not anticipate that them should manhandle it like the members did. As I would see it, it was a smart thought to end the case early due to the cruel treatment towards the detainees. It caused them so much sadness, just for getting 15 dollars per day They did nothing incorrectly to get rewarded like think it was an awtul approach to do this test. It was a major moan of help to men when I was finding out about the analysis that the examination finished early. End The Stanford Prison study assumed an immense job in the investigation of brain science. The aftereffects of the analysis have been contended to demonstrate the receptiveness and the submission of individuals when furnished with an official individual of power. The test has additionally been utilized to exhibit mental disharmony hypothesis and the force that authority has on individuals. This test demonstrated that the circumstance, rather than their individual characters, caused the members conduct.

Saturday, August 22, 2020

General Omar Bradley in World War II

General Omar Bradley in World War II General of the Army Omar N. Bradley was a key American leader during World War II and later filled in as the main Chairman of the Joint Chiefs of Staff. Moving on from West Point in 1915, he served stateside during World War I before progressing through the positions during the interwar years. With the start of World War II, Bradley prepared two divisions before serving under Lieutenant General George S. Patton in North Africa and Sicily. Known for his downplayed nature, he earned the epithet the G.I. General and later instructed the First U.S. Armed force and twelfth Army Group in Northwest Europe. Bradley assumed a focal job during the Battle of the Bulge and coordinated American powers as they crashed into Germany. Early Life Conceived at Clark, MO on February 12, 1893, Omar Nelson Bradley was the child of teacher John Smith Bradley and his significant other Sarah Elizabeth Bradley. In spite of the fact that from a poor family, Bradley got quality training at Higbee Elementary School and Moberly High School. After graduation, he started working for the Wabash Railroad to win cash to go to the University of Missouri. During this time, he was prompted by his Sunday teacher to apply to West Point. Sitting the section tests at Jefferson Barracks in St. Louis, Bradley put second yet made sure about the arrangement when the primary spot finisher couldn't acknowledge it. West Point Entering the foundation in 1911, he immediately took to the academys trained way of life and before long demonstrated talented at games, baseball specifically. This adoration for sports meddled with his scholastics, anyway he despite everything figured out how to graduate 44th in a class of 164. An individual from the Class of 1915, Bradley was cohorts with Dwight D. Eisenhower. Named the class the stars fell on, 59 of the class individuals at last became commanders. World War I Charged as a subsequent lieutenant, he was presented on the fourteenth Infantry and saw administration along the US-Mexico fringe. Here his unit upheld Brigadier General John J. Pershings Punitive Expedition which entered Mexico to curb Pancho Villa. Elevated to first lieutenant in October 1916, he wedded Mary Elizabeth Quayle two months after the fact. With the US section into World War I in April 1917, the fourteenth Infantry, at that point at Yuma, AZ, was moved to the Pacific Northwest. Presently a chief, Bradley was entrusted with policing copper mines in Montana. Urgent to be allocated to a battle unit making a beeline for France, Bradley mentioned an exchange a few times yet without much of any result. Made a significant in August 1918, Bradley was eager to discover that the fourteenth Infantry was being sent to Europe. Arranging at Des Moines, IA, as a feature of the nineteenth Infantry Division, the regiment stayed in the United States because of the peace negotiation and flu scourge. With the U.S. Armys after war deactivation, the nineteenth Infantry Division was remained down at Camp Dodge, IA in February 1919. Following this, Bradley was point by point to South Dakota State University to show military science and returned to the peacetime rank of chief. Quick Facts: General Omar N. Bradley Rank: General of the ArmyService: U.S. ArmyBorn: February, 12, 1893 in Clark, MODied: April 8, 1981 in New York, NYParents: John Smith Bradley and Sarah Elizabeth BradleySpouse: Mary Elizabeth Quayle, Esther BuhlerConflicts: World War II, Korean WarKnown For: D-Day (Operation Overlord), Operation Cobra, Battle of the Bulge Interwar Years In 1920, Bradley was presented on West Point for a four-year visit as a science educator. Serving under then-Superintendent Douglas MacArthur, Bradley dedicated his spare time to considering military history, with a unique enthusiasm for the crusades of William T. Sherman. Dazzled with Shermans battles of development, Bradley presumed that huge numbers of the officials who had battled in France had been deluded by the experience of static fighting. Accordingly, Bradley accepted that Shermans Civil War battles were more applicable to future fighting than those of World War I. Elevated to major while at West Point, Bradley was sent to the Infantry School at Fort Benning in 1924. As the educational program focused on open fighting, he had the option to apply his hypotheses and built up an authority of strategies, territory, and fire and development. Using his earlier research, he graduated second in his group and before numerous officials who had served in France. After a concise visit with the 27th Infantry in Hawaii, where he become a close acquaintence with George S. Patton, Bradley was chosen to go to the Command and General Staff School at Fort Leavenworth, KS in 1928. Graduating the next year, he accepted the course to be dated and deadened. Withdrawing Leavenworth, Bradley was doled out to the Infantry School as an educator and served under future-General George C. Marshall. While there, Bradley was dazzled by Marshall who supported giving his men a task and letting them achieve it with insignificant obstruction. In depicting Bradley, Marshall remarked that he hushed up, unassuming, skilled, with sound good judgment. Outright trustworthiness. Give him an occupation and overlook it. Profoundly affected by Marshalls techniques, Bradley embraced them for his own utilization in the field. In the wake of going to the Army War College, Bradley came back to West Point as an educator in the Tactical Department. Among his students were the future chiefs of the US Army, for example, William C. Westmoreland and Creighton W. Abrams World War II Begins Elevated to lieutenant colonel in 1936, Bradley was brought to Washington two years after the fact for obligation with the War Department. Working for Marshall, who was made Army Chief of Staff in 1939, Bradley served asâ assistant secretary of the General Staff. In this job, he attempted to distinguish issues and created answers for Marshalls endorsement. In February 1941, he was elevated straightforwardly to the impermanent position of brigadier general. This was done to permit him to accept order of the Infantry School. While there he advanced the arrangement of defensively covered and airborne powers just as built up the model Officer Candidate School. With the US section into World War II on December 7, 1941, Marshall approached Bradley to plan for other obligation. Provided order of the reactivated 82nd Division, he administered its preparation before satisfying a comparable job for the 28th Division. In the two cases, he used Marshalls approach of streamlining military precept to make it simpler for recently enrolled resident warriors. What's more, Bradley used an assortment of procedures to ease draftees change to military life and lift resolve while likewise actualizing a thorough program of physical preparing. Therefore, Bradleys endeavors in 1942, delivered two completely prepared and arranged battle divisions. In February 1943, Bradley was alloted order of X Corps, yet before taking the position was requested to North Africa by Eisenhower to investigate issues with American soldiers in the wake of the destruction at Kasserine Pass. <img information srcset=https://www.thoughtco.com/thmb/g5phvxBlCAyx8duNBzHussjKS_g=/300x0/filters:no_upscale():max_bytes(150000):strip_icc()/80-G-86325-b28c0ec1daf6466ea065ebb328c0304a.jpeg 300w, https://www.thoughtco.com/thmb/yyILmEdP8BTYV75QRXiRgMwKgZI=/515x0/filters:no_upscale():max_bytes(150000):strip_icc()/80-G-86325-b28c0ec1daf6466ea065ebb328c0304a.jpeg 515w, https://www.thoughtco.com/thmb/r3hivGEpVkOmj9gsS2ELZWEsaSg=/730x0/filters:no_upscale():max_bytes(150000):strip_icc()/80-G-86325-b28c0ec1daf6466ea065ebb328c0304a.jpeg 730w, https://www.thoughtco.com/thmb/6FNGap2ZTDModewCXTtASq-4-8E=/1160x0/filters:no_upscale():max_bytes(150000):strip_icc()/80-G-86325-b28c0ec1daf6466ea065ebb328c0304a.jpeg 1160w information src=https://www.thoughtco.com/thmb/G5nvF-2wQrRBP3U0VYYQxqLIhIM=/1160x926/filters:no_upscale():max_bytes(150000):strip_icc()/80-G-86325-b28c0ec1daf6466ea065ebb328c0304a.jpeg src=//:0 alt=Bradley in transit to Sicily class=lazyload information click-tracked=true information img-lightbox=true information expand=300 id=mntl-sc-square image_1-0-32 information following container=true /> Lieutenant General Omar Bradley on the route extension of USS Ancon (AGC-4), on the way to the intrusion of Sicily, 7 July 1943. With him is Captain Timothy Wellings, USN. US Naval History and Heritage Command North Africa Sicily Showing up, Bradley suggested that Patton be provided order of the U.S. II Corps. This was done and the dictator administrator before long reestablished the units discipline. Turning out to be Pattons representative, Bradley attempted to improve the battling characteristics of the corps as the crusade progressed. As a consequence of his endeavors, he climbed to order of II Corps in April 1943, when Patton withdrew to help in arranging the intrusion of Sicily. For the rest of the North African Campaign, Bradley capably drove the corps and reestablished its certainty. Filling in as a major aspect of Pattons Seventh Army, II Corps initiated the assault on Sicily in July 1943. During the battle in Sicily, Bradley was found by writer Ernie Pyle and advanced as the G.I. General for his unprepossessing nature and partiality for wearing a typical troopers uniform in the field. D-Day In the wake of the achievement in the Mediterranean, Bradley was chosen by Eisenhower to lead the main American armed force to land in France and to be set up to in this manner assume control over a full armed force gathering. Coming back to the United States, he set up his home office at Governors Island, NY and started amassing staff to help him in his new job as administrator of the First U.S. Army. Returning to Britain in October 1943, Bradley partook in the getting ready for D-Day (Operation Overlord). <img information srcset=https://www.thoughtco.com/thmb/5oLb-uaemuixJn6F6SAZ7YaxU3s=/300x0/filters:no_upscale():max_bytes(150000):strip_icc()/80-G-252940-667b654f5b5f49999998471463cb4cf1.jpeg 300w, https://www.thoughtco.com/thmb/V4LxdUS5rJDONLLISc

