Contemporary issues in health care

Contemporary issues in health care Contemporary Issues In Health Care Compare and contrast how two named health care systems deal with one specific health issues. Aim The aim of this assignment is to choose two countries, and compare and contrast how these two countries deal one specific health issue. One country has to have a good rate of the health issues and the other one has to have a bad rate of the same health issue. The two countries that this assignment chooses to about talk are the United Kingdom and the Netherlands, and the health issue that is going to be concentrated on is teenage pregnancy. This assignment will focus on comparing how both countries are tackling teenage pregnancy, the assignment will also talk about the amount of money both countries spend on sex education, also if teenage pregnancy has always been a problem, if both countries raise effective awareness on conceptions and etc, furthermore this essay will discuss about why teenage pregnancy is good in Holland and why the rates of teenage pregnancy keeps on going up in the United Kingdom. Introduction The reason why this topic is being explored is because the United Kingdom always seems to have a high rate in teenage pregnancy in Europe, and in countries like Netherlands teenage pregnancy always seems to be low. Therefore it will be good to compare these two countries and see why one country has a good rate of teenage pregnancy and why the other one has a terrible rate of teenage pregnancy, this can help understand where the united kingdom is going wrong for them to be always having a high rate in teenage pregnancy, and maybe they can see what the Netherlander do to prevent having such high rates of teenage pregnancy. Teenage pregnancy is a contemporary health issue because the cost of teenage pregnancy is shocking. Teenagers who end up getting pregnant are less likely to complete secondary school, they are also less likely to get married, and also they normally end up going on benefits, when their children are born they dont really have a good health, their cognitive development is normally slow, and they always tend to have behavioural problems. Being a teenage parent sometimes comes with its own consequences such experiencing mental health problems, sometimes if the teenage mother is not getting any support from family and friends, they feel isolated and they always tend to find it hard to cope, so they start getting stressed out, having a low self esteem, feeling anxiety and depressed which can lead to mental health. Teenage mothers that end up getting pregnant always tend to come from a lower working class, and living in deprived areas, and they always tend to have their second child quickly, this causes more stress on their well being, because they might be struggling with finance. Main body The United Kingdom has one of the highest rates of teenage pregnancy across Europe, and whereas the Netherlands have one of the lowest teenage pregnancy rate. The reasons why the Netherland have such a low rate of teenage pregnancy could be because they are more opened to talk about sex with their children then parents and schools in the United Kingdom. The Netherland have a low rate of teenage pregnancy because they do sex education in schools, and parents normally have open talk sex with children, and adverts on televisions on how to prevent getting pregnant. The United Kingdom and the Netherlanders sex education are similar, but there are also differences between the two countries on how and what they teach about sex education. The reason why the Netherlands sex education is more effective than the United Kingdoms one is that, the Netherlander tell there children how to protect themselves from STIs and unwanted pregnancy and how to avoid risky sexual behaviour, and when and how to use contraceptives. Whereas in the United Kingdom instead of teaching teenagers how to protect themselves from sexually transmitted infections and how to prevent pregnancy, they promote more on how they should not be having sex. Sex education in the UK is called (PSHE) and in Netherland they call it (CARE). (Hardy, J.B. and Zabin L.S. 1991) believe that sex education is less controversial in the Netherlands, mainly at political level, and there society is more open when it comes to issues about sex, but people sometimes tend to mistake their openness for permissiveness. Studies believe that there is a political opposition to sex education from the smaller Christian parties in Netherlands; Politicians have the tendency to pass the issue over to professional sex educators, whereas in the United Kingdom the politics of sex education have been unfavourable, with major discussions about taking place over legislation passed in 1986, 1988, and 2000. Some politicians and families believe that sex education in schools is too explicit and it promotes homosexuality, and doing sex education in schools causes teenage pregnancy rather than prevent it. This can be argued that having sex education in school does not promote or encourage teenagers to get pregnant, because by having sex education in school, teachers are informing teens how to avoid risky sexual behaviour and they are also teaching them how to use contraceptives correctly, and also by teaching them about sex they will know how to protect themselves, also they will be aware of the consequences of having one or more children at a young age. Teenagers who get pregnant at an early age tend to come from poorer backgrounds and from areas that are high with unemployment rates, daughters of teenager mothers, which always ends up being a vicious circle, and also young people that are in care. Being under age and pregnant cost the British government  £166,000 to raise a child until they reach their 21st birthday. 90 per cent of teenage mothers rely on benefits in order for them to survive. The British public fund course that cost around  £100,000 that allows young teenage mothers as young as 14 to take these courses, this course is about helping them to be writing things up like CV, and teaching them the dangers of smoking whilst pregnant, and by them attending these courses they get paid  £30 a week, and if they finish the 16 week course without missing any lessons they get  £100 bonus. This could be argued that all the money that they are spending on these young mothers to do these courses could go towards trying to reduce the rate of teenage pregnancy. The British government are working towards their target of reducing the rate of teenage pregnancy by 2010. Their aim is to make sex education compulsory in all schools both in primary and secondary schools like in Netherlands, and to be going more in details about sex education, this will include teachers talking about contraception and relationship issues. The British government seems to be following the Netherlands footsteps in the way they approach sex education, with openness about sex from a younger age. The reason why the British government wants to follow the Netherlands approach is because the Dutch children get taught about relationships from an early age, so they get comfortable as time goes by with talking about sex and contraception, so by the time that they are ready to be having sexual intercourse with the opposite they will know how to use contraception in order to avoid pregnancy and STIs, and this will have a good impact on the country, because they will be a low rate of teenage pregnancy, so if the British government following these approaches, it could work for them also by having a low rate of teenage pregnancy across Europe. Although this kind of approach could be argue that it is encouraging young people to have sex, but statistics in Netherlands stated that there are fewer teenage pregnancies and the age that most young people in Netherland first have sex is higher than in most other developed countries. Another way the British government is trying to tackle with teenage