Environment

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How I Can Change My Environmental Health

The most effective thing I can do for my environment is recycle. Anyone is capable of recycling. There are many recycling centers across the nation where people are able to take trash to be recycled. Some places might pay you a small amount for recycling trash.

Unbroken glass containers can be recycled. Clear are the most valuable and lids can go with metal. Tableware, ceramics, windows, light bulbs, and mirrors are different types of glass that can be recycled. Broken glass is hard to sort and that is why unbroken glass is preferred. The bad news is that some places only accept bottle glass and ceramics contaminate glass. Glass is color sorted for recycling.

Clean dry newspapers and newspaper inserts can be recycled as well as rubber bands, plastic bags, product samples. Make sure there is no water, dirt, mold or other contamination. Pack newspapers tightly in large brown grocery sacks or tie with natural twine and keep them dry.

Cheap college papers on Environment

Empty metal cans, caps, lids, bands and foil full cans, spray cans unless instructed, such as cans with paint or hazardous waste. Metals can be recycled again and again by the metal being melted down and reconstructed to its new form.

Plastic stamped with a #1 or # on the bottom can be recycled. The bad news is that some areas only accept clear plastic or certain shapes. Plastic types # through #7 are more recyclable plastics. Caps are usually a different type from the bottle. If it is unmarked then throw it away with regular trash because even a small amount of the wrong type of plastic can ruin a melt. Much plastic collected for recycling is actually land filled. Plastic bags marked # or #4 are usually from many grocery stores take bags. Usually recycling unmarked plastic bags or reuse bags can have a negative net impact.

Mixed paper such as junk mail, magazines, photocopies, computer printouts, cereal/shoe boxes, stickers, napkins, tissues, waxed paper, milk cartons, carbon paper, laminated paper (fast food wraps, some food bags, drink boxes, foil), neon paper, thermal fax paper can all be recycled. Some places also take cardboard and phone books. Paper fiber can be recycled about seven times before it gets too small. Plastic window envelopes are also recyclable. Do not recycle dirty or food stained paper

Scrap aluminum such as lawn chairs, window frames, pots, and metal parts attracted to magnets can be recycled. There is no need to remove labels or bands from cans or bottles but, clean them to prevent odors. Do not recycle containers with traces of hazardous materials. Motor oil should never be dumped into storm drains. Automotive batteries and sealed lead/gel-cell batteries can be taken to an automotive or security dealer for recycling or to trade in. Rechargeable batteries from cordless phone, camcorders, shavers, portable appliances, and computers can be recycled. Throw alkaline and heavy duty batteries in trash unless prohibited. Nickel-Cadmium rechargeable batteries contain toxins and should be recycled properly. Laser/Ink printer cartridges are recyclable. Household toxics (paints, oils, solvents, pesticides, cleaners) should be recycled. Computers, eyeglasses, household goods can be donated to charity or given to a repair shop because they are not recyclable.

Unless you buy recycled products, you are not recycling. I have as well as many others have used some product that I mentioned and I will begin my recycling today. We must all strive to share benefits and burdens resulting from the use of the environment. Furthermore, because in many cases environmental degradation is long-term and cumulative, precautionary policies guided by considerations of equity must be implemented to safeguard the rights of future generations. Please note that this sample paper on Environment is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Environment, we are here to assist you. Your cheap custom research papers on Environment will be written from scratch, so you do not have to worry about its originality.

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IMMEASURABLE

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They had volunteered to kill themselves in the belief that they would be the famous frontline of an avenging force. Now the Kamikazes had struck the first blows and indefinite delays were being declared, causing the men to feel that their lives were to be squandered. And on the battlefields knowing their deaths were near, the Japanese waited for American soldiers to find their dugouts so they could kill as many Americans before their own deaths. Lack of presidential skills, bad relations with the Russians and racism were mere scapegoats for the atomic bomb being dropped on Hiroshima and Nagasaki in August of 145. President Harry Truman knew that without a fierce attack of two atomic hits to Japan, would come more endless games to play, more casualties to suffer, and an unsure victory to come.

