The United Monarchy of Israel and Judah

The United Monarchy of Israel and Judah After the Exodus and before the division of the Hebrew people into two kingdoms was a period known as the United Monarchy of Israel and Judah. After the Exodus, which is described in the Biblical book of the same name, the Hebrew people settled in Canaan. They were divided by tribe, with the bulk of the tribes residing in the northern regions. Since the Hebrew tribes were frequently at war with neighboring tribes, the tribes of Israel formed themselves into a loose confederation, which required a military commander to lead it. Judges, who partially served in this capacity (as well as serving in legislative and judicial capacities), accrued power and wealth over time. Eventually, for military and other reasons, the followers of Yahweh decided they needed more than a military commander a king. Samuel, a judge, was chosen to appoint a king for Israel. He resisted because a king would compete with the supremacy of Yahweh; however, Samuel did as bid [see: 1 Samuel 8:11-17], and anointed Saul*, from the tribe of Benjamin, as the first king (1025-1005). David (1005-965), from the tribe of Judah, followed Saul. Solomon (968-928), son of David and Bathsheba, followed David as king of the united monarchy. When Solomon died, the United Monarchy fell apart. Instead of one, there were two kingdoms: Israel, the much larger kingdom in the north, which split apart from the southern kingdom of Judah (Judaea). The United Monarchy period ran from c. 1025-928 B.C. This period is part of the archaeological period known as Iron Age IIA. Following the United Monarchy, the Divided Monarchy ran from about 928-722 B.C. *There is a problem with the dates of Saul since it is said that he ruled two years, yet must have ruled longer to encompass all the events of his reign.