pregnancy is adverting young people to be responsible about sex and contraception on televisions, radios, internets and billboards. These kinds of promotions can be a good thing, because some young people might feel comfortable to be talking about sex amongst their peers, and these advertisements may even encourage some teenagers to talk about sex issues with their parents. Even though some people might argue that advertising sex and contraception will not solve teenage pregnancy, but it can be argued that it will not make the situation any worse, and these advertisements could be a break through towards teenage pregnancy, because some young people might think about their actions and use contraception more sensibly, because they have a knowledge of what the consequences are of not using contraception can lead to. As we already know the United Kingdom has one of the highest rates of teenage pregnancy across Europe. Figures have shown that during 1996 there were 44,000 that gave birth below the age of 20, which signified around 7 per cent of all births in Britain. The birth rate was 29.8 per 1000 women aged 15 to 19 years, compare with 65.5 per 1000 for women aged 20-24 years. This could be argued That in order to reduce such figures government should concentrate more on sex education in schools. Teenage pregnancy in Britain is usually identified as a problem for society, According to (Peckham, S.1993) stated that reports of medical, financial and social problems for mothers and children following teenage pregnancy, is linked with sex and education, and suggest how they should both be improved. teenage pregnancy rates in the Netherlands have always being low due to the high quality, explicit and early sex education in both primary and secondary schools. (Dr Loon 2003) believes that sex education in the Netherlands starts at younger age then The UK, its also more explicit, he also stated that the Netherlands are more Independent than the United Kingdom and parents and the government in the Netherlands have more power over what is being taught at school and also their Influence of church helps a lot. This can be argued that there is a huge difference in A way both countries approach sex education overall. The awareness of teenage pregnancy is more effective in the Netherlands, than the United Kingdom, because they start talking to children about sex at the age of 11, parents talk to the children about as well, so from a young age they know about sex, and they know what they consequences are of having sex are, and even if they are ready to be having sexual intercourse they know how to protect themselves from getting pregnant and STIs because they have being teaching them how to use contraception from schools, parents and media. Whereas the message is not really effective in the United Kingdom, even though the kind of messages that both countries is kind of similar, but one is more out there than the other, that why works more. The UK provide the correct information about the risks associated with sexual activity the also talk about contraception and birth control, and how to avoid Intercourse, they also focus on reducing specific risky behaviours. They dont really promote safe sex on televisions as much as the Netherlands does, or start sex education at an early age. But recently the UK has started advertising safe sex on televisions and radios. Research have shown that about 93 per of young people in the Netherlands use contraception, whereas in the UK 53 per cent of young people use contraception. This could be because in Netherland they give out the message more about safe sex in schools, homes, and media than in Britain. Studies shown that teenagers in both countries found that boys and girls in the Netherlands gave love to each other, as one of the main reasons of losing their virginity, and boys in the UK do it because they are getting peer pressure. Teenagers in the Netherlands are obviously doing it for the right reason and they are having sexual intercourse they probably feel they are ready, but they are being responsible by taking the percussions needed, because adults like teachers and parents have being telling them about safe sex from an early age, and they understand the consequences of what will happen if they dont take the right percussions needed. And some teenagers in Britain dont know or understand the consequences of safe sex, because they dont talk about sex at home, and at school the message that they send the most in sex education is dont have sex, and obliviously by telling young people not to have sex, they are more likely to do it, so its better off telling them what percussions to take when they feel like they need to starts having sexual intercourse with opposite sex. Conclusion In conclusion this essay has found out why The United Kingdom has a bad rate of teenage pregnancy and why the Netherlands have a good rate of teenage pregnancy. They reason why the UK has a bad rate of teenage pregnancy, its because they dont really talk about sex and contraction, you see they dont feel comfortable talking to their children and student about sex and contraception, so in order for them not to talk about it they just tell the young people not to have sex, instead of telling them about it and how to use contractions and where to go and get it from. They just promote by telling them they are not allow to have sex, whereas in the Netherlands they are more open about telling their children about sex and contraception, and also there children are taught sex education at an early age, unlike in the United Kingdom. The UK is working towards halving the teenage pregnancy rate by 2010, by following the approaches that the Netherlands use, by starting sex education at an early age, obliviously at age that they feel is right for the children, talking about sex and using contraception more, than promoting young people not to be having sex, also promoting using contraceptions on television, radios, internet, and on billboards. By doing is it can eventually make a change towards teenage pregnancy rate in the United Kingdom. References Fullerton, D. Dickson, R. Eastwood, A.J. and Sheldon T.A (1997) Preventing Unintended teenage pregnancies and reducing there adverse effects. [Online] Vol 6 (2) Page 102 108, Available from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1055461/ (Accessed on 4th December 2009) Jewell, D. Tacchi, J. and Donovan, J. (2000) Teenage Pregnancy: Whose Problem is it? [Online] Vol 17 (6) Page 522 528: Available from http://fampra.oxfordjournals.org/cgi/content/full/17/6/522 (Accessed on 4th December 2009) Lawlor, D.A and Shaw, M. (2004) Teenage Pregnancy Rates: high compare with where and when? [Online], Vol. 97 (3) Page 121 123. Available from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1079321/ (Accessed 1st December 2009) Lewis, J. and Knijn, T. (2001) A comparison of English and Dutch sex Education in the classroom. [Online], Vol 19 (4) Available from http://www.sheu.org.uk/publications/eh/eh194jl.pdf (Accessed on 2nd December 2009) Panchaud, C., Singh, S., Feivelson, D. and Darroch J.E. (2000) Sexually Transmitted Diseases among Adolescents in Developed Countries. [Online], Vol 32 (1) Available from: http://www.guttmacher.org/pubs/journals/3202400.html (Accessed on 2nd December 2009) Peckham, S. (1993) Preventing unintended teenage pregnancies [Online] Vol 107 (2) Pages 125 133: Available from: http://apps.isiknowledge.com/InboundService.do? (Accessed on 4th December 2009) http://www.dcsf.gov.uk/everychildmatters/healthandwellbeing/teenagepregnancy/about/strategy/ (Accessed on 1st December 2009) Cornell, A. and Betty P (2001) why teenage pregnancy rates in the Netherlands are so much lower than in the UK, Whitto: Family Education Trust. Available from: http://www.famyouth.org.uk/pdfs/LDM.pdf (Accessed on 1st December 2009) http://news.bbc.co.uk/1/hi/special_report/1999/04/99/teen_pregnancy/319869.stm (Accessed on 2nd December 2009)