The game was in play, Japan knew they had lost the war but they were still playing with the United States. ¡°Studies by the Japanese themselves had concluded that the war was lost by January 144¡± (data reference #4). The Japanese had known that it was a hopeless state for them, the war was not theirs, but it did not seem to matter. As thousands of our soldiers were being killed by Japanese found hiding in foxholes, the Japanese did not have a single glitch of a peaceful yield. The beliefs of Japan and of America were in complete opposition. Japan had a stronger arrangement of beliefs that dying for their country and leader at any means was right, whereas America didn¡¯t believe in such suicidal values. The fact that not a single Japanese unit surrendered during the course of the war (data reference #4) indicates the unwilling spirit of resign. Rather they had their own plans of dying; departing with a purpose, like the kamikazes whose planes brutally killed and inflamed soldiers and war materials. Or stories of Japanese soldiers pretending to surrender and suddenly killing as many Americans before taking their last breath. Truth is Japan was not ready to finalize war and weren¡¯t ever contemplating it.

As the death toll of soldiers rose so did the fatherless families and homeless children. ¡°No one was sure if the bombs would work. But after such huge human costs in the war, Truman and the military were ready to bring the war to an end in a manner that would save the most lives¡± (Data reference #7). As the war wasn¡¯t coming to a close, a November invasion was in plan against mainland Japan. With this invasion it was fixed that hundreds of thousands of men from both ends were inclined to receive more death notices and painful grievances. It is not difficult to see a conclusion that without further war there would be no further deaths, making both Japan and America on the receiving end of gains. Although the atomic bomb would kill many Japanese civilians it would be the only way to stop the Japanese. And in the long run the lives saved from the surrender of Japan would be great. A military record estimates that if the invasion was taken place in mainland Japan 65,000 lives could have been lost (data reference #7).

With constant fighting we can assume that soon our soldiers would become exhausted and military numbers continue to taper and the American society deepen into a war economy and life style. Quickly leaving us with no choice but to surrender ourselves to the Japanese. By April of 145 it had been declared that the number of casualties had been a tripled amount of the bloody World War 1, this being before the four long months to come before the ending of war (data reference #). Americans were home waiting on their loved ones to return, and mentally unstable from fear and anxiety from living in a society with ration stamps and wartime products. The American people were holding President Truman on a thin string, if the people said ¡°no more¡± than certainly the president would have had no more word in the war but to raise the white flag. Tired of watching friends killed by the undrainable Japanese probably placed a great toll on how much longer they were willing to fight.

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Iraqi men

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Many Americans associate Iraqi men with tendencies and ideologies that are not concurrent with the way they see themselves. These notions that have been aroused by newspapers, news magazine shows and regular news coverage portray Iraqi men by use of qualifying adjectives as inhumane, unstable as a people, and desperate for American aid and relief. The four articles presented for group analysis of how the media portrays Iraqi men, are examples of such ideologies presented to the world by the dominant culture. Due to the current situation with Iraqi, the "showdown," all of the articles selected delve into detail about the Fedayeen, the Iraqi military, or individual military personnel. This paper will analyze the medias use of language to dehumanize the Iraqi man.

While reviewing the four articles selected, it was apparent that the media favors terms that are context friendly, meaning that certain words carry different meaning in different contexts. The use of the word "swarmed," in the Denver Post article Iraqis mob aid trucks depicts the men as insect-like, while another article states the Fedayeen as "pecking away," furthering the reader's image of the Iraqi man as an animal. In another article the reader pictures Iraqi civilians running, "dirty," and "shoeless" to an aid truck. It is as if the citizens of the war-struck country have a choice as to their appearance, and desire to be such promoting the image that Iraqis are overall a dirty people. The use of language in all four articles does more for furthering theimage of the white privilige class than demonstrating an understanding of the Iraqi men. By dehumanizing Iraqi men in all four articles the media furthers the image of the United States as a hero, and the troops as the savior of the Iraqi people, making the public believe that Iraqis are in desperation, and dire need for American support. The underlying theme in the articles is that the Iraqi men are barbaric, inhumane, and cruel, and it is not premature to say that the four articles portray Iraqis as less than Americans,

All four articles mention the cruelty among the ranks in the Iraqi military and among civillians. What the articles fail to mention is that the overall culture of the country is different from that of the United States, the dominant culture. Those who are educated even the slightest bit in middle eastern countries understand that life is valued differently, and being a martyr is something to strive for. A Times Online article about the bribary which goes on in the Fedayeen, talks about the price of death. As an American reading the article, it is easy to jump to comclusions about the culture. One might think that the suiccide missions carried out are insane, yet according to religion in Iraq, one interperetation is that these missions are not only accepted, but greatly rewarded. The media in the United States does not begin to analyze this aspect of Iraqi culture other than a quick remark in one article which calls the entire regime "psychotic". The ideologies represented throughout the articles represent those of the dominant culture, and not the Iraqi people.