Friday, August 21, 2020

Writing a Journal Article For Your Company

Writing a Journal Article For Your CompanyWriting a journal article can be easy if you know what you are writing about. The most basic rules of writing a journal article applies here, so read through the following guidelines and you will be well on your way to writing a very successful article for your journal.The first rule of writing an article is to choose a topic that you are passionate about. When you choose a topic, this could be anything from learning about writing your own article to the basics of marketing your own products or services. This will be the basis of your article, as it will determine how the reader will react to it.The second thing to remember when writing a journal article is to clearly define your information. If you have a strong passion about something, chances are that you have written a strong article already on the subject. It is important that you take the time to clear your ideas and to explain them in a way that they will interest the reader.The third thing to remember when writing an article for a journal is to write interesting facts. You will want to make your article interesting and to keep the reader interested in reading the content. This is an important part of the article that will help make it stand out above the rest.The fourth rule to remember when writing an article for a journal is to do the research. The research will help to make sure that you get the information right. Sometimes, the research will be the one fact that a reader may not even realize. They may have the information but they do not know what they are looking for.The fifth rule to remember when writing an article for a journal is to make sure that the information you have gathered is something that is unique. If it is something that has never been done before, then it may be the most talked about article of the day. The more unique the information that you have, the more attention it will draw. Make sure that you use all the information that you have ga thered to write an article that is unique.The sixth rule to remember when writing an article for a journal is to make sure that the article does not miss the mark on one aspect. Do not take things for granted, if you are taking things for granted, then why do you need the readers. Make sure that the article you write makes sure that the information you give it has relevance to the reader.Writing articles for journals is one of the best ways to market your own products or services and to earn money. Follow these basic rules and you will find that the article will be interesting and that it will be written with you in coming up with fresh ideas that will attract readers.

Monday, May 25, 2020

The Iliad By Ancient Greek Poet Homer Essay - 1527 Words

The Iliad, written by ancient Greek poet Homer, chronicles the battle and events during the final weeks of The Trojan War, an armed conflict between the Achaeans army and the defenders of Troy. It further recounts the story of the wrath of Achilles, the greatest warrior in the Greek army, against King Agamemnon who unfairly appropriates Briseis, the lovely maiden belonging to Achilles after relinquishing his own maiden, Chryseis, in order to end the plague sweeping the Greek armies. Infuriated by Agamemnon’s demands, the dishonored and humiliated Achilles initially withdraws from the king’s army and enlists the service of Zeus, king of all gods, to bring upon the Achaean army a devastating loss. He later reconciles with Agamemnon and joins the Greek army to avenge his friend, Patroclus’ death, who was killed by Hector, the mightiest warrior in the Trojan army. As Achilles renters the battle, he experiences aristeias his finest, most glorious moments during the co nflict as he is able to rout the Trojan army, mercilessly slaughtering them one by one, and dragging the mutilated body of Hector after brutally murdering him. It is only through these fearless, life threatening actions does Achilles achieve everlasting glory, honor and fame, bestowed to him by his community. In Homer’s Iliad, Achilles’ aristeia supersedes the aristeias of other characters as the warrior is able to display unsurpassed skill and prowess in battle, is motivated to seek the principle of justice for hisShow MoreRelatedHomer: The Most Famous Greek Poet751 Words   |  4 Pages Whether Homer was real or not, a group of people, a boy or a girl; one thing we are sure of is that â€Å"Homer† wrote two of the best epic poems. The Iliad, which was based on the tenth year of the Trojan War and the Odyssey, which was about a guy named Odysseus who goes on many adventures as he tried to get home to his son and his wife. From what we know Homer was the most famous of all Greek poets because of his written works, his legendary history, and his influential work. â€Å"Hateful toRead MoreThe Iliad And The Odyssey1498 Words   |  6 PagesAn Influential Poem The Iliad is a poem that provides important stories with insight into early human society. It was an ancient story written centuries ago about two civilizations that battled against each other. â€Å"The Iliad tells the story of the clash of two great civilizations, and the effects of war on both the winners and losers† (Homer 222). In addition to its influence on Greek poetry, the Iliad is a great Homeric epic that has long helped shape critical schools of thought. It is notRead MoreHomer: Blind or Captive Essay513 Words   |  3 PagesHave you ever wondered who Homer is? Have you ever heard of Homer? Do you know what he wrote? Do you know when he lived? All of these questions will be answered in the following paragraphs. Homer is an interesting man, not much is known about him, and what is known about him is questioned by the â€Å"Homeric Question,† he composed The Iliad and The Odyssey, and that is what his life is based off of. Homer means blind or captive. He was said to be born in 800 BCE, but their is no exact date butRead MoreEssay on The Mysterious Homer, Author of The Odyssey and The Iliad663 Words   |  3 PagesThe Mysterious Homer, Author of The Odyssey and The Iliad   A sketchy figure by the name of Homer is given credit for the two great epic poems of ancient Greece. The Odyssey and The Iliad influenced Greek culture, education, and morality. Little is known about Homer and many scholars question whether he existed at all. (Encarta) Some say two different unknown authors wrote the two poems. (Britannica) Others say that many oral poets were responsible for the finished products. (Britannica) In thisRead More Iliad Essay1502 Words   |  7 Pages quot;The Iliadquot;, an epic tale told by the famous Greek author Homer, is focused primarily on the Trojan War between the Greeks, or Argives, and the Trojans. This war was filled with bloody battles and a massive loss of life. Homer tells stories about a duration of time during this fighting, and not the entire war. He uses his story-telling abilities to focus the audience on the garish and sometimes mundane drudgery of war. Due to his removal from the actual time of these battles, his storiesRead MoreHomer’S Two Tales, The Iliad And The Odyssey, Are Both1749 Words   |  7 PagesHomer’s two tales, the Iliad and the Odyssey, are both incredibly well known and widely taught across the world and at many different levels of education. Some call Homer the â€Å"greatest poet to ever live† and although this can be disputed his works truly speak for themselves and have braved the test of time quite well. This paper will cover who/whom Homer is as a person, or persons, and the time period of his writings, the truths versus the dramatizations of the Iliad and Odyssey, how the author’sRead MoreAchilles and Homer1298 Words   |  6 PagesSmith Humanities Greek/ Roman 3 June 2011 Homer and The Impact He Has Left Behind Homer can be said one of the greatest poets perhaps even literarily genius of all time. If you can get past the part that Homer may or not even be a person at all. There is no concrete knowledge of even his existence but scholars would say that it is safe to assume if he did existed it would be around 8-9 century BCE. Most likely he would be from the Island of Chios due to the writing style of the Iliad. One thing weRead MoreHomer s Epic Poems, The Iliad And The Odyssey1254 Words   |  6 Pageswas known about the Greek Poet Homer. Actually, there are many who believe that no such ‘Homer’ ever even existed in Ancient Greece. Nonetheless, it is agreed that Homer is one of the first writers that have shaped our culture immensely. Homer gives us a look into what morals the Greeks followed and what their beliefs were. Homer shows us how the Greeks put these beliefs into action by presenting multiple struggles that our characters must go through. Homer’s epic poems, The Iliad and The Odyssey, areRead MoreAnalysis Of Homer s Iliad 1382 Words   |  6 PagesHistory of Greece Dr. Kirkland September 5, 2014 Document Analysis The primary documents that will be focused on in this analysis come from Homer’s Iliad. Homer is venerated today as the greatest of Greek epic poets, as his works had a colossal impact on the history of literature. Through his epics, Homer brings us first hand into the culture of the Greek world in the eighth century B.C. It is important to note that at this time very few had the privilege of an education, and lacked the skill toRead MoreMycenaean Greece : An Authentic Bronze Age Name1735 Words   |  7 PagesMycenaean evidence: Similarly, in the Linear B (syllabic script that was used for writing Mycenaean Greek, the earliest attested form of Greek, predating the Greek alphabet by several centuries) from Mycenaean Greece, Homeric names have appeared, including Achilles, a name common in the classical period, were noted on tablets from Knossos and Pylos. The Achilles mentioned in the tablet was a shepherd, not a king or warrior, but the fact that the name is an authentic Bronze Age name is important.