5 Tips for Writing a Great UPenn Essay

5 Tips for Writing a Great UPenn Essay SAT / ACT Prep Online Guides and Tips The University of Pennsylvania requires all first year applicants to submit a personal essay as well as a Penn-specific essay. If you’re hoping to be one of the 8% of students admitted to Penn every year, your UPenn essay is an important part of your application. You’ll need to make sure your essays are strong to increase your chances of admission. In this article, we’ll go over the UPenn essay logistics - covering exactly what you need to write for each college you’re applying to at UPenn. Then, we’ll break down each prompt, offering suggestions for what to write about. Finally, we’ll give tips on how to write an amazing UPenn essay that’ll help you get into your dream school. What Are the UPenn Essay Prompts? If you’re applying to UPenn, you must submit your application to one of UPenn’s four undergraduate schools. Depending on which undergraduate program you’re applying to, you’ll need to answer the UPenn specific statement as well an additional essay for that school. The UPenn specific essay is a traditional â€Å"Why UPenn† essay that asks you to elaborate on why you want to attend UPenn as well as what you hope to study at the undergraduate school you’re applying to. Here’s that prompt: How will you explore your intellectual and academic interests at the University of Pennsylvania? Please answer this question given the specific undergraduate school to which you are applying. (400-650 words) *Students applying to Digital Media Design and Computer Cognitive Science should address both the specialized program and single-degree choice in their response. For students applying to the other coordinated dual-degree and specialized programs, please answer this question in regard to your single-degree school choice; your interest in the coordinated dual-degree or specialized program may be addressed through the program-specific essay. Depending on the undergraduate program you’re applying to, you may have to write an additional essay as part of your application. Here are those additional essay prompts and the program for which they apply: The Huntsman Program in International Studies and Business: Discuss a current international issue, which demonstrates how international affairs and business intersect and explain how the Huntsman curriculum might assist to resolve the issue. (500 words maximum) The Roy and Diana Vagelos Program in Life Science and Management: LSM seeks students who are enthusiastic about combining science with management. What excites you about this combination? What kind of benefits could training in both disciplines bring? Be as specific and original as possible in addressing these questions. (400-650 words) The Jerome Fisher Program in Management and Technology: Please complete both prompts. Question 1: Identify a disruptive technology, one that many consider could drive truly massive economic and societal transformations in the coming years. Argue why the technology may not be as successful as observers think and suggest ways to address the concerns. (400-650 words) Question 2: Describe a problem that you solved that showed leadership and creativity. (250 words maximum) The Rejendra and Neera Singh Program in Networked and Social Systems Engineering: Describe your interests in modern networked information systems and technologies, such as the internet, and their impact on society, whether in terms of economics, communication, or the creation of beneficial content for society. Feel free to draw on examples from your own experiences as a user, developer, or student of technology. (400-650 words) Nursing and Healthcare Management: Discuss your interest in nursing and health care management. How might Penn's coordinated dual-degree program in nursing and business help you meet your goals? (400-650 words) Seven-Year Bio-Dental Program: Please list pre-dental or pre-medical experience. This experience can include but is not limited to observation in a private practice, dental clinic, or hospital setting; dental assisting; dental laboratory work; dental or medical research, etc. Please include time allotted to each activity, dates of attendance, location, and description of your experience. If you do not have any pre-dental or pre-medical experience, please indicate what you have done that led you to your decision to enter dentistry. List any activities which demonstrate your ability to work with your hands. What activities have you performed that demonstrate your ability to work cooperatively with people? Please explain your reasons for selecting a career in dentistry. Please include what interests you the most in dentistry as well as what interests you the least. Do you have relatives who are dentists or are in dental school? If so, indicate the name of each relative, his/her relationship to you, the school attended, and the dates attended. The Roy and Diana Vagelos Integrated Program in Energy Research: Describe your interests in energy science and technology drawing on your previous academic, research, and extracurricular experiences that allow you to appreciate the scientific or engineering challenges related to energy and sustainability. If you have previous experience with research, describe your research project (outlining the goals, hypotheses, approach, results, and conclusions). Describe how your experiences have shaped your research and interests, and identify how the VIPER program will help you achieve your goals. Also, please indicate which VIPER majors in both science and engineering are most interesting to you at this time. (400-650 words) UPenn Essay Prompts, Analyzed In this section, we’ll analyze each of the UPenn supplement essay prompts and offer suggestions for what you should talk about (and avoid) for each. Penn-Specific Essay How will you explore your intellectual and academic interests at the University of Pennsylvania? Please answer this question given the specific undergraduate school to which you are applying. (400-650 words) *Students applying to Digital Media Design and Computer Cognitive Science should address both the specialized program and single-degree choice in their response. For students applying to the other coordinated dual-degree and specialized programs, please answer this question in regard to your single-degree school choice; your interest in the coordinated dual-degree or specialized program may be addressed through the program-specific essay. The first prompt, which all students must answer regardless of what program they’re applying to, is a traditional Why UPenn essay. It asks you to explain why you want to attend UPenn. While these types of prompts are common, the Why UPenn essay prompt focuses specifically on academics - it’s not concerned with your interest in UPenn’s extracurriculars or campus life. Your answer, then, needs to be specifically focused on your academic pursuits and how UPenn will help you achieve your goals. You’ll need to talk about how the undergraduate school you’re applying to affects your academic interests, so do your research on the school. You don’t want to talk about a class that you won’t have access to because it’s in another undergraduate school. All of your answers should be reflective of the courses you’ll be able to take if admitted to the undergraduate school of your choice. You should have a good sense of the classes offered by your program. It’s a good idea to name specific classes or professors you’d like to study with. Similarly, if there are any specific opportunities available to students in your field, such as internships or study abroad programs, this essay is the place to talk about it. The Huntsman Program in International Studies and Business Discuss a current international issue, which demonstrates how international affairs and business intersect and explain how the Huntsman curriculum might assist to resolve the issue. (500 words maximum) For the Huntsman essay, you’ll need to pick a specific international issue and discuss how it relates to your planned course of study. The key to this essay is to pick an issue that you know well. You want to sound knowledgeable and informed about the topic. Don’t try to pick a topic that you think is important to the admissions committee - stay true to yourself and what you’re interested in so that your passion comes across as authentic. You’ll also need to relate the essay back to your potential studies at Huntsman. Come armed with specific examples from the Huntsman curriculum, whether that’s classes, professors, or other opportunities. You should be able to explain how your examples relate to the issue you focus on. The Roy and Diana Vagelos Program in Life Science and Management LSM seeks students who are enthusiastic about combining science with management. What excites you about this combination? What kind of benefits could training in both disciplines bring? Be as specific and original as possible in addressing these questions. (400-650 words) The LSM essay is a traditional college prompt, seeking to understand why you’re applying to this particular program. The trick to answering this essay well is to make your response as personal as you can - anything inauthentic to you as a student will read as off to the admissions committee. You’ll also need to be specific in your answer, so if you have a particular career path in mind, be sure to highlight it. While the prompt calls for originality, don’t stretch yourself trying to come up with an out-of-the-box answer to impress your essay readers. Your answer needs to be realistic and authentic. The Jerome Fisher Program in Management and Technology Please complete both prompts. Question 1: Identify a disruptive technology, one that many consider could drive truly massive economic and societal transformations in the coming years. Argue why the technology may not be as successful as observers think and suggest ways to address the concerns. (400-650 words) Question 2: Describe a problem that you solved that showed leadership and creativity. (250 words maximum) You’ll need to complete two additional essays if you’re applying to the Jerome Fisher Program in Management and Technology. For the first question, write about something that is both genuinely transformative and has real potential problems that can affect people on a massive scale, like virtual reality, which may offer people the ability to experience new things, but also has lots of ability to be manipulated. The problems you pick should have real consequences but also real solutions. The admissions committee wants to see that you think critically, so you need to demonstrate that you can see beyond the potential benefits of a technology to understand how it may be abused or misused. The second question is also concerned with your problem-solving ability. This classic prompt wants to know about a time when you faced adversity and either overcame it or learned from it. Don’t be afraid to show yourself tackling a real challenge here - your ability to persevere is more important than showing that you never make mistakes. The Rejendra and Neera Singh Program in Networked and Social Systems Engineering Describe your interests in modern networked information systems and technologies, such as the internet, and their impact on society, whether in terms of economics, communication, or the creation of beneficial content for society. Feel free to draw on examples from your own experiences as a user, developer, or student of technology. (400-650 words) The easiest way to answer this prompt is with a story. Tell the admissions committee how you became interested in this line of study. You should be as specific as possible in your answer. After all, the prompt calls for examples from your own experience. You should be able to clearly articulate where your interest stemmed from. Don’t feel like you have to talk about everything that interests you within this field - focusing on one or two clear examples that you have a lot of interest in will go further than trying to talk about everything related to networked information systems and technologies. Nursing and Healthcare Management Discuss your interest in nursing and health care management. How might Penn's coordinated dual-degree program in nursing and business help you meet your goals? (400-650 words) You have plenty of space in this prompt (up to 650 words), so you should make sure to address both parts of the question - why you’re interested in Penn’s nursing and healthcare management program and how the program will help you achieve your future goals. Key to answering the second part of the prompt is to have some future goals thought out - have a specific idea of what you want to do with your degree. Then, tie that back to things you can study at UPenn. It would be helpful for this prompt to familiarize yourself with aspects of UPenn’s program - courses, professors, learning and employment opportunities. The more you can show why UPenn is the right school for you to achieve your goals, the better your essay will be. Bio-Dental Program Please list pre-dental or pre-medical experience. This experience can include but is not limited to observation in a private practice, dental clinic, or hospital setting; dental assisting; dental laboratory work; dental or medical research, etc. Please include time allotted to each activity, dates of attendance, location, and description of your experience. If you do not have any pre-dental or pre-medical experience, please indicate what you have done that led you to your decision to enter dentistry. List any activities which demonstrate your ability to work with your hands. What activities have you performed that demonstrate your ability to work cooperatively with people? Please explain your reasons for selecting a career in dentistry. Please include what interests you the most in dentistry as well as what interests you the least. Do you have relatives who are dentists or are in dental school? If so, indicate the name of each relative, his/her relationship to you, the school attended, and the dates attended. The prompt for the Bio-Dental program is extensive. Attack it in pieces, being as specific as possible when answering each question. Don’t feel that you need to make up any specific experience. If you haven’t interned at a dentist’s office, don’t invent that experience. You should stick to reality. If you haven’t observed at a dentist’s office, you can set up a time to visit a local dentist so that you’re writing about your real experience, not something you’ve invented. When listing your activities, be sure to indicate how each is relevant to dental skill. Maybe you do a lot of needlepoint, which shows that you’re able to carry out complex patterns. Again, you don’t want to make anything up. Not only will your essay read as inauthentic, you won’t have the experience you need to enter into the program. Take your time and work through this prompt in pieces if you have to. Be thorough, honest, and accurate. The Roy and Diana Vagelos Integrated Program in Energy Research Describe your interests in energy science and technology drawing on your previous academic, research, and extracurricular experiences that allow you to appreciate the scientific or engineering challenges related to energy and sustainability. If you have previous experience with research, describe your research project (outlining the goals, hypotheses, approach, results, and conclusions). Describe how your experiences have shaped your research and interests, and identify how the VIPER program will help you achieve your goals. Also, please indicate which VIPER majors in both science and engineering are most interesting to you at this time. (400-650 words) There are two parts to this prompt: why you are interested in this specific program and area of study and how UPenn will help you achieve your career goals. You have plenty of space in this prompt, so make sure you answer each aspect thoroughly. Don’t invent previous experience if you don’t have it - be honest and authentic in your answer. You should have a clear idea about which VIPER majors you’re interested in. Be prepared to name specific UPenn majors and provide reasoning, in the form of classes you’d like to take or professors you’d like to study with. 5 Tips for Acing the UPenn Supplement Hoping to write amazing UPenn supplement essays? Follow these key tips to do so! #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond what’s featured in other parts of your application. Your admissions essays are your chance to become more than just a collection of statistics - to really come alive for your application readers. Make sure that the person you’re presenting in your college essays is yourself. Don’t just write what you think the committee wants to hear or try to act like someone you’re not - it will be really easy for the committee to tell you’re lying. If you lie or exaggerate, your essay will come across as insincere, which will at best diminish its effectiveness and at worst make the admissions committee think twice on accepting you. Stick to telling real stories about the person you really are, not who you think UPenn wants you to be. #2: Be UPenn-Specific All of your UPenn essays should be UPenn-specific. Don’t be generic in your answers - the admissions committee should get the idea that you know about UPenn and that your answer is specific to that school, not about college in general. Don’t waste your time telling the admissions committee that UPenn has a world-class faculty - first of all, the admissions committee knows that and second, many universities do. Talk about why UPenn is the right school for you and be prepared to give real, concrete examples. #3: Do Your Research You can make your essay UPenn-specific by doing your research. Look into the course catalogue, visit your prospective major’s website. Schedule a meeting with a professor or current student if you can. The more specific information you have, the better. #4: Avoid Cliches and Overused Phrases When writing your UPenn essays, don’t use cliches or overused quotes or phrases. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† You can write something more original than that! Each of the UPenn essays asks you something specific about your experience or background. Your essay should be 100% you - you don’t want the admissions committee to think, â€Å"Anyone could have written this essay.† #5: Check Your Work Your UPenn essays should be the strongest example of your work possible. Before you turn in your UPenn application, edit and proofread your essays. Run your essays through a spelling and grammar check before you submit and ask someone else to read your essays. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. #6: Have a Spike What’s a spike, you ask? In short, a spike is something that makes you stand out. Something that no (or very few) other applicants have. When you’re applying to college, it’s tempting to seem well-rounded and interested in all the things. Don’t do that. Your application won’t stand out if you’re mediocre in band, on the track team, and on student council. It will stand out if you travel to Japan to perform with a world-class performance ensemble or qualify for the Olympic trials in shot put. When your focus is on one thing, you’ll be better at it than if you have to split your time and attention. It will also be more impressive on your resume. Final Thoughts Your UPenn essay is an important part of your application. Depending on the specific school you're applying to, you may have to write three or more essays. No matter which school at UPenn you're applying to, keep in mind: DO: Be authentic. Highlight your best qualities. Use specific examples of UPenn courses and professors you want to study. DON'T: Be generic. Make anything up about yourself. Split your focus by talking about too many different ideas. What’s Next? If you're applying to UPenn, you're likely applying to other colleges on the East Coast, too.Check out our expert guides to theWilliams essay (coming soon), theTufts essays, and theHarvard essay. Need help writing your Common App essay?Our tips will show youhow to write a Common App essayguaranteed to make you stand out from other applicants! Have friends who also need help with test prep? Share this article! Tweet Hayley Milliman About the Author Hayley Milliman is a former teacher turned writer who blogs about education, history, and technology. When she was a teacher, Hayley's students regularly scored in the 99th percentile thanks to her passion for making topics digestible and accessible. 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COPING STRATEGIES Essay Example | Topics and Well Written Essays - 1000 words