The notion that Americans are right, and Iraqi's wrong is an indication that articles have been written from not only a position of power, but a position of total domination, and privilige. Manipulitive language has been used to make the American public think that liberating" Iraq is what is best for the country. This stereotype, that all Iraqi men and women want American support, stems from a righteous dominant ideology that Americans are right, and all others are wrong.

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If the author of each article's name was not written directly under the ehading, one might think the four articles selected were written by the same person. Language filled with qualifying adjectives, stereoptypes, and dominant perspective fills the pages of all four articles. Although they each have slightyly different topics, the main thesis of each is that Iraqi men, regardless of military status are dirty, inhumane, and desiring of American interference with their lives. Please note that this sample paper on Iraqi men is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Iraqi men, we are here to assist you. Your cheap custom college paper on Iraqi men will be written from scratch, so you do not have to worry about its originality.

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Anna Karenina: A Critical Essay Review

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Anna Karenina a Critical Essay Review

Upon reading the novel Anna Karenina by Leo Tolstoy one must undoubtedly notice that there are a great many pages and thus a great many bits of detail and facets of the storyline. The novel in and of itself is essentially two separate novels with two unique plot lines and two distinctive casts of characters, but in fact intermingled and united together. In comprehending the very mass of the novel itself and considering every detail individually, one may wonder what some particular scenes contribute to the overall moral and theme of the work itself? Some scenes exist within the body that one thinks will contribute to the rising action or the conflict, but in fact nothing comes of these scenes. They are simply there for the author's own benefit it seems. That is exactly the question that Matthew Arnold is asking in his critical essay of Anna Karenina.

Arnold queries in the opening of his essay if certain episodes such as Levin's tardiness to his wedding due to all of his clean shirts being packed away or Levin's brother Serge Ivanovich's near-proposal to Varenka are completely necessary in developing the plot and moral of the novel. One may definitely see his point at times while reading and tend to agree. These incidents seem to be dead ends that promise further development of the plot but in fact do no such thing.

Arnold then offers a simple answer to his serious questioning of Tolstoy's very technique as a writer "...the truth is we are not to take 'Anna Karenina' as a work of art; we are to take it as a piece of life." Tolstoy did not intend to create a flawless piece of thematic perfection, he simply wanted to represent life as he saw it--with uneven twists and turns, sometimes leading to nowhere and accomplishing nothing. In that sense, Tolstory could not have been more accurate, more perfect in his imperfection and asymmetry. He simply offered a slice of life with a side order of philosophical morality--"The author saw it all happening so--saw it, and therefore relates it; and what his novel in this way loses in art it gains in reality."

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Through this device, this way of relating details, one cannot get better acquainted with the characters in Anna Karenina. To read this book is to see Kitty's innocent, pure eyes; to read this book is to hear the nervous cracking of Karenin's fingers; to read this book is to feel the energy of the room as Stiva enters. Every character presented is developed to such a degree that the reader truly feels akin to that personality and in tune with his or her thoughts. Tolstoy's thoughts and beliefs are expressed in all their contradictions through the characters in the book time and time again. Tolstoy offers no right or wrong in approaching all of life's questions and problems faced it--he only presents several points of view to the same focus, although one may be more ideal than another. It is only through depicting life unadulterated, no revisions or editing whatever, can one get to know the impulses, insecurities, weaknesses, and beliefs of the characters. Tolstoy is absolutely a brilliant master of this craft and could not articulate his point better. In a world where "art imitates life" it seems that the most beautiful form of art stems from the truest portrayal of life--Tolstoy's Anna Karenina being a brilliant example of this theory.

Matthew Arnolds Critical Essay of Anna Karenina

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Relationship of radiological procedures