Friday, May 15, 2020

Spike Lee Do the Right Thing Essay - 1011 Words

James Callahan COM 2010 4-22-11 Midterm Analysis Revise Cinematography helps Spike Lee to Do the Right Thing In Spike Lee’s film Do the Right Thing, we dive head first into a world of racial and social ills. The movie is set in the African American and Puerto Rican neighborhood of Bedford-Stuyvesant, Brooklyn, on the hottest day of the year. We follow a young man named Mookie, who lives with his sister Jade, and works as a pizza delivery guy for a local pizzeria owed by Sal. Sal’s â€Å"Wall of Fame† is soon questioned by a man named Buggin’ Out, who believes that Sal should place some pictures of African American celebrities on his wall to represent the African American society he serves. Sal refuses and Buggn’ Out attempts to†¦show more content†¦We notice that the headlines are about the heat. Lee adds more of a yellow shade to the paper stand and the newspapers themselves, which helps us to better grasp that it is a hot summer day. There are many colors incorporated - yellow, red and orange are used vividly throughout the scene. The colors allow us to associate with the weather and certain emotions that are being felt by some of the characters. During the introduction of the scene, Lee uses different camera angles and sound to place a stronger focus on the water and refreshments in this scene to show emphasis on the temperature. We are shown a close up camera angle of a girl submerging her face in water to cool herself off and a side view of another person avoiding the heat by standing directly under a showerhead as the water slowly pours out. By slowing down both clips, Lee makes us remember the feeling of the cold water on a hot summer day. We are also taken to a street where all the neighbor kids are playing and the excitement that they feel when all the water starts spraying out of the fire hydrant is vividly displayed. The camera rises and shows us how much everyone enjoying the water and having fun. These angles help the audience share the feeling with the chara cters and remember hot days in the summer that they have experienced. Sound is another important aspect of the scene. The music selection in the backgroundShow MoreRelatedDo The Right Thing By Spike Lee1189 Words   |  5 Pages Do the Right Thing, Spike Lee’s 1989 blockbuster film, depicts the growing racial tensions and political conflicts set in Bedford-Stuyvesant, a low income neighborhood in Brooklyn, New York. Set in the middle of a record breaking heat wave, high temperatures test the temperaments of local residents and business owners, creating an explosive racially charged atmosphere in this small neighborhood. There is an on going struggle for power in the multicultural but mostly Black community. Mookie, theRead MoreDo The Right Thing By Spike Lee1434 Words   |  6 PagesThe Reluctant Fundamentalist, by Mohsin Hamid, and Do the Right Thing by Spike Lee. In The Reluctant Fundamentalist, Hamid uses the main character Changez to show the struggles of being a Pakistani-American in the 9/11 era of America. The audience follows Changez as he struggles with identifying as an American while he regularly was put through extreme persecution due to the actions of a few people from his culture. Likewise, in Do the Right Thing, the audience follows the main character Mookie asRead MoreAnalysis Of Do The Right Thing By Spike Lee991 Words   |  4 PagesIt’s no secret that Spike Lee is defiant of mainstream Hollywood expectations and is no stranger to controversy. In a review written by James Berardinelli, he writes, â€Å"The movie confronts racism head-on, with the kind of clear-eyed and u nflinching attitude that is rarely seen in major motion pictures. Lee does not pander to political correctness, nor does he sermonize† (Berardinelli, Do the Right Thing). This use of aggressive tackling of racial issues was never-before seen in black cinema on suchRead MoreDo The Right Thing Directed By Spike Lee1572 Words   |  7 Pages In the film, Do The Right Thing, directed by Spike Lee, is a story of African-Americans and Italian-Americans that live in local residents. This film takes place on the hottest and longest day in Brooklyn, New York. Lee represents himself, Mookie, an African-American delivery boy at a pizzeria. Throughout the film, Lee establishes two main characters that illustrate â€Å"the right thing†, starting Salvatore is known as Sal, an Italian who owns a pizzeria. Radio Raheem is an African-American enjoys hisRead MoreDo the Right Thing, directed by Spike Lee Essay examples609 Words   |  3 PagesSpike Lee’s Do the Right Thing (1989 ) portrayed an important social problem of the time period – interracial rivalry. The movie was one of many ghetto action films made during the era. In the article â€Å"Producing Ghetto Pictures† by Craig Watkins, he says that the movies of the ghetto film cycle committed much of their storyline to that of the relationship between young, poor black males and the ghetto (170). The film depicts the lives of those who live on a city block in the Bedford-Stuyvesant neighborhoodRead MoreDo The Right Thing Is A Beautifully Intense Film Directed By The Talented Spike Lee1029 Words   |  5 PagesDo the Right Thing is a beautifully intense film directed by the talented Spike Lee, which revolves around the very diverse community of the Bedford-Stuyvesant district of Brooklyn on a hot summer Sunday. Throughout the entire film, characters are faced with obstacles and injustices that bring up the grand question of what the â€Å"right thing† even is. One scene in particular sums up the whole premise of the film into a concise and poetic speech spoken by the one and only Radio Raheem. This scene isRead MoreThe Sixth Seal By Ingmar Bergman And Do The Right Thing Directed By Spike Lee Essay2531 Words   |  11 Pagestypes of film classifications do not impede a director from incorporating both elements into the overarching structure of the film. However, some films such as the widely acclaimed formalistic film, The Seventh Seal, stick extremely well within their film medium. A few films that exemplify tendencies of both formalism and realism are The Seventh Seal directed by Ingmar Bergman, North directed by Northwest by Alfred Hitchcock, and Do the Right Thing directed by Spike Lee. These films all have a similarRead MoreAuteur Theory Continues to be an Important Part of Filmmaking The auteur theory is an idea or600 Words   |  3 Pageschose for my thesis is Spike Lee. Spike Lee entered the film industry under a different light. He chose to go outside of just producing entertainment and instead create thought-provoking art. This decision, alone would cause Spike Lee to establish his own vision through his films. The two films, by Spike Lee that I chose for my thesis are â€Å"Do the Right Thing† and â€Å"Malcolm X†. Each of these films delivered a strong message, yet in two totally different storylines. Do the Right Thing focused on the segregationRead MoreSpike Lee - Auteur Essay1069 Words   |  5 PagesWoody Allen. The director I have chosen as an auteur is Spike Lee. Lee’s Life: Spike Lee is an American film director who has directed, produced, written and acted in Spike Lee films such as Malcolm X, Jungle Fever, Inside Man and Love Basketball. Spike Lee was born in Atlanta, Georgia where he attended Morehouse College and made his first student film Last Hustle in Brooklyn, he then graduated from New York University in 1982. Lee grew up in a well-off, respective African American familyRead MoreDo The Right Thing?1523 Words   |  7 PagesDo The Right Thing (1989) is a classic film written, produced, and directed by Spike Lee. The focus on the movie is set on racial issues, and the entire movie takes place on the hottest day of the year in the Bed-Stuy section of Brooklyn. Lee does an incredible job demonstrating the tautness between the races on the block specifically among the African American race and American Italian race. Lee’s use of symbolism among the characters, mise-en-scene, and shot composition in his film Do The Right

Wednesday, May 6, 2020

Sociopolitical Philosophy In The Works Of Stoker And...