COPING STRATEGIES - Essay Example A woman in a violent relationship may engage in active measures to cope with violent attacks from the husband. For instance, the woman may engage in provocative behavior with the aim of controlling the time and location of violence (Schewe, 2002). A woman in a violent relationship may also be involved in passive acts of coping with violence to protect herself, her children and the marriage. Individuals in gender-based violent relationships may also cope with the violence in their relationships by applying a number of cognitive coping strategies. In this case, the victim in the relationship constantly reassures themselves that they are â€Å"okay† by focusing on more unfortunate individuals encountering worse situations (Oleary & Maiuro, 2001). Through cognitive responses, the victim may also be compelled to cope with the violent situations by focusing on the rewards of the relationship as opposed to the costs. Women may also remain in violent relationship with hope and belief that the will â€Å"save† their man and change them to be better persons. Women who cope in violent situations with such beliefs are often those who perceive themselves as competent in many areas of life (Cory & Mcandless-Davis, 2001). They opt to cope with violent and abusive partners as they perceive leaving would be abandonment of the helpless, needy and dependent partner/husband. Individuals cope with violence due to a number of reasons. Studies by scholars on gender-based violence highlight a number of reasons why women in violent relationships choose to stay and cope with the violence. Women in violent relationships may experience learned helplessness and opt to stay with their violent partners. Such victims over time learn to perceive themselves as powerless and functionally helpless in the violent situations. Women who cope with violence due to such reasons never have the hope of stopping the abuse and improving the relationship but rather conform to the violent

Law Essay Example | Topics and Well Written Essays - 2000 words - 5

Law - Essay Example This restriction emanate from the fact that such volume-footed measures are more economically destabilising than any price based trade measures like taxes and tariffs. Article XI also prescribes small exception to this rule namely An export or import restriction or ban which may be viewed as a detriment may be challenged as quantitative restriction which is forbidden by Article XI of GATT. However, if commerce on domestic product is also banned, then the import ban might be viewed as an internal effort enforced at the point of importation, which is allowed by Article III (4) of GATT. (Chris Wold 1996:850). Dumping means when merchandises are exported at prices which are less under the â€Å"normal value† in the country of export made. (GATT VI). In the absence of any domestic price for that product, then price of an analogous product for export to a third nation is employed. The margin of dumping is the glut of the normal price over the price at which the good is being dumped. In National Com Growers v. C.I.T1, Canadian courts were not reluctant in agreeing the levy of countervailing duties against imported subsidised agricultural products which resulted or likely to result in causing material damage to Canadian agricultural industry. (Baggaley 1998). The main aim of Article VI of GATT is to offer a relief to importing member country where imported or dumped subsidised products threaten or create substantial injury to a recognised industry or substantially hinder the constitution or formation of a domestic industry. To claim a remedy under GATT VI, it is essential to make a complaint that there exists a predatory pricing, i.e. pricing a product with the aim of forcing out the competition in the market. Hence, if any domestic manufacturer wishes to invoke the provision of GATT VI, he has to demonstrate that it has been invoked to

Enironmental Pollution Essay Example for Free

Enironmental Pollution Essay Environmental Pollution is one of the biggest challenges faced by most societies in this modern era. It has become a paradox of our time that urbanization and development be associated with environmental degradation. In man’s quest for social growth, nonchalance to nature’s laws have set in and this has disturbed a number of natural phenomena. The industrial revolution has brought with it technological advancement, such as the discovery of oil and fossil fuels and its virtually universal use in a diversity of industries. Further more rapid growth in population is established to be the fundamental cause of environmental framework collapse. Population growth increases the need to produce consumer commodities and this desire is transformed into a necessity to abuse environmental resources. Population growth creates certain negative environmental issues. These issues could be economic or social by nature. Their consequences range from a decline in air and water quality as well as deterioration in infrastructure and significant health hazards. A rapid growth in human population within the city propagates pressure on the framework of such cities and its natural resources. As cities begin to expand, they take a toll on existing rural areas, creating diverse environmental challenges such as reduced biological habitat as well as pollution of nature’s resources. The increased densities of industrial areas within cities, large number of automobiles and commercial enterprises add to increased health hazards and complete breakdown of ecosystem. Development of thought Our environment plays an important role in life. Man has equally been an active participant in the process of impacting on the environment through population and greenhouse effects. Obviously the growing population indicates a higher usage of resources thus leading to a greater deal of increased pollution. Therefore pollution of the environment has become an issue of significant discussions and diverse consequences. In recent times, the rapid growth has forced the natural environment to change drastically. A greater part of such change can be concluded to be negative with daring implications. Conclusion In light of the mentioned consequences of environmental pollution and the already visible degradation it has imposed on the environment. I would recommend the following bearing in mind that significant measures which must be cost effective and in line with budgetary allocations be taken into consideration. Pollution control Legislation of point sources The social, economic and ecological significance of conservation of the environment cannot be contestable; if pollution is to be maximally reduced, the need to appraise or look into the current levels of pollution, and environmental protection legislations within the city, with a view of presenting a new legislation. New legislated standards should be proposed since already existing legislations are found to be somewhat irregular and deficient. Also the advantages and possible problems of the proposed legislation can be debated upon and discussed. Encourage alternative transportation Alternative means of transport should be highly promoted. Cycling and walking do not propagate any sort of environmental degradation as opposed to the use of vehicles, which through the use of gas and fossil fuels are a significant actor in the downward slide of the negative environmental conditions. This recommendation takes into consideration that this measure might affect the convenience and time related factor that society has grown to enjoy from such vehicle technology. Establish green spaces or urban forestry The establishment of green spaces and urban forestry would lead to a significant decline in civilizations environmental footprints on the environment, meaning the least amount of pollution and emissions. This will facilitate the cleaning of emissions as they are released as well as restoring the ecosystem and natural balance of the environment. Of course this will have to be done without curtailing people’s freedom and rights or the world’s economy. Promote fuel-efficient cars It is a fact that a large percentage of pollution comes from emission of vehicles. It is recommended that alternative fuels or fuel efficient vehicles be encouraged. Means of transport which would be significantly friendly to the environment. Alternative fuel sources would also play an effective role in the reduction of pollution. This recommendation assumes that the alternative fuel type will displace a similar amount of current fossil fuels. It does not consider consumer acceptance or infra-structure issues that will impact the market penetration of these alternative fuels. Implementation of these recommendations would bear a total cost of about $16.2M and is well within the confines of the City Councils Budgetary allocations on tackling environmental issues. Decision-making about environmental issues necessitates the maintenance of a fine balance between the effectiveness of measures and the public reaction towards them. This simply means that in as much as the recommendations tend to curb and reduce the effect of environmental pollution, it might come off as inconveniences to the general public and thus   promote a negative reaction from the people of the city. The implementations and measures no matter how effective will put a strain on the convenience of the public, regardless to say that such measure will be beneficial both in the short run and long run.