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The purpose of our study was to investigate whether continuous venovenous hemodiafiltration (CVVHDF) concomitant with radiological procedures (RxP) was feasible, well tolerated and could significantly remove iodinated contrast media (CM). Methods 6 patients with various degrees of renal insufficiency who were submitted to RxP were included in the study. The CVVHDF session was started immediately before CM administration. All the patients were evaluated for feasibility and tolerability; furthermore a pharmacokinetic study was done on 1 patients to calculate the amount of CM eliminated. The baseline incidence of CM nephropathy was studied in 5 consecutive historical controls. Results The CM administered was 08 ± 146 g; the fractional removal of CM was . ± 4.% during RxP and 0. ± 0.7% during the whole CVVHDF session. Hemodynamic tolerance was excellent. The incidence of CM nephropathy in the experimental and control groups was 7 and 4%, respectively. Conclusions CVVHDF during RxP is feasible and well tolerated but ioversol removal is modest. This fact together with the high incidence of renal function impairment, the complexity of the procedure and its intrinsic risks, and the large amount of resources needed discourage the routine use of CVVHDF as a prophylactic tool to avoid CM nephropathy. Patients on chronic hemodialysis (HD) suffer from general immune incompetence, resulting in a high incidence of infectious complications, impaired response to vaccinations and a high incidence of malignancy. Although various abnormalities in T cell function of HD patients have been described, it remains unclear whether this is due to an intrinsic T cell defect. Aim In the present study we tested the capacity of T cells to proliferate upon stimulation with antigen-presenting cell and T-cell-derived cytokines. Methods The proliferation capacity of lymphocytes obtained from patients on HD and healthy controls was determined by measuring the proliferation of peripheral blood mononuclear cells (PBMC) after stimulation with rhIL-, rhIL-15, rhTNF-, or combination of those cytokines. In all samples the percentage of / TCR-positive T cells was measured. Results After isolation of PBMC the percentage of T cells varied from 70% (before stimulation) to 80% (after stimulation). IL-, IL-15 and TNF- all induced PBMC proliferation, while the combination TNF- plus IL- or TNF- plus IL-15 appeared to be additive. No difference between PBMC from HD patients and controls was found. Conclusion We conclude that lymphocytes from HD patients have no intrinsic defects in their proliferation capacity after stimulation with IL-, IL-15 or TNF-, in vitro, as the increase in counts per minute is predominant.

To identify factors contributing to the development and progression of left ventricular hypertrophy (LVH) in patients on high-flux haemodialysis. Method Fifty patients without clinical cardiac disease underwent baseline echocardiography, related measurements and follow-up studies 6-1 months later. Results Residual urea clearance was lower (0.7 ± 1.1 vs. . ± .4 ml/min; p = 0.04) while systolic blood pressure (16 ± 1 vs. 147 ± 11 mm Hg; p = 0.00), duration of dialysis dependence (8 ± 7 vs. 17 ± 1 months; p = 0.004) and interdialytic weight gain (1.8 + 0.84 vs. 1. + 1.08 kg; p = 0.06) were higher in those with LVH. Parathyroid hormone changed less in those whose LVH regressed (186 ± 8 vs. 0 ± 80 pg/ml; p = 0.0). Regression did not occur when parathyroid hormone was 00 pg/ml. ACE gene polymorphism did not affect LVH development or progression. Conclusion Systolic hypertension, duration of dialysis dependence and high interdialytic weight gains promote LVH. Hyperparathyroidism retards LVH regression.

van Riemsdijk IC, Baan CC, Loonen EHM, Zietse R, Weimar W

Patients on Chronic Hemodialysis Have No Intrinsic Lymphocyte Defect upon Stimulation with Interleukin-, Interleukin-15 or Tumor Necrosis Factor-Alpha.

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Bertholt Brecht

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"The world is out of joint, certainly and it will take powerful movement to manipulate it all back again." Bertholt Brecht. This very famous quote by Bertholt Brecht was remembered throughout the world for the world was in war. Individuals in the world were going through life and social change. Bertholt Brecht was one of the chief innovators of modern theatrical techniques and he was both a poet and playwright. His epic theatrical creations developed drama as a forum for social and idealistic causes. Brecht's imagination, artistic genius, and social views distinguish his work and life. Eugene Bertholt Brecht was born February 10, 188 in Augsburg, Germany. Brecht was influenced by a variety of selections including Chinese, Japanese and Indian theatre, the Elizabethans (especially Shakespeare), Greek tragedy and many more. In the early 10's, Europe was a cauldron of social and political unrest. Literature sought not to provide accurate images, but it provoked change, encouraged thought and evaluation. Bertholt Brecht attempted to highlight the undeniable triumph of reason and knowledge to emphasise victory over authoritarian oppression.

The foundations of world literature have always been based on the attitudes and values of society. Authors, playwrights and poets are influenced fundamentally by the ideologies around them which brought all of Brecht's plays to a form of social and political instruction. Bertholt Brecht did not consider drama to be a form of entertainment; however he instead portrayed important images to the people of Europe, showing them the potential for social, political and economic change. Brecht being a Marxist, he grew up in an ordinary German family; saw the progress of several regimes of European history, including the accedence of Adolf Hitler and the effects of government's ideology on people. These encounters brought Brecht to become a respected social commentator and he questioned the ideologies and views of the government. In one of Brecht's play The Life of Galileo, the ideologies were prevalent to government in Europe at the time.