Essay --

Syria (Syrian Republic) is a country in Western Asia, it’s neighboring countries are Turkey, Iraq, Jordan and Israel. Syria is a country of ethnic and religious diversity, it is home to the Arab Sunnis, Arab Christians, Armenians, and Assyrians; however, Arab Sunnis make up most of the population. Home to 22,457,336, the official language and lingua franca, in Syria is Arabic; nevertheless there are also other languages such as Kurdish, Armenian, Circassian, French and English are also used to communicate. Pertaining to human rights, 89.9% of the Syrian populace has drinking water sources, and 95.2% have access to sanitation facilities. In comparison to more developed countries, Syrians do not have high a literary rate of that of other countries. This is anticipated because on average, males have a school life expectancy (primary to tertiary education) of 12 years, and females have a school life expectancy of 11 years. 4% of children ages 5-14 are exposed to child labor. The i ssue of human rights has been a significant concern. Authorities in Syria are accused of arresting human rights activists, censoring websites. Specifically in Syria, women face discrimination, and are not valued in society. According to Amnesty international reports, women have been subject to discrimination and gender- based violence. Women have many social and legal restrictions in their private lives. This view of women, being subordinate to men, has carried on to politics, where women remain marginalized, and they have not had opportunities to extend their insight and leadership to others: Syrian women have long been underrepresented in Syrian politics, despite gaining the right to vote in 1949, and the right to stand as parliamentary candidates in 1953... ...n any way discourage to pursue leadership under unjust legislations. Possible solutions can also include the involvement of NGOs and member nations governments; to implement education programs, skills building and leadership training that prepare female for leadership positions. This will allow women to have expertise in the management and knowledge of global markets, advocacy and decision-making, that promote their chances of obtaining a leadership position. Additionally, transparent processes for hiring, promotion, and leadership develop should be established about to ensure that the process is free of discrimination and affirmative action quotas for hiring women should also be enforced. Works Cited http://www.un.org/womenwatch/feature/women_leadership/On-line_discussion_report_Women_in_Leadeship_Roles.pdf https://www.un.org/News/Press/docs/2013/sc11149.doc.htm

How Is The Theme Of Deception Apparent in “Much Ado About Nothing”