Hanging of Billy Budd Essay -- essays research papers

The Hanging of Billy Budd The hanging of Billy in Melville’s Billy Budd was a questionable and complex decision made by Captain Vere. Captain Vere, or â€Å"starry Vere,† chose to coincide with the law rather than spare Billy to make himself happy. The hanging of Billy was necessary for order to remain on the ship and for justice to prevail. Billy Budd, also known as the â€Å"handsome sailor,† was on trial for killing the master-at-arms, Claggart. Everyone wished for Billy’s life to be spared, but Captain Vere chose to follow the oath he pledged to the King. Consequently, Billy was given the death penalty and hanged. Billy Budd's death was presided on very questionable cicumstances although he was liked by everyone, he was accussed of mutiny abored ship, and the muder of the Master at arms Claggert. His death was looked st as a tragedy by all abored ship even Captain Vere who made the decision to hang Billy, but it was the only decision which could have been made to keep the ship and the shipsmen from rebelling and killing all those people of higher command   Ã‚  Ã‚  Ã‚  Ã‚  Everyone on the ship enjoyed Billy’s presence, except Claggart. He was described to be a â€Å"sweet, pleasant fellow† (pg. 5). Captain Vere liked Billy as much or more than the others, â€Å"†¦they all loved him!† (pg. 6) Because of this, he wondered what the best choice was: save Billy, or hang him? The decision to hang Billy was, in retrospect, the right one. If Captain Vere chose not to hang Billy, no one wo...

How to Get Your Drivers License.

Getting your driver’s license is probably at the top of any sixteen year olds list, because everyone knows how important it is to them to be independent and it can be seen as the first real step in making that step from childhood to adulthood. However, getting your driver’s license isn't just a real simple thing. It involves getting your permit first, taking a driver’s education class, and then of course the actual driving part. Knowing this information can ensure you that you are one step closer to driving on your own. To start off, you have to get the learner’s permit.There usually is a fee and you must bring your birth certificate, social security card, attendance and grades from school, and insurance, if you already have a car. You would have to pass the vision screening, the written test over the rules and regulations, and be at least 16 years old. Be aware that if you fail the written test, you cannot take it again until the next day. After you get t he permit, you must remember that unfortunately you can only drive with a family member who is at least twenty one and one other person in the car with you.Also, you have to have had the learner’s permit for at least six months before you can take the class. Secondly, take a driver’s education class. With this, you must have seven hours in a car, twenty hours behind the wheel, thirty two classroom hours and pass the final driving/written test with a seventy or higher. The class usually consists of a bunch of people around sixteen or seventeen years old, some maybe older. How much it will cost depends on the school you choose. Furthermore, in this class you will watch videos and learn what to do and what not to do. You even watch the accident videos that make you want to cry.There will also be little quizzes and assignments given by the instructor to make sure you are learning properly. Finally, the last and most important thing is the actual driving. This is where your skills and knowledge are really put to the test. They assign everyone a driving partner, and both take turns driving for fourty five minutes to an hour. However, Before you can pass and get that driver’s license, you must be able to parallel park, merge on and off highways, highway drive in general, answer any questions the instructor has, change lanes, back up, and do a three point turn.They also test you on knowing where everything is like the turn signals, buttons for windshield wipers and breaks, etc. Once you are done with the test and you have passed with a seventy or higher, you will receive your certificate stating that you are now a licensed driver and then all you need to do is go take a picture and get the driver’s license from the DPS (Department of Public Safety) office. Congratulations you made it! You started off from getting your permit, taking the driver’s education class, passing the final driving test and finally wound up with your driverâ₠¬â„¢s license. Here are your keys – now get driving!