Sociopolitical Philosophy in the Works of Stoker and Yeats nbsp;nbsp;nbsp;nbsp;nbsp;Around the turn of this century there was widespread fear throughout Europe, and especially Ireland, of the consequences of the race mixing that was occurring and the rise of the lower classes over the aristocracies in control. In Ireland, the Protestants who were in control of the country began to fear the rise of the Catholics, which threatened their land and political power. Two Irish authors of the period, Bram Stoker and William Butler Yeats, offer their views on this â€Å"problem† in their works of fiction. These include Stokers Dracula and Yeats On Bailes Strand and The Only Jealousy of Emer, and these works show the authors differences in†¦show more content†¦His journal is written in shorthand, which is a sign of modernity and efficiency. He is a stenographer, which means he is well versed in the legal system, also a sign of a civilized person. Harker also mentions that he had visited the British Museum and library in preparation for his trip to this strange land, once again showing that he is well-organized resourceful. Stoker makes sure to give the reader this impression of his protagonist as a rational individual because it is he who will later combat the savage forces with common sense and logic. nbsp;nbsp;nbsp;nbsp;nbsp;Harkers detailed account of his journey into Transylvania shows the contrast between the West and the East. As he travels farther east, the land becomes more primitive and wild. As he writes in his journal, â€Å"I had to sit in the carriage for more than an hour before we began to move. It seems to me that the further East you go the more unpunctual are the trains. What ought they to be in China?† (9). Here the reader sees that as Jonathan goes east, technology begins to break down a bit and things are a lot less orderly. Jonathan also finds that he is beginning to lose command over the language, as he writes, â€Å" They were evidently talking of me, and some of the people who were sitting on the bench outside the door. . . came and listened, and then looked at me, most of them pityingly. I could hear a lot of words often repeated, queer words, for there were

Tuesday, May 5, 2020

We Live in Deeds Not in Years free essay sample

This song I used to babble when I was baby, without paying heed to the lines as I loved its rhythm, but now I love to share the lines of this song. God has given a unique instrument called the â€Å"life† to all living beings including animals. But he bestowed his special grace only on human being in the form of WORK. Here is a great difference between man and animals, and also a great difference between man and man. Some day you come across a man, full of high motives aspirations, great in deeds speech, love for the fellow man, killing sprit for work, heart full of love for the needy and sorrow people, every possible act to make a difference in their life. The next day you come across some other man, full of laziness, cursing life, complaining about the worldly miseries, and every possible thought to escape from work. We will write a custom essay sample on We Live in Deeds Not in Years or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Both of them leave certain impact on your mind, and sooner or later you will feel that the person with cheerful, workaholic, evangelical nature, and great in deeds and speech leave deep impression on your mind. The analytical mind of human being is a real gem, only humans have the power to analysis ,and this analytical mind analyses everything, every time, everywhere , every one. â€Å"This is good, this attitude is best; this person does better than me, this work is great paying and this is not etc†. So when they come across some human with firm inside, and an ability to make a difference, they analysis them to such a great extend that they gradually imbibe that character, and improve themselves. That person becomes immortal in the thoughts of fellow people. The more firm an inside, the more people follow. The beautiful thing of analytical mind is that it doesn’t understand years or age. You may learn from a small kid, thought to forgive, and forget easily and that child always live inside you. Or you may even learn from old man from his experience and wisdom, and that person is always in your mind, alive till you live, and you pass that wisdom to others, and it flows. We always hear sages telling â€Å"everything is mortal, one day you have to eave, you are not the creator of this world so why to worry about this world, and a lot more† but I firmly believe that even though everything is mortal, one thing is immortal and it is your work. Good or bad, people will remember you by your work even if you did some wrong deeds or some good deed you are recognized by your work. Well the definition of good or bad again depends upon the capacity of that analytical mind. Ravan is known as person spreading vice and evil thought by some group of people while some other group considers him as a symbol of bravery. Hitler is known as an evil doer by majority while some consider his deeds as right step. Well that doesn’t matter it’s again up to your analytical mind but the thing to understand is that people recognize you by your work. Create your own path, be a leader, make a difference, you will live for ages and ages. Lord Krishna was an ordinary man but his deeds made him â€Å"lord† in a real sense and people follow him, and believe in what was told by him in Geeta. Ram too was an ordinary man; Jesus was also a human being, Mohammad was not blessed with some divine power, Bhagawan Buddha was not bhagawan from the day he was born. It’s their inside which attracted many people and started converting that attraction into faith and people consider them as gods. Today Gandhiji is known for his work and the difference that he created in this society and what I can predict from this is after few century people will consider his deeds as some magical force and special power which normal human being don’t have , and will consider Gandhiji as Lord. This is how lords are created; we have even started constructing temple with the statue of Gandhiji as a god named as â€Å"Mahatma Mandir†. Be lazy, be sluggish, grumble every time, curse god, be selfish, depend on fate, always be ready to escape and people will recognize you by your deeds, even use your name as an example to mock some other being with similar character. And you are being recognized, though notoriously but recognized by your deeds Wonderful side is that some are real human in true sense. We have Shankarachrya and Vivekananda not even lived forty years but still their thoughts are alive, Bhagat Singh was sentenced to death at the age of 24 years yet he is known as a living legend. Marlowe, Shelley, Byron and Keats all breathed their last under the age of thirty, but their contribution to the world of literature will ever be reminisced . Alexander the Great and Jesus died in their early thirties but created history and are immortal. People with hundred years are also not able to do this what they did it in less than half century. What is the use of the life and hundred years, and all the abilities that god gave you, if you can’t transform yourself into human being. Where is the difference between other creature and human? Creature come to this world, live their life span and die, their existence is very near to negligible. Well enough they are poor fellow who lack the magical power like memory, concentration, strength, determination, commitment, communication and hence can’t do anything. But we are humans. We are sent to this world with all possible powers and most of the humans don’t use it and live poor quality of life as the other creatures live. Why to live a monotonous mundane life when you can actually spread love and happiness around you. Why to be the part of the problem when you can actually be the solution. Why to seat and blame everybody when you can bring a change in that circumstance. Why to do all this? Because we are humans and â€Å"humans live in deeds not in years. †