The theme of deception is ever-present throughout ‘Much Ado About Nothing'; the majority of the plot is based upon purposeful deception, some malevolent while others benign. The play itself, although set in Messina, Italy seems to echo the culture of Elizabethan society in which William Shakespeare lived; the importance of honour and pride at that time induced the need for the people to uphold this status through the constant deception of those around them, whether this was with appearances or words. Shakespeare creates a world where deception is used throughout the play and on many occasions it was intended for desirable effects; deception for positive effect is known as benevolent deception. One of the first instances where the gap between appearance and reality is portrayed is in the first dialogue of the play. The messenger has come to give news of the return of the men from a battle and speaks of how Claudio was ‘doing in the figure of a lamb, the feats of a lion'. This illustrates the gap between the appearance of Claudio and the reality of Claudio, of how he exceeds the expectations of his age by his actions on a battlefield, and demonstrates how he deceives those around him of his true capabilities. Shakespeare also uses clever word play with the use of an alliterative pattern where the sounds of ‘Figure of a Lamb' are echoed in ‘Feats of a Lion', which offers balance syntax to the line and is typical of Shakespearean blank verse. Although this is an instance where Claudio is deceiving others; this is, however, not prevalent, at all, throughout the rest of the play, instead Claudio is the one who appears to be subject to the most deception due to his gullibility and short-sightedness. One example of Claudio's foolishness is when Don John deceives him into believing that Don Pedro is wooing Hero for himself where in fact he is doing it on Claudio's behalf; this is also ironic since at the same time Claudio is attempting to deceive Don John and Borachio that he is Benedick, they however have not fallen for it. This quick reaction to the lies fed to him by Don John makes plain his temperament and emotion driven mentality. Moreover, the fact that at that moment in time there are three layers of deception occurring simultaneously typifies the amount of deception there is in the play. Claudio is further deceived, along with Don Pedro, by Don John when he shows them Hero's apparent disloyalty and ‘immoral' nature. In Act 3, Scene 2 Don John approaches Don Pedro and Claudio in order to ‘warn' them of Hero's disloyalty. The second line he speaks since he entered their circle includes sibilance, ‘†¦ leisure served, I would speak with you. ‘ which creates an image not too unlike the hissing of a snake before it attacks. There is also a lot of repetition and carefully constructed dialogue in this exchange on Don John's part; for example, in reply to Don Pedro he says ‘ I know not that, when he knows what I know'. This repetition of ‘know' places emphasis on knowledge, and how people's judgments and actions differ when they know a certain thing. Another point to be made regarding this dialogue and the theme of ‘fitting' is when Don John comments on how it would ‘better fit your honour' to not marry Hero, one interpretation of this phrase could include its connotations and implicit links to sex. Claudio's ‘honour' is in reference to his penis; a man's penis, in ancient civilisations such as the Inca, was considered as the symbol of his stature and honour in society and this ideal is not yet lost even in the modern-age. Don John also says how it would ‘better fit' his ‘honour' to change his mind, denoting how Hero's sexual organ is not fit for his ‘honour' since she has apparently fornicated. Instead of questioning why Don John, previously known for his wicked deeds, is so willing to help, he instead believes him with no questions further demonstrating his infuriating naivety. Furthermore, of the three consecutive deception scenes this one is considerably shorter. I believe that Shakespeare has done this with the intention to emphasise the drastic change in Don Pedro's position; this also raises questions Don Pedro's integrity as a leader. A man of his position would form reasoned opinions through facts and logic however in this case he has seemed to change his opinion at a whim. This is also one of the points where Shakespeare raises questions about society; in this case he questions the power structure of society by showing how Don Pedro is so easily fooled. In contrast to the character of Claudio, Benedick is portrayed as more of a calm and reasoning character, which has meant that he is rarely deceived in the play. This dissimilarity between the two is portrayed in Act 1 Scene 1 when Claudio states how ‘in mine eye' Hero is the ‘sweetest lady' that he has ever seen, speaking of an idealised love which is evident with his exaggerations; Benedick however is able to ‘see without spectacles' signifying how he is not fooled by appearances and this becomes important later in the development of the play as Benedick eventually becomes the voice of reason among the chaos which soon plays out. The comment that Benedick makes about how he can see clearly ‘without spectacles' seems to be proven when Hero is shamed by the Princes; he demonstrates how he realises the truth of the situation because he believes that ‘their wisdoms be misled in this' and that the ‘practice of it lives' in Don John, the bastard brother of Don Pedro. Nonetheless, despite Benedick's wisdom and astuteness he also falls victim to some benevolent deception himself. A particularly complex example of deception occurs as Leonato, Claudio, and Don Pedro act as if Beatrice is head over heels in love with Benedick so that the eavesdropping Benedick will overhear it and believe it. Luring Benedick into this trap, Leonato ironically dismisses the idea that perhaps