Knowledge and Attitude About Testicular Examination

ARA S TIRM A / ORIGINAL ARTICL E Gulhane T? p Derg 2011; 53: 17-25  © Gulhane Askeri T? p Akademisi 2011 Investigation of the frequency of testicular self examination performance in young adult males Ercan Gocgeldi (*), Necmettin Kocak (**), Serdar Ulus (**), Cenk Yeginer (**), Seref Basal (***) SUMMARY Testicular tumors are the second most frequently observed malignancy after leukemia in the age group of 20-35 in men. The rate of a 5-year survey is 99. 9% with early diagnosis. Awareness of the individuals and performing a testicular self examination by themselves are important in the early diagnosis.Our aim in this cross-sectional study was to determine the performance frequency of testicular self examination and the factors affecting this among young adults. Of all the participants, 23. 3%, 6. 8% and 4. 7% declared that they had heard about testicular cancer and about testicular self examination, and that they had performed testicular self examination at least once in their life, respectively. The rates of hearing about and performing testicular self examination were found low in the present study, however these rates were higher among those who had heard of testicular cancer from population.Well planned campaigns and educational organizations may be conducted in the country-wide in order to increase the awareness about testicular cancer and the frequency of testicular self examination. Key words: Soldier, testicular cancer, testicular self-examination, young adult man OZET Genc eriskin erkeklerde kendi kendine testis muayenesi yapma s? kl? g? n? n arast? r? lmas? Testis tumorleri 20-35 yas grubu erkeklerde losemiden sonra en s? k rastlanan 2. malignitedir. Erken tan? ile 5 y? ll? k yasam oran? %99. 9’dur. Bireylerin fark? ndal? g? ve kendi kendilerine testis muayenesi yapmalar? erken tan? icin onemlidir.Bu kesitsel cal? smadaki amac? m? z, genc eriskin erkeklerde kendi kendisine testis muayenesi uygulama duzeyi ve buna etki eden faktorleri saptamakt ? r. Kat? l? mc? lar? n %23. 3’u testis kanserini duyduklar? n? , %6. 8’i kendi kendisine testis muayenesini duyduklar? n? , %4. 7’si hayatlar? boyunca en az bir kez kendi kendisine testis muayenesi yapt? klar? n? belirtmislerdir. Cal? smam? z? n yap? ld? g? populasyonda kendi kendisine testis muayenesini duyma s? kl? g? ve kendi kendisine testis muayenesi yapma durumlar? dusuk bulunmustur, ancak bu oranlar testis kanserini populasyondan duyanlarda daha yuksek olarak bulunmustur.Testis kanserinin fark? ndal? g? n? n ve kendi kendisine testis muayenesinin s? kl? g? n? n art? r? lmas? icin ulke genelinde iyi planlanm? s kampanyalar ve egitim organizasyonlar? duzenlenebilir. Anahtar kelimeler: Asker, testis kanseri, kendi kendine testis muayenesi, genc eriskin erkek * Department of Plan and Programming, Commandership of Health, Turkish Military Forces ** Department of Public Health, Gulhane Military Medical Faculty *** Department of Urology, Gulhane Military Medica l Faculty This study was presented at the 12th National Congress of Public Health (Ankara, October 21-25, 2008) Reprint request: Dr.Ercan Gocgeldi, Department of Plan and Programming, Commandership of Health, Turkish Military Forces, Bakanl? klar, Ankara, Turkey E-mail: [email  protected] com Date submitted: July 15, 2010 †¢ Date accepted: November 01, 2010 Introduction Testicular cancer is one of the health problems, frequency of which continuously increases. Testicular tumors are the second most frequent malignancy after leukemia in males at the age group of 20-35 (1). The incidence of testicular cancer shows variations between countries, races and socio-economic classes. The rate is 6. 7% and 0. in Scandinavian countries and Japan, respectively. In the USA 2-3 new cases are reported per 100. 000 males per year (2). The risk of a development of testicular cancer in white males in the USA during the whole life is at a level of 0. 2%. The incidence in people of higher socio-e conomic classes is half of the lower socio-economic classes (2). Although the reason for testicular cancer is not known exactly, there is knowledge regarding that both congenital as well as some acquired factors are responsible in tumor development. The strongest relationship is with an â€Å"undescended testis†.Approximately 7-10% of testicular cancers develop with cryptorchidism history. The cryptorchidism prevalence is 9. 2-30. 0% in premature births and 3. 55. 8% in mature births. Cryptorchidism frequency is 0. 8-1. 0% during the first age and remains unchanged with a ratio of 0. 7% until puberty (3). Five to 10% of testicular tumors occur on the opposite side, in the normal descended testis. The highest relative malignancy risk (1 of 20) is met in intra-abdominal testis. Placement of the cryptorchid testis into the scrotum (orchidopexy) reduces the malignancy potential of the cryptorchid testis (2).The frequency of testicular cancer cases met on the right side is 52. 3%, on the left side 47. 7%, and the frequency of being bilateral is 2-3% (4). In general the patients consult the physician due to a painless single side bulge and mass in the scrotum. The growth of the testis in general develops slowly and a feeling of testicular pain is experienced. The common accepted opinion is that until the opposite 17 is approved, a determined asperity in the testis needs to be deemed as a malign tumor (3). Other symptoms are gynecomasty, pigmentation on the scrotum, and pain in the abdomen and the groin.Scrotal pain develops at the late period of the tumor as a result of tunica albuginea or epididymis invasion (4). The time between the first discovery of the lesion in the testis and start of the definite treatment (orchidectomy) is 3-6 months in average. The time of the delay shows a correlation with the incidence of the metastasis. Approximately 10% of the patients are asymptomatic and can be detected upon trauma or by the sexual partner of the patient (3). T estis tumor often mimics epididymitis and epididymorchidis. Ten per cent of testis tumors mimics orchiepididymitis.Their diagnosis can easily be made with ultrasound and anamnesis. Other diseases to be considered during the diagnosis are spermatocele, traumatic hematocele, granulomatous orchitis, varicocele and epidermoid cysts (3). Testicular cancer can be treated completely when they are detected in early stages. The chance for a 5-year life is 99. 9% with early diagnosis (5). Among the basic diagnostic methods, ultrasound, transillumination and computed tomography can be mentioned (1,3). Individuals’ awareness and their performing a testicular self examination (TSE) by themselves is important regarding an early diagnosis (3).Routine testicular self examination (R-TSE) is an examination performed by the person himself at least once a month and regularly, which is made by using both hands, while holding the testis with one hand and examining the testis on masses during bathi ng or after bathing in front of a mirror (1,6). Along with the advantages that R-TSE is easy to learn and to apply, safe, non-invasive, economic, and does not need any special tools and devices, take time. When it is performed regularly each month, it provides that changes are detected early because the testis structure is known.There are some studies examining testicular cancer and TSE performance frequencies. In these studies, TSE performance frequency varies according to the attributes of the group with which the study is realized. The frequencies of hearing about testicular cancer and TSE and performance of TSE in these studies are summarized in Table I. In the study performed by Ercan et. al. among 867 male university students between the ages of 18-30 years, it is determined that 8. 9% of the participants have heard about TSE, and 5. 1% perform TSE (6). In the study performed by Lechner et. l. among 274 students between the ages of 15-19 years, it is determi18 †¢ March 20 11 †¢ Gulhane Med J ned that 3. 0% of the participants have heard about TSE and 2. 0% performed TSE (5). The TSE performance frequency of the participants of the study realized by Khadra et. al. among 202 persons of the ages of 18-50 years who consulted a polyclinic providing first stage health services is determined as 22. 0% (7). In the study performed by Moore et. al. among 203 people who are university students or graduates between the ages of 20-45 years, it is determined that 32. % of the participants have heard about TSE and 22. 0% performed TSE (8). In the study by Rudberg et. al. performed among university students in Sweden, it is determined that many of the students have not heard anything about TSE (9). In the study of Tichler et. al. among 717 soldiers and 200 military physicians in the Israeli army, 2. 0% of the soldiers and 73% of the physicians have stated that they have performed TSE (10). In the study of Vaz et. al. among 1364 adolescent males, 28. 0% of the p articipants stated that they had heard about testicular cancer (11).In this study of Wardle et. al. among 7304 young male adults, it is stated that 13. 0% of the participants have performed TSE (12). In the study by Neef et. al. among 404 male college students, it is stated that 42. 0% of the participants heard about TSE, 22% performed TSE before (13). In the study by Cummings et. al. among 266 university students and male graduates, it is determined that 16. 0% of the participants have heard about TSE (14). In the study of Christine et. al. among 191 young adult males between the ages of 18-35 years, it is stated that 36. % of the participants have performed TSE (15). It is rather important that the male become more aware on testicular cancer, of which the frequency of incurrence has raised during the last years, they learn and apply TSE as an early diagnostic method. The aim of this study was to determine the testicular self examination performance frequency in young adult males. Material and Methods The universe of this study, planned in cross section type, was constituted by 5033 persons, who joined the Etimesgut Armoured Units Education Center Commandership in the recruitment period in November 2007.There is no sample selection made for the study, it is targeted to reach the whole universe in a term of one week upon the start of the arrival of the soldiers to the unit. As some soldiers joined the unit except for working hours and that some rejected to participate in the study, not the whole of the universe could be reached, the study was performed with 3645 (72. 4%) persons. The data were collected by the researchers using the question form, developed by the researchers after a liGocgeldi et al. Table I.Brief findings of studies regarding the performance of a testicular self examination Researchers Research type Age group Group attribute Hearing of Hearing (n) testicular of TSE cancer Ercan et. al. (6) Lechner et. al. (5) Khadra et. al. (7) Cross sectiona l Descriptive Descriptive 18-30 15-19 18-50 University students (867) High-school students (274) People consulting polyclinic providing a first stage health services (202) University students and graduates (203) High-school students (727) Male soldiers (717) Military physicians (200) Vaz et. al. (11) Wardle et. al. (12) Neef et. al. 13) Cummings et. al. (14) Descriptive Cross sectional Descriptive Descriptive Adolescent Young adult male (1364) 16486 students College students (404) University students and graduates (266) People living in industry complex (191) 42% 16% 28% 42. 9% 26. 0% 91. 0% 8. 9% 3. 0% 28% At least one performance of TSE in life 5. 1% 2. 0% 22% At least once a month performance of TSE Country Turkey Holland England Moore et. al. (8) Rudberg et. al. (9) Tichler et. al. (10) Descriptive Cross sectional Descriptive 20-45 15-21 90. 6% 11. 3% 32. 0% 5. 6% 22. 0% 11. 5% 2% 73% 5. 06% 1. 2% England Sweden IsraelUSA 13% 22% 8% England USA USA Christine et. al. (15) Descrip tive 18-35 36% USA terature hatch. On the question form, there are 7 questions regarding their socio-demographic attributes, 3 questions regarding the stories of the participants regarding cancer and testicular cancer, 10 questions regarding testicular self examination in order to determine their behavior and 15 questions regarding testicular cancer, symptoms and TSE were included into the knowledge test. The pre-test of the question form, prepared by the researchers was made with 20 soldiers of the Gulhane Military Medical Academy.Support Troops Command, failures regarding the application and easiness to understand and observed failures regarding data entrance are amended. It was approved by the ethic commission. Groups of 20 persons of the soldiers who joined the Etimesgut Armoured Units Education Center Commandership in November 2007 were interviewed, the study and its aim were explained, if they should want to participate (those who orally accepted to) necessary information rega rding some definitions in the inquiry (testis, undescended testis, testicular self examination) is provided orally such that Volume 53 †¢ Issue 1 he participants can understand these and provided that they answer the questions under observation. The recruitment age in Turkey is 20 and those, who are not hindered join the Armed Forces in general at the age of 21 years. But only at a little part the recruitment age is later due to several reasons. Thus, in general male perform their military services at the age of 20-21. For that, the ages are grouped as 20-21, 2224, 25 years and above.The occupational information of the participants is obtained as open end and afterwards a grouping regarding being or not-being related to healthcare is performed. The demographic distribution of the participants is grouped by the regionalization system of five of the Turkish Statistic Institute by respecting their provinces of birth. The data were analyzed by using the SPSS 10. 0 package statistic software. The descriptive statistics were given as frequencies and percent.The TSE performance frequencies and completeness of some sociodemographic with descriptive attributes, the completeness of giving correct answers to each question of the knowledge test with the TSE performance freTesticular self examination †¢ 19 quency, of which it was thought that they may have an effect on this, was compared with the chi-square, and the comparison of the average of the participants giving correct answers at the knowledge test according to their socio-demographic and descriptive attributes was compared with the Kruskal-Wallis and the Mann-Whitney U test. A p value of