Tuesday, March 10, 2020

Why Was the SAT Called the Scholastic Aptitude Test

Why Was the SAT Called the Scholastic Aptitude Test SAT / ACT Prep Online Guides and Tips Shockingly, catchy slogans were not a part of the original Scholastic Achievement Test. If you’re a high school student trying to get into college, you’ve definitely heard of the SAT, and might already be studying for it. But have you ever wondered what â€Å"SAT† itself actually stands for? And does it reveal anything about what the SAT claims to measure? Well, it turns out the SAT has gone through many name changes, which reveal changes in the test’s design and purpose. Read on for the full story behind the SAT’s name. The â€Å"Scholastic Aptitude Test† (1925-1994) You may have been told that SAT stands for â€Å"Scholastic Aptitude Test.† Although this is where the initials â€Å"SAT† come from, the test existed even before College Board gave it that name. Going way back to the late 1800s, there was little agreement among colleges what skills and knowledge students needed to be prepared for college. Because of this, universities had their own entrance exams, making it hard for schoolmasters to know how to help their students get into college. The College Board was created in 1899 to help solve this problem. It aimed to improve communication between colleges and secondary schools regarding admissions requirements. It also provided a series of uniform exams, covering several subjects (including topics like German and Latin!), first given in 1901. The exams were designed to create a more uniform standard for college admission. Incidentally, this explains how the College Board got its name, as well. After a few decades, the College Board began to be more interested in â€Å"comprehensive examinations,† which would examine a student’s intelligence and reasoning, rather than their knowledge of particular subjects and facts. Thus the â€Å"Scholastic Aptitude Test† was born. Created in 1925, it was designed not be a test of achievement in school subjects but the ability to apply knowledge to discrete situations. â€Å"Scholastic† refers to ability in school, but the emphasis here was on â€Å"aptitude† – the ability to learn and apply knowledge to different situations, rather than to memorize facts. We’ll discuss those terms in more detail later in the article as we reveal why College Board eventually dropped these words. The topics tested on the original Scholastic Aptitude Test included definitions, arithmetic, and paragraph reading – which still exist on the SAT today. However, the original SAT had analogy and logic questions that are no longer a part of the test. The Scholastic Aptitude Test was used by more and more colleges as part of their admissions processes. Without the ACT (which wasn't created until 1959) it was the only such test in the US. It became known as the S.A.T. due to its initials. â€Å"Scholastic Assessment Test† Becomes the SAT (1994 – Present) The Scholastic Aptitude Test kept its name for 70 years, even as the ACT came into play in the 1960s. However, the S.A.T. faced something of an identity crisis in the 1990s. The test was redesigned in 1990 (first administered in 1994) and renamed the â€Å"Scholastic Assessment Test."The rename was to reduce the perception that the S.A.T. could definitively predict a student’s aptitude for college work. They now claimed to simply â€Å"assess† a student's potential. (We should note this was also quite redundant – assessment is another word for test, so the new name was literally the "Standardized Test Test.") The College Board's temporary name during the 1990s. From a Washington Post article written at the time, â€Å"According to the president of the College Board at the time, the name change was meant 'to correct the impression among some people that the SAT measures something that is innate and impervious to change regardless of effort or instruction.'" The test was also given the longer name SAT I: Reasoning Test, to distinguish it from the SAT II: Subject Tests, which had formerly been called â€Å"Achievement Tests.† (This is why some people still refer to the SAT Subject Tests as â€Å"SAT IIs.†) However, in 1997, College Board changed their minds yet again, and said the letters don’t actually stand for anything, so the test is not called the S.A.T., just the SAT. As quoted in the New York Times, College Board said of the change, â€Å"The term Scholastic Assessment Tests, as the tests are collectively known, is always supposed to be in the plural and neither test alone can properly be called the Scholastic Assessment Test." In other words, the College Board really doesn’t want people to have the wrong impression of what the SAT actually is or what it tests. However, since the initials â€Å"SAT† are so recognizable, they kept them. But now they are just that: initials. If Not "Aptitude," What is the SAT Supposed to Measure? So if the SAT doesn’t have any meaning, you might be wondering, what is it designed to measure? According to College Board, â€Å"The SAT is a globally recognized college admission test that lets you show colleges what you know and how well you can apply that knowledge.† In other words, the SAT still tests what the original Scholastic Aptitude Test set out to measure back in the 1920s – the ability to â€Å"understand the relation of discrete facts to one another and to apply them to new and unexpected situations.† College Board simply shied away from the word â€Å"aptitude† in the 1990s because it implied that students had a set amount of intelligence the SAT could measure. Perhaps â€Å"ability† might have been a better word – ability means â€Å"talent, skill, or proficiency in a particular area,† but unlike aptitude, which is innate, ability can increase with work and practice. But alas, College Board decided to drop the issue altogether by dropping the real name of the SAT. So even though the letters â€Å"SAT† don’t officially stand for anything, their original meaning isn’t too far from what the SAT tests today. What’s Next? Want to know more about the test formerly known as the Scholastic Aptitude Test? Learn about SAT timing, SAT scoring, and get a guide to what’s actually tested each section – Reading, Math, and Writing. Did you know the SAT is changing again in 2016? Even though its name is staying the same, the test isn’t. Get a complete guide to the changes. Exactly how long should you study for the SAT? Get an expert guide here. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Sunday, February 23, 2020

Human Resource Management Assignment Example | Topics and Well Written Essays - 4250 words

Human Resource Management - Assignment Example nvolved (A Managers Responsibility and Liability in Health and Safety, 2008) Having an effective leadership team and effective workforce management will help the organization in protecting and safeguarding the interest of the employees. The indispensable and critical principles are- An effective leadership management team who play an active role towards assimilating strong health and safety management. Workforce involvement in promoting and achieving high safety conditions in work environment Frequent follow-ups, monitoring, and reviewing the performance of the safety measures (Health safety executive, n.d) Effects of poor health and safety measures- In 2006, approximately 30 million working days were lost due to poor health conditions and physical injuries to the employees. Approximately 200 employees are killed each year due to poor and negligent health and safety measures at work places in companies Many employees reported each year with respiratory diseases and cancers due to occ upational illness (Health safety executive, n.d) Benefits of good health measures: Reduced cost and reduced risks Low employee turnover and employee absence which improves productivity indirectly Corporate responsibility among clients, partners Do you think managers should be held liable for health and safety violations? Protecting the health and safety of the employees should be one of the main focuses of the risk management team in any organization. Health and Safety plays an integral and fundamental part of the organization’s success. Management, board members and the leadership team who do not show any focus in this area would never be able to achieve the highest achievement of health and safety management and should be penalized. Failure on the part of the management to incorporate... This essay focuses on the analysis of the Human Resources department, that usually helps in organizing and deals with any issues related to compensation, safety, policies, wellness settlement, general administration, training and development. The researcher mentiones that they are also expected to add value to the employees. Health and safety law basically safeguard the welfare of employees and the general public. This law holds the person, company or organization liable for any employee injured through accident at work or death of any employee. The Health and safety team can execute a criminal prosecution against the company, which may result in penalty or imprisonment against the company management and human resources department. The affected employee can also seek for damages in the civil court. The role of the human resource team should have a health and safety program clearly defined and stated. Some of the areas that human resources should examine and supervise are management a nd employee training on health and Safety measures to prevent work related injuries and illnesses and ensuring workplace safety culture is being driven to ensure safety of the employees working onsite. The researcher then concludes that having an effective Health and Safety department has become very important from a commercial and a governmental viewpoint of the company. Many high profile safety negligence cases over the last few years have been mostly caused by bad management team in the company.

Friday, February 7, 2020

Intermediate Accounting 2 answeres Essay Example | Topics and Well Written Essays - 1000 words

Intermediate Accounting 2 answeres - Essay Example (Maxwel, 2010) The lease receivable will be revealed as an asset on the balance sheet, and the interest revenue is recognized over the term of the lease, as paid. Normally, the company will record its sale on its books, removing the asset from its books and replacing it with a receivable from the lease. During the lease term, the lessor receives interest income. The cash inflow equals the lease payments and the cash outflow is equal to the book value of the asset. (Paul, 2007) Legally, the lease expenses are usually treated as operating expense and the operating lease is not revealed as part of the capital of the firm. When a lease is classified as a sales type lease, the present value of the lease expenses is treated as debt, and interest is imputed on this amount and shown as part of the income statement. Changing from operating leases to sales type leases increases the debt shown on the balance sheet significantly. (Paul, 2007).It is therefore wise for the company to use operating lease since there would be no increase in debt. The operating lease payments in future years, which are revealed in the footnotes to the financial statements for US firms, should be discounted back at a rate that should reflect their status as unsecured and fairly risky debt. As an approximation, using the firm’s current pre-tax cost of debt as the discount rate yields a good estimate of the value of operating leases. Note that capital leases are accounted for similarly in financial statements, but the significant difference is that the present value of capital lease payments is computed using the cost of debt at the time of the capital lease commitment, and is not adjusted as market rates change. Using straight line method Depreciation = (Cost - Residual value) / Useful life/salvage value. Suppose the cost of airplane is p, then the salvage value of x and y under 15 and 25 years