Beatrice hides her desire for Benedick, as he and the others disguise this love themselves. This scene includes links to other themes including the gap between the appearance of a situation and the reality, an example of this is when Benedick states how he would think it to be a ‘gull' but does not think so because the ‘white-bearded fellow speaks it' indicating how he is deceived by the appearance of Leonato because he believes that ‘knavery', which itself has connotations of youth, could not hide itself in such ‘ Another character in the Shakespeare's play ‘Much Ado About Nothing' who is strongly involved with the theme of deception is Don John, the Bastard brother of Don Pedro. Don John's character can be accurately described as Machiavellian since he deceives and manipulates others simply for personal gain. One of the most interesting lines that Don John utters is in fact his very first in the play when he is introduced to Leonato; he thanks Leonato for his hospitality and says the he is ‘not a man of many words'. This could be seen as irony since it is exactly his words that cause the slandering and public shaming of the innocent Hero. Don John's constant malevolent deception seems not just reserved for others since there are occasional occurrences of self-deception; during a conversation with Conrade he claims that he is a ‘plain-dealing villain' which in itself is an oxymoron and furthermore seems a direct contradiction to his actions in which he is very far from ‘plain-dealing', instead he deals in conspiracy, deceit and betrayal. This may be interpreted as an indication to the possible fact that Don John does not realise the extent of his actions nor the pain, strife and hurt that he causes. This ignorance of his actions may be understood, by some, as ‘innocence' and that he is not as malicious as his actions make him appear to be. This suggestion is further iterated in the following lines: The speech has echoes of Shylocks' speech in Act 3 Scene 1 of the Shakespearean comedy ‘The Merchant Of Venice'; in that emotive speech by Shylock the audience was expected to feel sympathy towards Shylock, in the same way Shakespeare encourages the audience to rethink their snap judgements of Don John, perhaps not to change their opinion of him but to at least judge him fairly. It would seem at first that Don John is simply a deceiver and is not deceived but if we were to analyse more deeply we would realise that he is self deceiving all throughout the play. There are many indications to his self-deception, such as his claim that he is nothing more than a ‘plain-dealing villain' and again the fact that he believes that he ‘cannot hide' what he is, furthermore, he claims that he would rather be disdained than to ‘rob love from any' which is precisely what he does in regards to Claudio and Hero, this yet another clue to his self deception. His repeated self-deception is not caused by his own physical senses (i. e. he cannot believe his eyes or ears) but rather his own reasoning deceives him in order to protect his ego. Don John's brother, Don Pedro the Prince of Arragon is a legitimate child and already wins over the affections of the audience; first by the fact that he is a Prince which gives a person instant respect and admiration and secondly because, in contrast to his brother, he is a child born inside wedlock and therefore is considered as a first class citizen as opposed to his brother, Don John the Bastard. Although, his perception as this exalted being is put into question when he is involved, along with Claudio, in the public shaming of the innocent Hero. The audience, however, may tolerate this since he was a victim of Don John's deception too and therefore wasn't truly malicious in his deeds in contrast to his brother. Benedick himself recognises this, knowing the Prince personally he knew it was out of character and the Don Pedro's ‘wisdoms be misled' and that the ‘practice of it lives in John the Bastard'. The Prince of Arragon is not heavily involved in deception and therefore maintains his stature of respect in the audience's eyes, also by the fact that he is not often deceived portrays his understanding and wisdom. An additional character in William Shakespeare's ‘Much Ado About Nothing' who has interesting links to the theme of deception is the niece of Leonato, cousin to Hero, Beatrice the orphan. By having no parents in her life she has a kind of free reign in regards to her public behaviour and is able to act frivolously and with more controversy than her counterpart Hero. And with this free reign she uses it often to comment on Benedick's apparent deception of others. She makes innumerable comments on how Signor Benedick of Padua is not how he appears; according to her ‘he wears his faith but as the fashion of his hat' pointing out how he is ever changing like fashions. Beatrice, as I mentioned before, makes many remarks regarding Benedick's deception including in the first scene of the play when she calls him no less than a ‘stuffed man', meaning that he is superficial and that he has nothing within him i. e. no character or verity. A further observation that I made regarding Beatrice's regular implicit accusations of Benedick's infidelity and deception may be interpreted as a sub-conscious confession, on her part, for the feelings for Benedick which she has hidden and with which she has deceived all by. In conclusion, as we can see, deception, facades, foolishness and the like were nothing but the social graces of that Messinian world and this fashion is echoed in the essence of William Shakespeare's ‘Much Ado About Nothing'. The justification for the innumerable amount of deception includes the upholding of one's honour and status among several other reasons. Through this play Shakespeare portrays how deceit is not inherently evil, but something that can be used as a means to good or bad ends.