Cameroon, Africa Essay Example

Cameroon, Africa Essay Example Cameroon, Africa Essay Cameroon, Africa Essay Essay Topic: Apocalypse Now Cameroon Cameroon is a beautiful country that is located in Western Africa. It lies Just north of the Equator on the Gulf of Guinea and is bordered by Nigeria, Chad, the Central African Republic, Congo and Gabon. Cameroon consists of various ethnic groups, and speaks many different types of language. Cameroon is filled with forests, hills and plateaus. It also includes some of the highest mountains in the world. Cameroon has a warm temperature year round, but affected by the worst rainstorm during the winter. However, the economy in Cameroon is on a slow pace incline since 2007. Despite the lacking in development of technology in Cameroon, Cameroon has plenty of natural resources such as bauxite, petroleum, iron ore, and timber. The agricultural side productions are cocoa beans, cotton, rubber, bananas, oilseed, and grains. Agriculture contributes the most in the Gross Domestic Product (GDP) of Cameroon and there are plenty opportunities available that can benefit its economy. Cameroon expands from Mount Cameron to Lake Chad. This region includes plateaus, hills and mountains. Also Mount Cameroon, which is the highest point in the country, it is located near the west coast. It arises to a height of 13435 feet above sea level. Lake Chad is located at the northern region of Cameroon. This region includes volcanoes, lakes, and plateaus. The main rivers in Cameroon are Ntem, Sanga, Nyonga and Wouri. These rivers flow into the Gulf of Guinea. The smaller rivers in Cameroon are Dja and Kadei, it flows into the Congo River. Temperature in Cameroon varies in different regions. The temperature is varied from the northern to the southern part of Cameroon. The coastal plains usually experience hot and humid conditions. The temperature in the northern part of Cameroon is more comfortable han the southern region, simply because northern is covered by mountains and hills. The average temperature in the northern region ranges from around 73 degrees to 79 degrees. On the other hand, the southern region of Cameroon is typically dry. The dry season in the southern area is generally from November to March, and also June to August. The average rainfall along the coast generally ranges between 250 cm to 400 cm. On the other hand, the western slopes of the Mountain Cameroon usually experience rainfall from 600 cm to 900 cm. Cameroon gained its independence on January 1st 1960 from France. Now in 2012, the Population in Cameroon is estimated around 21 which puts them as number fifty-eight in populations by the United Nations. The roads in Cameroon are harsh, there are about 50,340 miles of road and only about 3,358 miles are paved. The government in Cameroon had recently repaved the used roads to be able to connect between agricultural areas and commercial shipping centers. The major road that is used most by people is the highway that connects the capital Yaound? © and Douala. Culture is very important in Cameroon and that is what made Cameroon of what it is today. Cameroons population is made of several groups of ethnic people, such as Bamileke, Bamoun, the Bassa and Douala. Those ethnic groups are considered as the coastal tropical forest people. In the southern region of Cameroon, the ethnic groups groups of inhabitants that account for the majority of the population in Cameroon, such as the Fulani, Kirdi and the Highlander Constitutes. Different ethnic groups have their own festivals, traditions and cultures. Some of the festivals celebrated in Cameroon are New Year, Christmas, Ascension, ld-al-Fitr, Eid Milad Nnabin, and Id-al- Adha. Ceremonies, social gatherings and festivals in Cameroon are incomplete without music and dancing. Music plays a huge role in part of any social event. Stomping of feet and clapping of hands are the old fashion dance moves. Musical instruments vary from one ethnic group to another. People play various instruments such as whistles, drums, flutes, and clappers. Some of the popular music styles in Cameroon are ambasse bey of Bassa, tsamassi of Bamileke, mangambeu of Bangangte. Another part of Cameroons culture is their religious beliefs. There are many types of religion that are established in Cameroon, about forty percent of its population practice Christianity. Forty percent practice its indigenous religion or othing at all. Lastly, twenty percent are nominal Muslims. The Fulani groups that are inhabited in the north of Cameroon are mainly Muslim, as well as the group of Bamouns and Kirdis, who are living in the western provinces. The Kirdis had traditionally practiced indigenous religion of Cameroon. They often had conflict with the Fulanis. Today, many of the Kirdis are now converted to Muslim. One more aspect of the culture of Cameroon is agriculture. Agriculture plays a major role in Cameroon. Agricultural is the main source of Cameroons Gross Domestic Product (GDP). The production of cocoa beans is one of the largest among the world. Cameroon produced almost 130,000 tons of cocoa beans in 2004. There are other fields of agriculture such as cotton and production of bananas. The growth of bananas are mainly produced in the southwest region of Cameroon, simply because it is warmer in the south. The estimated production of bananas is about 630,000 tons per year and the production of cotton was estimated about 109,000 tons. Cameroon gained its Independence on January 1st 1960. In1955, Union of the Peoples of Cameroon (UPC) begins an armed struggle for independence and a union ith British Cameroon. France denied Independence for French Cameroon until 1960 because France wanted a union with all its colonies called the French Union. Cameroon was united as one party in 1966 under Ahmadou AhidJo, the first president in Cameroon. They named themselves the Cameroon National Union (CNU). The Cameroon National Union lasted till 1990. Ahmadou AhidJo later resigns, as the president of Cameroon in 1982. After Ahmadou AhidJds presidency, President Paul Biya took over in 1983. Cameroon National Union was later renamed the Cameroon Peoples Democratic Movement (CPDM) in 1985 under president Biya. The presidents job is to appoint the ministers, vice-ministers, and local governors. Cameroon is a country that is divided into small provinces. Governors, who are appointed by the president, are the leader of those provinces. The provinces are then divided down into different departments, and then the departments are composed of subdivisions, which are led by assistant divisional officers. During the election in 2004, President Paul Biya was reelected with seventy percent of the vote. His opponents were John Fru Ndi, Adamou Ndam NJoya, and Garga Haman AdJi. The opposition parties looked t President Biya as a fraud. President Biyas second seven-year term extended has held office since 1982. In 2008, Biyas supporters in parliament passed constitutional amendments granting the president immunity for acts committed while in office and enabling Biya to run yet again in 2011 In February 2008, the government took strong a measure to reduce import tax on consumer goods that in turn reduced the pricing of food sold in the Cameroonian markets. In class, we watched the film The Last King of Scotland. Which we compare the treatment of w omen in Cameroon and treatment of women in Uganda. In the movie The Last King of Scotland, which is based on a true story, set in 1970 in Uganda. A young Scottish physician, named Nicholas Garrigan, is trapped into the plans of crucial dictator Idi Amin. In the film, we do not only witness the evil plots of Idi Amin, but we also see how the people in Uganda treated women of the 1970s. In the film, when Dr. Garrigan arrives in Uganda, he is riding on a local bus to the camp where he is headed. Nicholas falls asleep on the bus, but a Ugandan woman wakes him at the last stop. When Nicholas wakes up, he makes sensual eye contact with the woman. The next scene shows Dr. Garrigan and the Ugandan woman are having sex. This is one example that shows that women in Uganda are very open; also it shows they are interested in white males. Prostitution is popular in Cameroon, but it is illegal. The Government in Cameroon is still having issues with prostitution. The reason is because Cameroon attracts sex tourism from the West, especially for child prostitution. The way that Cameroonians treat women is that they see women as property, an object, rather than human beings. We saw in the film that Idi Amin had three wives. The third wife, Kay Amins son has epilepsy. Idi Amin thought it is a curse, so he demands Kay and her son to live in a different house. This is an example that shows Idi Amin has no respect for women in the film and women are being treated as property. Due to the lack of respect and the way women were portrayed as property, there is no connection of love between husband and wife. In Cameroons civil rights law, marriage needed to be signed by both parties. Without both signatures, the marriage will be nullified. According to the information obtained in a 17 to 25 January 2004 fact-finding mission by the United Kingdom (I-JK) Immigration nd Nationality Directorate (ND), forced marriages were considered a big problem in Cameroon. Not only did Idi Amin have any courtesy for Kay Amin, he does not let any of his wives to assist him with political decisions. As a result, Kay felt lonely; the only person that makes her feel better was Dr. Nicholas Garrigan. Kay ends up having an affair with Nicholas. A woman in Cameroon does not have the same rights and privileges as men, and some laws were directed towards women. For exampl e, husbands in Cameroon have the ability to deny their wifes right to work or to