It's not difficult to realise why his texts were banned from Germany not long after they became widely read. His support for the empowerment of the common man and those marginalised in society is clear, and his endorsement of socialism is outright. Rejecting the methods of traditional realistic drama, Brecht preferred a loose narrative form in which he used distancing devices to prevent the spectator from identifying with the characters on stage. Brechts one commercial success was The Threepenny Opera, a play still subject to occasional revival. Based on John Gays The Beggars Opera, it portrays the poor of London, living lives that are nasty, brutish, squalid, and short. Brechts intention was to display the fundamentally evil nature of society, but his largely bourgeois audience merely took it as a reasonably accurate portrayal of impoverished existence, never questioning their own role in sustaining poverty, perhaps even feeling their ambivalent attitude towards the oppressed reinforced by the play. Brecht loathed this reaction, feeling that the play was completely misunderstood, and vowed not to repeat his mistake in creating something that the bourgeoisie society could like.

Many of Bertholt Brechts first plays were written in Germany during the 10s; however he was not widely known until much later. Eventually his theories of stage presentation exerted more influence on the course of mid-century theatre in the West than did those of any other individuals. Brechts earliest work was heavily influenced by German Expressionism, but it was his preoccupation with Marxism and the idea that man and society could be intellectually analysed. This then led him to develop his theory of epic theatre. Brecht believed that theatre should appeal not to the spectators feelings but to his reason. While still providing entertainment, it should be strongly didactic and capable of provoking social change. In the Realistic theatre of illusion, he argued, the spectator tended to identify with the characters on stage and become emotionally involved with them rather than being stirred to think about his own life.

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Living like weasels

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Annie Dillard's essay Living Like Weasels is a story of her encounter with a wild weasel at a place called Hollins Pond. The pond is a quiet place about twenty minutes from her house where she liked to go at sunset and sit on a tree trunk (Dillard 0). She says I startled a weasel who startled me, and we exchanged a long glance (Dillard 0). This glance then made her curious about what it was like to be a weasel. She wondered what goes on in the brain of a weasel and what does it think about. In that brief, seemingly meaningless, moment they exchanged, Dillard finds something very profound about herself and life and why we should all live like weasels.

Who wants to live like a weasel? Eeuhh! The first thing that comes to my mind when I think of a weasel is the typical stereotype dirty, shady, darting, conniving. Those aren't any qualities I would like to have or to live like. Well, in Dillard's research about weasels (after her encounter), she found the natural principle by which they live. She finds a story of a man who shot an eagle out of the sky and found a dry skull of a weasel attached by the jaws to its throat. And says Obedient to instinct, he bites his prey at the neck, either splitting the jugular vein at the throat or crunching the brain at the base of the skull, and he does not let go. (Dillard 0) Again, at first thought, this natural principle of the weasel is not something I would ever think of to apply to my life. But in a surprising way Dillard convinced me to reconsider my first thoughts of living like a weasel.

She says, What does a weasel think about? He won't say. His journal is tracks in clay, a spray of feathers, mouse blood and bone uncollected, unconnected, loose-leaf, and blown. (Dillard 11). They have a simple life, free do what they want, not really thinking about anything, a certain mindlessness, something of the purity of living in the physical senses and the dignity of living without bias or motive. The weasel lives in necessity and we live in choice, hating the necessity and dying at the last ignobly in its talons. I would like to live as I should, as the weasel lives as he should. And I suspect that for me the way is like weasel's open to time and death painlessly, noticing everything, remembering nothing, choosing the given with a fierce and pointed will. (Dillard 11) Now living like a weasel doesn't sound so bad, right? For me, actually, it sounds just right.

We, as humans, can learn a lot from the weasel. And we have a choice, as the author says, to live any way we want. Her advice is to stalk your calling in a certain skilled and supple way, to locate the most tender and live spot and plug into that pulse. This is yielding, not fighting. A weasel doesn't attack anything; a weasel lives as he's meant to, yielding at every moment to the perfect freedom of single necessity. (Dillard 11) She also says to grasp your one necessity and not let it go, to dangle from it limp wherever it takes you. Then even death, where you're going no matter how you live, cannot you part. Seize it and let it seize you up aloft even, till your eyes burn out and drop; let your musky flesh fall off in shreds, and let your very bones unhinge and scatter, loosened over the fields, over fields and woods, lightly, thoughtless, from any height at all, from as high as eagles. (Dillard 11)

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Dillard takes her chance encounter with the weasel and paints a beautiful (yet not stereotypical), inspiring picture of how to follow our dreams. It says so much more than Live life to the fullest. She made me think twice about what I really want from life and inspired me to live life with a passion and to never give up on my dreams.