Comparison Essay

Both of Emily Dickinson’s poems are about death. â€Å"Because I Could Not Stop For Love† is more about the cycle of life than death. â€Å"I Heard a Fly Buzz When I Died† relates to the final moment before death. Emily Dickinson’s poems are both centered on death; â€Å"Because I Could Not Stop For Death† is based more around upbeat and happy scenes, as where â€Å"I Heard a Fly Buzz When I Died† talks about the preparation before death. Although both poems have very different meaning, the two poems both focus on the ending of life. In the last line of â€Å"Because I Could Not Stop For Death† Emily Dickinson says were toward eternity. In Dickinson’s second poem it says, now she waits for the king to come. In the first poem Dickinson refers to eternity meaning after death living for forever. In the second poem waiting for the king to come relates to the end of existence, when the king comes back to take us all. In â€Å"Because I Could Not Stop For Death† has a happy ending and is a very appealing poem. Dickinson describes a girl being picked up in a carriage for all of life’s journeys. Where Dickinson’s second poem was a serious poem, describing the build up right before death. She mentions the stillness in the air, and breath-gathering firm. One poem is very heart warming and, the other is very serious. These poems ultimately have the same meaning, but both take a different look at death. The first poem contains the process of life before death, and how she is working for a new beginning. Dickinson’s second poem talks about her death being the end of everything, Dickinson even mentions decaying in the grave. The first poem has a positive outlook on death, and the second portrays a rough end to life.