find a job. Although many women in Cameroon are economically empowered and active in civil society, they often lack the opportunity to enter politics and participate in their countrys male-dominated political sector. Idi Amin knows the whole time that Dr. Garrigan is having an affair with his wife Kay. As a result, Idi orders his men to find Kay and dismember her. This shows how brutal Idi Amin is and his true nature. Violence towards women is generally high in Cameroon as well. Women are the most common victims of domestic violence. Spousal abuse is not legal grounds for divorce in Cameroon. These women were portrayed in an offensive way to make a point to human beings Just like males; they should not be the victims of violence by men. Women should have right to work or to find a Job, and not to be discouraged by their husband. In Cameroon, the law does not impose effective penalties against men who commit violence towards women. It is awful that the government is not enforcing the law to stop in abuse of women in Uganda and Cameroon. There are many responsibilities for both men and women in Cameroon. Men in Cameroon are responsible for money and assets such as land ownership and agricultural productions. Men are also more dominant than women and controlling. Women are responsible for home and children, such as cooking, cleaning and child rising. Many have a part time Job along with household duties. Women generally do not own any assets; their husband controls them. Girls are engaged very early for marriage. As early as 14 years old. A man can is allowed to have more than one wife. Women should be treated with respect and dignity. Females are human beings Just like males; they should not be the victims of violence by men. Women should have right to work or to find a Job, and not to be discouraged by their husband. In Cameroon, he law does not impose effective penalties against men who commit violence towards women. Also I think it is terrible that the government is not enforcing the law to stop in abuse of women. In the end, Women should never be portrayed as sex object or a property to another. Heart of Darkness is a novella written by British novelist, of Polish descent, Joseph Conrad. The main characters in the Heart of Darkness are Mr. Kurtz and Charles Marlow. The novel takes place mainly on the Congo River in the heart of the Africa country, the Congo. Charles Marlow is the captain owned by a steamboat of a trading company in Belgium. MarloWs mission is to find the mysterious man named Mr. Kurtz that he keeps hearing about. Francis Ford Coppolas Apocalypse Now is a movie that was released in 1979, inspired by the novel Heart of Darkness. The main characters in Apocalypse Now are Lieutenant Willard and Colonel Kurtz. There are many similarities and differences of incidents that can be found between the Heart of Darkness and Apocalypse Now. In the film Apocalypse Now, the main character is Willard, who is a lieutenant for the United States Army that is sent into the Jungles of Vietnam and Cambodia. Willards mission is to locate and kill Colonel Kurtz. Meanwhile, in the Novella Heart of Darkness, MarloWs mission is to rescue Mr. Kurtz from the Inner Station on the Congo River. Mr. Kurtz is a major character in both the novel and movie. In the novel, Kurtz is an ivory trader that has gone insane throughout time due to the lack of civilization and contact with the outside world. He has developed a different lifestyle and has become a savage for ivory. Kurtz in the film, on the other hand is a colonel that becomes vicious and loses all of his morals. Kurtz in both the novel and movie becomes a psychotic rebel whom is worshipped as a god. Kurtz in both the movie and novella, begins his mission as a man of great idealism with high morals, but later on becomes a monster. The scene that is comparable in both the novella and movie is the attack of the natives. In Apocalypse Now, while Willard and his team are sailing up on the N?ng River, they are getting closer to Colonel Kurtz by the minute. The fog is extremely heavy; they cannot see a thing; neither can the audience. The fog is clearing away as and him are going. Chief, who is the man that is driving the boat, says to Willard you dont know where the hell you going, do ya? Apocalypse Now, Coppola). Chief becomes extremely nervous and filled with anxiety due to the fog and not knowing where his team and him are headed. He tells Willard, l cant see a thing Captain. Im stopping this boat. I aint risking no more lives (Apocalypse Now, Coppola). The next scene shows that Chief has become mad with the fact that Willard is not giving him an answer. Next thing you know, the na tives are attacking them along the shores. The natives have spears and are throwing them at the boat. Chief becomes a mad man and starts firing at the natives with the machine gun. One of the atives throws the spear and it goes through Chiefs chest. Chief then stares at Willard and proceeds to fall to the ground. Chief chokes Willard due to his anger towards him. I believe Chief blames Willard for his death. In self-defense, Willard puts Chief to a quicker death by suffocating him. In the novella, Marlow is heading deep in the Congo River along with the manager, the helmsman and the pilgrims. As they are drifting closer and closer towards the Inner Station to Mr. Kurtz, the crew hears loud cries and screaming sounds around them. The natives attacked the crew with arrows. The helmsman leaves the wheel nd starts shooting the natives with a rifle, and then stands yelling towards the natives on the shore. Helmsmans action eventually leads to his death, because he takes an arrow to the thigh. In the Heart of Darkness, The pilgrims had opened with their Winchesters, and were simply squirting lead into the bush. A deuce of a lot of smoke came up and drove slowly forward. I swore at it. Now I couldnt see the ripple or the snag either (Conrad, Page 65). Marlow, the steamboat captain, says this after the attack of the natives, in which Marlow cannot see the snag because of the smoke, creates by the gunfire. In the novella Heart of Darkness and the film Apocalypse Now, there are differences and similarities between the two pieces of work. Marlow and Willard are both on a mission for Kurtz, which leads to numerous events that happen along the ?ung/Congo River. The novella was more descriptive than the film, but the movie was more action packed and seemed to be more interesting than the novella. Both pieces of work have excellent insight into the madness of men in the Heart of Darkness and in Apocalypse Now. Cameroon is a country that is involved with many different physical, cultural and political characteristics. Cameroon has a great Gross Domestic Product (GDP) for the production of coca beans and bananas. Cameroons whether has a huge advantage for agriculture, simply because it is not too hot or too cold for the most of the time. Cameroon is formed by several groups of ethnic people all over its country. With all the diversity in Cameroon, people will learn different language, culture and the style of food. Cameroon also lies next to the Gulf of Guinea, which is another advantage than other countries that are difficult to have an access to water. I believe Cameroon will be very successful in the next few years; it will be an outstanding country in Africa. Cameroon. Worldmark Encyclopedia of Nations. 2007. Encyclopedia. com. (September 17, 2012). encyclopedia. com/doc/162-2586700085. html Cameroon. Philips World Factbook 2008-2009. London: Philips, 2008. Credo Reference. Web. 16 September 2012. Women In Cameroon. Asafeworldforwomen. org. Safe World For Women, 14 Feb. 2011. web. 27 sept. 2012. 2010 Human Rights Report: Cameroon. Www. state. gov. U. S Department of State, 8 Apr. 2011. web. 25 sept. 2012. Conrad, Joseph. Heart of Darkness. New York: Penguin, 1999. Print. Apocalypse Now. Dir. Francis Ford Coppola. Perf. Marlon Brando, Martin Sheen, and Robert Duvall. Paramount, 1979. Cultures of Cameroon. Travel. Mapsomorld. Compare Infobase Limited, n. d. Web. The Capital of Cameroon is Yaound? ©. The temperature is varied in the northern and southern part of Cameroon. The temperature in the northern region is ranged from around 73 degrees to 79 degrees. Southern region of Cameroon is typically dry. Mount Cameroon 13435 feet above sea level The Population in Cameroon is estimated around 21 Cultural Bamileke, Bamoun, Bassa, Douala, Ewondo, Bulu, Maka, Bakas, Fulani, Kirdi and the Highlander Constitutes. Forty percent of Cameroons population practices Christianity. Forty percent practice its indigenous religion or nothing at all. Twenty percent are nominal Muslims. Agriculture plays a major role in Cameroon The production of cocoa beans is one of the largest in the world. Cotton and production of bananas are also major sources of agriculture. Treatment of Women Nicholas Garrigan- trapped into the plans of crucial dictator Idi Amin. Idi Amin had three wives Idi Amin has no respect for women in the film and women are being treated as property. Forced marriages were considered a big problem in Cameroon Women in Cameroon are lack in participating in politics usband. Apocalypse Now Willard and his team seeking up on the N?ng River Fog was heavy, Willard had no idea where he was going Chief became extreme nervous with the fog The Natives began to attack the boat with spears Chief became a mad man and started firing at the natives Chief dies by spear through the chest Heart of Darkness Marlow was heading deep in the Congo River The crew hears loud cries and screaming sounds around them The natives attacked the crew with arrows The helmsman leaves the wheel and start shooting the natives with a rifle The helmsman dies by an arrow through the thigh