Wednesday, January 29, 2020

Community College vs. Universities Essay Example for Free

Community College vs. Universities Essay Which is better, a community college or university? Both are a great experience. But In my opinion you would benefit more affectively from a community college. There are multiple reasons why a community is better, such as a cheaper cost. In this economy cheaper sounds much nicer than an expensive university. Also a smaller class, which means more hands on experience with your teacher. And the hours would be more flexible, adjusting to your lifestyle. I could sit for hours for and name many more reason; the examples are numerous but let’s go a little deeper into the details and see if you’ll also agree with me. For starters, in our current economy cheaper sounds very alluring and tempting. Although you can’t put a price on your education, it’s nice to know you’re getting your money’s worth. Being said; the average tuition for a university is 4,694 dollars. And the whole sum for the full four years is roughly about 35,000 dollars (A real eye opener for a soon to be college student! ) The community college is lower and tuition lesser than half reaching only about 2,076 dollars. Meaning you can take classes and earn credits toward a two year or four year degree program at a lower cost. With a university the price expectations can be difficult to reach. You never know if you get into your major and want to switch it up; in that case it would’ve just been a waste of time and money. So the difference in the prices should already be opening your thoughts on if you should be considering a community college over a university. Also, if you like more hands on opportunities with your teachers a community college would be perfect for you. Community Colleges tend toward fewer students per class, which means more student/teacher interaction. The standard number of students in a community class is around 15 to 20 students. In a smaller class, professors have the opportunity to learn more about their students and become more entwine in your work personally. And you will also have a much easier time getting to know your classmates, compared to a university where’s there’s about 40 to 50 a class. In which classes would be more lectured instead of having that one on one time. That could result in you not fully understanding the work or your teacher’s method. Also, this is good for students who like access to their instructors so they can ask questions and avoids getting lost in the course material or in the shuffle. Therefore, it shows that size matters when it comes to education, and reducing class size is an important step in promoting effective learning. Another asset to being in a community college is being able to adjust your school schedule to your lifestyle. For instant, many students dont realize that if they plan on working while attending school, community college is hands down, the best option. For example, having a job while going to school can become very difficult. A job schedule is very unpredictable, and so are the people you work with. And whoever you work for may need you to come in early or work late, so having an early or night class may help you out. And another crucial scenario that a lot of school student have nowadays is children. Sometimes you’re put in a situation where u may have to be with your child, or have to pick them up from school. That may cause you to miss a day of class, or in worser cases days of school. A community college offers far more night classes then a university college, which means there can be more personal adjustments to you schedule. Versus a university, where it may be more backbreaking to deal with the schedule they apply to you. University students are expected to do university as if it’s a full-time job, and then some. As such, the schools will not flinch to schedule a crucial class at 8 or 9 in the morning, five days a week. In doing, it would become extremely difficult to work a 9 to 5. Concluding, community college sounds way more stable and appealing to the upcoming college student. The pricing is more affordable year round, so you still have cash for the necessary necessities. If you’re looking for more hands on experience then it’s also right for you, versus the 50 students that’ll be in your university class. Lastly it would be lighter on your schedule, especially if you are trying to keep a 9 to 5 job, or juggle kids. To wrap it all up, the university life isn’t as glamorous as it may appear. It may look appealing on TV but the price will make you reconsider.

Tuesday, January 21, 2020

Familial Dysautonomia and the Brain Behavior Enigma Essay -- Biology E

An understanding of the brain is essential to developing safe and effective treatments for disorders of the nervous system and for advancing our understanding of the human experience. Nervous system disorders cost the US more than $400 billion in medical expenses each year (1). In addition to having great clinical significance, such research offers a valuable perspective into the nature of the brain-behavior relationship. The extent to which the brain is organized in terms of overt behavior remains an open question. Because it is difficult to ethically manipulate the neural composition of humans in the laboratory setting, our understanding of the biological and neurophysiological influences on behavior is limited. In the spirit of this class, I have decided to take an alternate route to untangling the connections between brain and behavior. In this paper, I will discuss Familial Dysautonomia, a neurological disease that encapsulates the relationship between sensation, perception, emo tion, physiological response and the nervous system. Familial Dysautonomia (FD), also called Riley-Day Syndrome, is one of five hereditary sensory and autonomic neuropathies (HSANS) (2). FD is an autosomal recessive disease of the Ashkenazi, or European, Jewish population (3). As the name implies, this neurological disorder is characterized by the incomplete development of the autonomic nervous system. The behavioral phenomena observed in FD sufferers can be used as an instrument to gage the inner activities of the autonomic nervous system (ANS). We already know that the ANS is responsible for life-sustaining regulatory processes. The autonomic nerve fibers form a system that regulates the heart, blood vessels, glands, the digestive system and othe... ..., a comprehensive database of FD related information, offering links to recent press releases, online information and family support networks. http://www.familialdysautonomia.org/ 4) Memorial University of Newfoundland , Autonomic Nervous System I. http://calloso.med.mun.ca./~thoekman/autonom/ans1.htm 5) Autonomic Differential Diagnosis , a breakdown of congenital sensory neuropathologies. http://www.neuro.wustl.edu/neuromuscular/autonomic.html 6) Newton's Apple , Tears: Why do we cry? http://www.eecs.umich.edu/mathscience/funexperiments/agesubject/lessons/newton/tear.html 7) Medical College of Wisconsin , Riley-Day Syndrome, respiratory disease and the possible role of catecholamines. http://chorus.rad.mcw.edu/doc/00356.html 8) Pain and Sedation on the PICU , an outline of the neurophysiology of pain http://www.ucs.mun.ca/~skhoury/PAIN.html Familial Dysautonomia and the Brain Behavior Enigma Essay -- Biology E An understanding of the brain is essential to developing safe and effective treatments for disorders of the nervous system and for advancing our understanding of the human experience. Nervous system disorders cost the US more than $400 billion in medical expenses each year (1). In addition to having great clinical significance, such research offers a valuable perspective into the nature of the brain-behavior relationship. The extent to which the brain is organized in terms of overt behavior remains an open question. Because it is difficult to ethically manipulate the neural composition of humans in the laboratory setting, our understanding of the biological and neurophysiological influences on behavior is limited. In the spirit of this class, I have decided to take an alternate route to untangling the connections between brain and behavior. In this paper, I will discuss Familial Dysautonomia, a neurological disease that encapsulates the relationship between sensation, perception, emo tion, physiological response and the nervous system. Familial Dysautonomia (FD), also called Riley-Day Syndrome, is one of five hereditary sensory and autonomic neuropathies (HSANS) (2). FD is an autosomal recessive disease of the Ashkenazi, or European, Jewish population (3). As the name implies, this neurological disorder is characterized by the incomplete development of the autonomic nervous system. The behavioral phenomena observed in FD sufferers can be used as an instrument to gage the inner activities of the autonomic nervous system (ANS). We already know that the ANS is responsible for life-sustaining regulatory processes. The autonomic nerve fibers form a system that regulates the heart, blood vessels, glands, the digestive system and othe... ..., a comprehensive database of FD related information, offering links to recent press releases, online information and family support networks. http://www.familialdysautonomia.org/ 4) Memorial University of Newfoundland , Autonomic Nervous System I. http://calloso.med.mun.ca./~thoekman/autonom/ans1.htm 5) Autonomic Differential Diagnosis , a breakdown of congenital sensory neuropathologies. http://www.neuro.wustl.edu/neuromuscular/autonomic.html 6) Newton's Apple , Tears: Why do we cry? http://www.eecs.umich.edu/mathscience/funexperiments/agesubject/lessons/newton/tear.html 7) Medical College of Wisconsin , Riley-Day Syndrome, respiratory disease and the possible role of catecholamines. http://chorus.rad.mcw.edu/doc/00356.html 8) Pain and Sedation on the PICU , an outline of the neurophysiology of pain http://www.ucs.mun.ca/~skhoury/PAIN.html