American History X essays

American History X essays In every generation violent acts occur that shock the word. One often wonders how people can commit these unjust acts and why they would even want to. In 1619, the first African Americans were brought to Jamestown to be indentured servants. In 1804, the Ohio legislature enacts the first of the "Black Laws" restricting the rights and movements of Blacks. In 1915, the Klu Klux Klan came about. In 1935 the Nuremberg Race Laws are issued making all Jews non-citizens. Today people are still printing books and writing editorials of slander against other races and cultures. It is extremely difficult to pinpoint where someones hatred originates. It could be from a parents influence, a traumatizing experience, or wanting to be part of something. In American History X, Dereks intense feelings of hatred stem from his fathers influence. In the movie they showed Derek with his family having dinner. It is a typical family scene, the father is asking his son about school. Everything appears to be normal. Derek speaks of his teacher Sweeny. He tells his father, with enthusiasm about the books he is going to read and how excited he is about this. Eventually, the father realizes that Sweeny is African American. He begins to warn Derek not to get sucked into his teachings. The father tell Derek of a colleague of his that scored a higher score on an entrance exam then 2 black men, and the black men got the job. I am not sure if the father realized his influence on his son, but it made a big impact. The ways, in which parents raise their children, have a huge effec t on them in the long run. When a child is subjected to traumatizing experiences they tend to leave scars on them that are hard to reverse. Another reason that Derek turned towards hatred could have been his fathers death and the fact that he was killed by a black man. During the teenage years, many people feel alone and are going threw awkward stages of ...

mod notes essays

mod notes essays WW1 had sign. impact on Germany. Brought about collapse of Hohenzollern monarchy s legacy allowed Adolf Hitler to rise from relative obscurity to overthrow this short-lived democracy, impose a dictatorship, - By the outbreak of war in August 1914, Germany was well established as major world power. Attained in less than 30 years seen in countrys industrial Yet, w/in 5 yrs, Germany was on its knees; its armies on Western Front were in full retreat, its citizens were starving Popular belief held that German ppl s ills. Against such a background of anger stab in back legend was born. As Weimar Republic sought to establish democracy, W/ collapse of world economy in aftermath of Wall Street Crash, mass u/e s adventurist policies & resulting war destroyed the nation of Germany for a 2nd t...

Properties of the Basic Metals Element Group

Properties of the Basic Metals Element Group Several groups of elements can be termed metals. Here is look at the location of the metals on the periodic table and their common properties: Examples of Metals Most of the elements on the periodic table are metals, including gold, silver, platinum, mercury, uranium, aluminum, sodium, and calcium. Alloys, such as brass and bronze, also are metals. Location of Metals on the Periodic Table Metals are located on the left side and the middle of the periodic table. Group IA and Group IIA (the alkali metals) are the most active metals. The transition elements, groups IB to VIIIB, are also considered metals. The basic metals make up the element to the right of the transition metals. The bottom two rows of elements beneath the body of the periodic table are the lanthanides and actinides, which are also metals. Properties of Metals Metals, shiny solids, are room temperature (except mercury, which is a shiny liquid element), with characteristic high melting points and densities. Many of the properties of metals, including a large atomic radius, low ionization energy, and low electronegativity, are because the electrons in the valence shell of metal atoms can be removed easily. One characteristic of metals is their ability to be deformed without breaking. Malleability is the ability of a metal to be hammered into shapes. Ductility is the ability of a metal to be drawn into wire. Because the valence electrons can move freely, metals are good heat conductors and electrical conductors. Summary of Common Properties Shiny metallic appearanceSolids at room temperature (except mercury)High melting pointsHigh densitiesLarge atomic radiiLow ionization energiesLow electronegativitiesUsually, high deformationMalleableDuctileThermal conductorsElectrical conductors