Using YouTube in the ESL Classroom

Using YouTube in the ESL Classroom YouTube and other video sites, such as Google Video and Vimeo, are highly popular, especially with young adults. These sites also provide English learners and ESL classes with tools to improve listening skills. The advantage of these sites from a language learning point of view is that they offer examples of everyday English used by everyday people. Students can spend hours watching videos in English and quickly improve their pronunciation and comprehension skills.  There also are specific English learning videos. Using YouTube in the ESL classroom can be fun and helpful, but there must be structure. Otherwise, class might become a free-for-all. A potential downside is that some YouTube videos have poor sound quality, bad pronunciation, and slang, which can make them difficult to understand and less useful in an ESL classroom. On the other hand, students are attracted to the real life nature of these videos. By carefully selecting well-made YouTube videos and creating context, you can help your students explore a world of online English learning possibilities. Heres how you can use YouTube videos in your ESL class: Finding an Appropriate Topic Pick a topic that your class would enjoy. Poll the students or choose a topic yourself that fits in with your curriculum. Select a video and save the URL. If you do not have an Internet connection in class, try  Keepvid,  a site that allows you to download videos to your computer. Preparing  for Class Watch the video a few times and create a guide to any difficult vocabulary. Prepare  a short introduction. The more context you provide, the better your ESL students will understand the video.  Include your introduction, the  vocabulary list, and  the URL (web page address) of the YouTube video on a class handout. Then create a short quiz based on the video. Administering the Exercise Distribute copies of the handout. Go over the introduction and difficult vocabulary list to make sure everyone understands what will happen. Then watch the video as a class. This will work better if you have access to a computer lab, so students can watch the video repeatedly. Students then can work on the quiz sheet in small groups or in pairs. Following Up on the Exercise Most likely, students will enjoy the video and will want to watch more. Encourage this. If possible, give students 20 minutes or so at the computers to explore YouTube. For homework, assign your ESL students to groups of four or five and ask each group to find a short video to present to the class. Ask them to provide an introduction, a difficult vocabulary list, the URL of their video, and a follow-up quiz modeled on the worksheet you created. Have each student group exchange worksheets with another group and complete the exercise. Afterward, students can compare notes on the YouTube videos they watched.

Embracing Diversity Essay Example | Topics and Well Written Essays - 1250 words

Embracing Diversity - Essay Example In order to teach the future generations successfully, the education structure should be thriving in educating all children to interact and communicate with people from diverse backgrounds and with diverse abilities. Early childhood teachers all over the United States should be prepared to educate an increasingly diverse populace of young students. More children from migrant families are taking part in early childhood programs than in the past, and the trend is anticipated to carry on into the next decade. The 2000 population census shows that in only one decade, the number of young students in immigrant households increased by 63%, and not only in large cities, but also in numerous areas of the country. The African American populace both immigrant and nonimmigrant grew at a rate above that of the general populace between 1990 and the new millennium. The Latino population likewise the immigrants and nonimmigrants grew by more than 50% of its original during those same years. The Lati no population is at the moment the single largest cluster contributing to the country’s diversity (Terry & Iriving, 2009). This article concerns the education of children from diverse linguistic and cultural backgrounds who might or might not have disabilities, which need special education services. For culturally, as well as linguistically diverse students (CLD), issues of difference, diversity, and disability can rather be challenging and complex for classroom teachers (Gonzalez, 2011). This paper, with an aim of easing these challenges, will formulate some methods and strategies of achieving the paper’s objective and discuss how the strategies will be assessed. Researchers have referred to the manner culture plays itself out in a classroom set up as a hidden curriculum. The traditional norms which govern classroom communication are mainly rooted in European or American middle-class principles. Regularly there is an inherent anticipation that every student will use t hese customs, even though they are not openly trained in the classroom. Teachers must know that CLD learners also have cultural values and norms, which they also carry into the classroom and might conflict with the educator’s hopes (Gonzalez, 2011). Educators are in the best position to learn about the norms, values and culture of their CLD learners. By having a concern in who the students are, the place they come from, as well as what their worldview is, educators can demonstrate to them that they essentially care about who they are and not only who they can become. Attitudes associated with privilege, status and power can make it tough for some teachers to value diversity among their learners (Ray & Bowman, 2003). For example, students who might be members of a marginalized racial group, economically deprived, or speak English as a secondary language are frequently labeled as vulnerable, poor, disadvantaged or unfortunate. Rather than centering on what learners cannot do, e ducators are encouraged to recognize more regarding their learners’ abilities and strengths (Ray & Bowman, 2003). Nevertheless, centering on what students know needs learning more concerning their traditions and the knowledge, which they take into the classroom. Teachers can then utilize their students’ interests, experiences and background to grow ethnically relevant pedagogy (Terry & Iriving, 2009). Culturally