Sunday, January 12, 2020

Study on Carbohydrates

Effect of drinking soda sweetened high-fructose corn syrup on food Michael ABSTRACT in the with intake aspartame and body or weight G TordoffandAnnette To examine MAlleva suggest that sweet oral stimulation initiates a cephalic-phase metabolic reflex that increases appetite (10). The long-term effects of artificial sweeteners on food intake and body weight are less clear. Although some investigators report weight gain in animals given artificial sweeteners to eat or drink (1 1-13), the majority reports no effects (11, 14-17).What little work has been done in humans does little to answer the question. Two correlative comparisons ofusers and nonusers of artificial sweeteners showed that the sweeteners had no effect on body weight (18, 19). In contrast, an epidemiological study of 78 694 women found that reported weight gain was greater in those who used artificial sweeteners than in those who did not (20). There are only three published studies that have used a causative amount when ap proach. ofweight ate APM replaced In one, dieters who two, during were either hether artificial sweeteners aid intake and body weight, we gave free-living, normal-weight subjects 1 150 g soda sweetened with aspartame (APM) or high-fructose corn syrup (HFCS) per day. Relative to when no soda was given, drinking APM-sweetcontrol of long-term food ened soda for 3 wk significantly reduced calorie intake drinking the of both females weight sweetened take (n = 9) and males (n = of males but not of females. soda body for 3 wk significantly and 2 1) and However, decreased the body HFCScalorie in- increased Downloaded from www. ajcn. org by guest on June 1, 2011 eight of both sexes. Ingesting either type of soda reduced intake of sugar from the diet without affecting intake of other nutrients. Drinking large volumes of APMsweetened soda, in contrast to drinking HFCS-sweetened soda, reduces sugar intake and thus may facilitate the control of calorie intake and body weight. Am J Gun Nutr 1990; 5 1:963-9. encouraged lost the same or discouraged and to use APM-sweetened (2 1). In the other fewer calories all sucrose products hospitala 6- or ized lean period obese subjects KEY WORDS tose corn syrup, Human sugar, food intake, aspartame, body high-fruc- weetness, weight, weight control Introduction It is generally benefit believed taste that artificial sweeteners (1). provide Indeed, the foods of a desirable without calories and drinks containing these substances are frequently labeled â€Å"diet. † However, the possibility that sweet, low-calorie foods and drinks actually lead to a reduction in body weight has not been examined in detail. There is mounting evidence that in the short term (< 12 h), consumption of artificial sweeteners increases the motivation to eat. Rats increase food intake after drinking a saccharin solution (2).Humans report increased hunger after drinking solu- than when they were fed a high-sucrose diet (22, 23). None of the work to date has exam ined the effect on food intake or body weight ofadding artificial sweeteners to the normal diet. In the present study, we attempted to do this by determining the effect on long-term (3-wk) food intake and body weight of consuming APM given in soda, the most prevalent vehicle for artificial sweeteners. By comparing periods when subjects drank APM, HFCS, and no soda, we planned to examine the effect of APM both as an addition to the diet and as a l2-d sugar substitute. n the diet Methods Recruitment of subjects tions Food than These of aspartame (APM), saccharin, or acesulfame-K (3, 4). intake is greater after eating a saccharin-sweetened yogurt after a glucose-sweetened or unsweetened yogurt (5). results are not caused by a postingestive or pharmacolog- The experiment was run in two replications, held in the fall of 1987 and the spring of 1988. It was approved by the Cornmittee on Studies Involving Human Beings at the University of Pennsylvania. Potential subjects were first attracte d by advertisements I 2 cal effect of the artificial sweeteners; rats eat more food after sham-drinking (ingesting but not absorbing) sucrose solution (6), and humans increase hunger ratings after chewing a gum base sweetened with as little as 0. 6 mg APM (7). Moreover, subjects who have normal sweetness perception while drinking a sweet milk shake subsequently eat more food than do subjects who cannot perceive the milk shake as sweet [because of treatment with gymnemic acid (8)]. These and other findings (9) posted the Monell on local university campuses. Upon ar- From Chemical Senses Center, Philadelphia. Competitive Re- Supported y the US Department ofAgriculture’s search Grants Program grant 87-CRCR- 1-2316. 3Address reprint requests to MG Tordoff, Monell Chemical Center, 3500 Market Street, Philadelphia, PA 19104. Senses Received Accepted May 30, 1989. for publication August 9, 1989. Am iC/in Nutr 1990;51:963-9. Printed in USA.  © 1990 American Society for Clinical Nut rition 963 964 TABLE 1 TORDOFF AND ALLEVA each subject was weighed (wearing casual clothes, to the nearest 100 g; the weight was not revealed to the subject), the dietary record from the previous week was examined for ambiguities, and printed instructions for the following week were given.In the two soda conditions, subjects were directed to drink four sodas a day, keep unopened bottles in a refrigerator, and record the time each bottle they were notified, was consumed. In the no-soda â€Å"There are no special instructions condition, for this Constituents of aspartame-sweetened (APM) and high-fructose-cornsyrup-sweetened (HFCS) sodas ingested daily during 21-d test periods Constituent APM HFCS Weight(g) Water(mL) 1135 1130 1135 1000 APM(mg) HFCS(g) Calories (kcal) 590 1 3 0 133 530 week. † bottles carrying collected At the end of the weekly of soda for the following the sodas was somewhat them in smaller batches isit, subjects were given 28 week (if necessary). Because cumbe rsome, a few subjects more frequently. rival at the laboratory tive subject received for an initial a written appointment, description each of the prospecstudy and Debriefing and taste tests signed a participation consent form. The study’s purpose was stated as â€Å"an ongoing project to examine basic mechanisms of food preference, food intake, and appetite. † The only procedural details given were the requirement to keep a dietary record and â€Å"you will receive beverages to drink on various days,† but â€Å"we you will receive cannot tell you at this or what they contain. time how many The description drinks also included notice ofthe requirement to attend a weekly interview at the laboratory and a schedule of remuneration, totalling $ 100 for satisfactory completion ofthe experiment. Subjects were administered the 40-question eating attitudes test (EAT-40) (24), the 5 1-question Restrained Eating Questionnaire (25), and other questionnaires to assess medi cal history, food preferences, eating attitudes, and dietary restraint. On the basis of questionnaire responses, applicants were excluded ifthey were recently or currently dieting, were avoiding caffeine, had a family history ofdiabetes, or were pregnant.Initial training period At the end ofthe 9-wk test period, taste tests were conducted to see if subjects could recognize differences between soda contaming APM and HFCS. First, each subject received a series of 16 counterbalanced triangle tests: the subject attempted to pick the disparate soda from three 10-mL samples of soda, two of one variety and one of the other. Second, the subject was allowed to drink as much as he or she wanted from four cups of soda. He or she was asked to identify whether the soda was a diet or regular type.Unbeknownst to the subject, two glasses contained APM-sweetened soda and two, HFCS-sweetened soda. Finally, we asked what the subject thought the study was about. Analysis ofdietary records Downloaded fr om www. ajcn. org by guest on June 1, 2011 Dietary diet-analysis records software were analyzed (release 3. 0, by use of NUTRITIONIST-3 N-Squared Computing, Sil- An experienced registered dietitian instructed each subject on how to complete dietary records. The 45-mm lesson emphasized the necessity of timely and accurate record keeping and included demonstrations with food models and household measures.To augment compliance, subjects were told, â€Å"We could determine what you have eaten from analysis of urine samples† (although this was untrue). To ensure understanding ofthe instructions, subjects kept a practice dietary record for 2 or 3 d. The completed record was scrutinized by the dietitian (with the subject present) to clarify any ambiguities and to familiarize subjects with the rigor required for keeping a dietary record. At this stage six females and eight males elected to quit the experiment. Two males who kept insufficiently detailed records were also eliminated. E xperiment design and procedure erton, OR) by trained personnel who were unaware of the treatment conditions. Components of foods not listed in the database were obtained directly from the manufacturers or by chemical analysis. For simplicity, we combined fructose, glucose, sucrose, and other monoand disaccharides as â€Å"sugar. † After inspection of initial results, separate values were derived for sugar in beverages (ie, soft drinks, coffee, and tea) and food (all other sources of sugar). Results Preliminary analyses found there were no differences be- Each subject maintained a dietary record continuously for 9 wk. During this eriod they received, in counterbalanced order, for 3 wk each, soda sweetened with APM, soda sweetened with high-fructose corn syrup (HFCS), or no experimental drinks. The cola-flavored soda was provided in ‘ 300-mL glass bottles. There was an alphanumeric code on the cap or sleeve ofeach bottle but nothing to inform the subject ofthe identity of the drink. During the appropriate periods, subjects were required to drink four bottles ( 1 1 35 g) ofsoda daily (Table 1). At the start of the test period and then at weekly intervals, tween the results of the two replications of this study, so they were combined.Of the I 3 female and 28 male subjects who started the study, 1 female and 5 males stopped keeping dietary records or failed to keep appointments at the laboratory. Three females were eliminated because of chicken pox, pneumonia, and relocation away from the area. Two males complained about having to drink so much soda, so they were also dropped from the study. Analyses and data presentation are based on the remaining 9 females and 2 1 males. Subject characteristics Anthropometric measures are shown in Table 2. Body mass indexes ofthe females and males were 25. 4  ± 1. 4 and 25. 1  ± 0. kg/m2, respectively, which falljust below the 75th percentile of body weight distribution (26). With the exception offour males who a te fixed meals four times per week, all subjects controlled their own food choice and meal size. There were minimal re- ARTIFICIAL TABLE Physical SWEETENERS AND BODY WEIGHT 965 2 characteristics of subjects* Female (n 9) Characteristic Age (y) Height (cm) =  ±  ±  ± (n Male = 21)  ±  ±  ± 28. 2 165. 5 2. 7 2. 2 4. 3 22. 9 174. 5 76. 6 0. 8 1. 2 Weight (kg) *j ±5EM 69. 6 2. 1 ports of food allergies or aversions. scores on the EAT-40, a measure 1 1 . 8  ± 2. , males 9. 9  ± 1. 1). The ing Questionnaire revealed normal No subjects had extreme of eating disorders (females 5 1-question Restrained eating behavior except Eatthat two females and one male had high (> 2 SD above the mean) restraint (factor 1) scores and five males had high disinhibition (factor 2) scores. None of the questionnaire responses corre- lated ofthe significantly except Restrained with Eating food intake Questionnaire) or weight between and = change hunger calorie p < during (factor intake the 3 d ur- experiment, for a correlation ing the no-soda Body weight baseline) period (r 0. 37, 0. 05). Subjects gained slightly but wk of drinking HFCS-sweetened significantly more weight after 2 soda than after the same pesoda or no experimental soda was more marked after 3 wk (Fig did males durHFCS-sweet- riod drinking APM-sweetened (Appendix A). This difference 1). Females lost significantly more weight than ing the control (no-soda) period. While drinking ened soda, females gained p < 0. 0 1) and males gained drinking APM-sweetened  ± 0. 29 kg, p kg, < weight significantly (0. 97  ± 0. 25 kg, slightly (0. 52  ± 0. 23 kg, NS).While soda, females lost gained weight slightly (0. 47 males weight significantly (0. 25  ± 0. 22 NS) but 0. 05). Thus, the effect on both sexes combined and days (1-21 d). Separate analyses were performed either including or excluding the ingredients from the experimental sodas. All the analyses found that females consumed significantly less than did male s, and there was no interaction between sex and treatment (Appendix A). None ofthe analyses produced a main effect or interaction involving the days factor, indicating that intakes were stable across the 2 l-d treatment periods.The possibility ofcarry-over effects from one period to another was examined using the same procedure as for body weight data. Results from the first 3-wk period were analyzed separately by using between-subject comparisons (Appendix B). The results of these analyses from a period before carry-over effects could have occurred were similar to those from the complete set of data, indicating that carry-over effects were either absent or, if present, undetectable and thus ofminor significance. Calories.Relative to calorie intake during the no-soda condition, drinking 530 kcal HFCS-sweetened soda/d produced a large and highly significant increase in total calorie intake (including calories in the experimental soda). Drinking the same volume ofAPM-sweetened soda de creased calorie intake. Both APM and HFCS consumption significantly reduced intake of calories from the diet (ie, calories excluding the sodas) to the same extent (by 179 and 195 kcal/d, respectively; Table 3). The decrease in dietary calorie intake produced by drinking either form of soda was due entirely to a decrease in sugar intake (Fig 2).Drinking soda did not affect the intake of protein, fat, alcohol, or complex (nonsugar) carbohydrate (Table 3). Sugar andsoda. During the period without experimental sodas, average intake of sugar-sweetened soda was 292  ± 1 33 g for females and 414  ± 85 g for males. Three females and two males drank essentially no (< 25 g/d) HFCS-sweetened soda; one female and two males drank > 1 135 g/d. Intake of APMsweetened soda during the same period was 1 59  ± 82 g for females and 88  ± 40 g for males, which included 6 females and 16 males who did not drink any. The total intake ofboth typesDownloaded from www. ajcn. org by guest on June 1, 20 11 ofdrinking HFCS-sweetened body weight, whereas the soda crease was to nonsignificantly in weight seen when gain soda was to significantly increase effect of drinking APM-sweetened decrease males it. Female =9) Male (n=2 1) Because APM could of the counterbalanced reflect either a direct caused body design drank of the study, soda sweetened period the dewith influence by a previous ofthe soda or recovof HFCS- ery from possibilities, the weight we sweetened-soda consumption. compared To discriminate weight changes between of the these three ) C male and three female subgroups of subjects during the first 3 wk of the experiment (Appendix B) and during each of the three 3-wk periods of the study (Appendix C). The pattern of results for each of the periods was more-or-less similar to that seen overall, although because of the smaller group loss in sensitivity produced by the use ofbetween-subject parisons, the only significant during the first 3-wk period difference for females 0 -C 0 .4. J ii No -1 sizes and corn- ci) was present >‘ 0 0 (Appendix who effects loss drank seen C). Judging APM-sweetened weight when per se. ofbody y the desoda gain could drank FIG Soda APM crease in the weight before any possible occur, soda it appears containing that of males carry-over the weight subjects HFCS APM was due to the soda Food intake and of total calories were anwith factors of sex, treatment, Intakes of the various nutrients alyzed by three-way ANOVAs in body weight during 3-wk periods when subjects sweetened with aspartame (APM), an equal weight ofsoda sweetened with high-fructose corn syrup(HFCS), or had no experimental manipulation (no soda). *p < 0. 05 relative to weight gain in no-soda period. 1. Changes drank 150 g/d of soda 966 TABLE 3 ofdrinking Effect on dietary nutrient intake sweetened with APM or HFCS* Measure Nosoda TORDOFF AND ALLEVA evidence that the effects weight were influenced soda. ofthe sodas on calorie intake and body by the subjectsâ€℠¢ ability to identify the guessed the experiment’s purpose; most soda (1 135 g/d) APM kcal/d HFCS None ofthe subjects Females(n = 9) Alcohol Fat Protein Carbohydrate 65 ±23 747 ±93 266 ±25 39 ±12 745 ±95 262 ±28 58 ±23 726 ± 84 256 ± 27 405  ± thought we were performing market a new brand of soda. None noticed changed their body weight or altered take or selection.Discussion research of some kind on that drinking the sodas their patterns of food in- Imposing the requirement to drink 1 135 g/d of APM-sweetened soda on normal-weight, freely feeding subjects decreased calorie intake significantly (by 7%) and reduced body weight slightly (significantly in males). This was in marked contrast to 261 ±60 255 ±55 225 ±56 the highly significant, 13% increase in calorie intake and sig932 ±45 945 ±56 937  ±41 nificant increase in body weight produced by consumption of 373 ±23 384 ±27 373 ± 18 the same amount of HFCS-sweetened soda.The two types of s oda produced an identical, 33% decrease in dietary sugar in617 ±43 612  ±48 ComplexCHO 624 ±49 461  ± 38t take (excluding the sugar in the soda), without affecting intake Sugar 674  ± 49 453  ± 40t Totalintake 2801  ± 150 2647 ± 153 2645 ± l24 t ofother macronutrients. This was caused in part by the â€Å"experimental† sodas displacing discretionary beverages; subjects i  ±SEM. given four bottles ofsoda per day have little motivation to purt Significantly different from no-soda condition: tp < 0. 005, f#{231}p chase and drink their own. However, drinking either form of

Saturday, January 4, 2020

Theoretical Frameworks Of Sociology And Sociological...

What does Sociology have to do with me? Why do people think or act differently than you? Why are some people rich while others are poor? Why do some commit crimes, break laws and others do not? These are all some of the questions students need an answer to, which led them to enrol to this course. â€Å"Sociology is the scientific study of individuals in groups, organizations, cultures and societies; and of the interrelationships of individuals, group, organizations, cultures and societies.† (Kennedy, 2011, p. 1). What makes someone a sociologist? It isn’t what they study that makes them a sociologist, but how they think about it and how they study it. In this essay, I will be discussing theoretical frameworks of sociology; what is sociological perspective, how sociology differs from other disciplines such as history, anthropology or psychology, and how are sociological paradigms are used as ‘tools of the sociologist’ in their analyses of human societies. Fi rstly, what is sociological perspective? The sociological perspective is the point of view on human behaviour and how society influences people, and vice versa. Typically, we tend to see things as it is. We think that it is just â€Å"there† just like everything else that s been placed on earth. One wouldn’t bother questioning how or why it affects an individual and their behaviour. But the sociological perspective is where we do not do this. Rather, we look at our society and ask how that society affect us? TheShow MoreRelatedEssay about The Sociological Framework of Harriet Martineau1007 Words   |  5 PagesThe Sociological Framework of Harriet Martineau Over the past twenty years, sociology has gone through a process of self-evaluation, as field researchers and observers express a wariness about the empty universalism of speculative systems and look for ways in which to secure empirical foundations that give way to meaningful application in a pluralistic, postmodern world. 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