Please note that this sample paper on living like weasels is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on living like weasels, we are here to assist you. Your cheap research papers on living like weasels will be written from scratch, so you do not have to worry about its originality.

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Key valus of united states culture

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Key Values of United States Culture

The United States has one of the most diverse cultures in the world. A culture that encompasses every place imaginable. As a country, the United States has a very strong national culture. Almost every culture in our country has an aspect that is similar to the culture of the nation as a whole. Equal opportunity, achievement and success, material comfort, activity and work, practicality and efficiency, progress, science, democracy and free enterprise, freedom, and racism and group superiority are ten of the key values Robin Williams identified that belong to U.S. culture. Age and background determine how each value is interpreted. Different generations, as well as, ethnicities can have shockingly different views about similar values.

A seventeen year old person, in comparison to a forty-five year old, is going to have drastically different opinions, as well as many similar ideas, about values, due to experience, peer values, family values, and personal values. Equal opportunity is a principal that our country was founded upon, and is an ideal that is still held with high respect around the country. In this case age makes little difference. Generally an older person has the same view as a younger person. Both generations believe in equal opportunity, and the only difference in opinion is due to experience.

Achievement and success again are interpreted similarly between the ages again. How success is measured is the variable in this case. Every person has the drive to be successful in some respect, what the person does, and how good they are at it is determines success. What is successful for a teen, could be the exact opposite of what and adult would deem successful. For example, a teen who has a high tolerance for alcohol, and can drink well, is considered to be successful by the peer group, but an adult would consider this to be detrimental and a failure.

With success, comes money, and with money, comes material possessions. American's need to succeed also drives their need for material comfort. Most Americans want to live comfortably, and living a comfortable life style involves having wealth. Americas drive for possessions is not limited to one age group. A teen has the drive to possess nice clothes, and good music, where as an adult wants to have a nice car, and a nice house.

America believes that, in order to succeed action must be taken immediately. A mind set like this leaves little time for refection. U.S. is based heavily upon the idea of action over reflection. Teens around the country measure their "worth" by what they can do. An adult who is a "doer" at work will get the promotions, and pay raises. Action is heavily emphasized in every day American life.

Practicality an efficiency are valued heavily in American culture. All things must be accomplished in the mos practical and efficient way. Teens are concerned with finding the fastest way to do their homework, and adults are more concerned with finding time to do things in their leisure time.

America is a culture of the "latest and the greatest,"and progress is of the upmost concern. The youth wants the newest most progressive sports gear, or entertainment system, where as an adult wants more practical and important things, such as cars or kitchen ware. One step forward every day is what America thrives upon.

Science in America is mostly concerned with advancing technology and explaining occurrences rationally. Young people, as a whole, are all for scientific advancement, if they can have softer hair for cheaper, or a new indestructible cell phone. Most Adults support scientific growth throughout America. Science is turned to connect them with relatives across the country family and supplement their social lives.

Free-enterprise and democracy are two principals that are deeply steeped in the culture of America. Most of American adults agree that a leader should be voted on by the people and the consumer should ultimately control the market. The youth in general does not know the extent of free-enterprise and democracy because of the lake of political exposure, and they have never had enough money to have the market effect their pocket money.

Every American values freedom, but sometimes forgetting how free America actually is. Most Americans, young and old want to live their life with as little government interference as possible. The belief that people should be allowed to pursue their personal goals at their own rate is a staple of the American ideal. There are twenty seven amendments to the constitution that concern our rights to freedom from the government.

Racism and group superiority have been present in the United States since it was form. In today's more enlightened society racism is becoming less of a problem. As minorities are quickly becoming majorities racism is starting to become irrelevant. Though this is true there is still the problem of discrimination in our country. The poor, handicapped, and people who belong to certain ethnicities, are still being discriminated against to this day. The young people are becoming less sensitive to racism, because they grow up with less of an idea of what it is and people who are different now not considered inferior. A greater degree of racism can be seen in adults and the elderly, because they were brought up when it was a common place occurrence, and was socially acceptable.

Robin William's insight into the soul of American culture has been proven true many times over. Each key value controls our everyday life, and our futures. Each of these values is instilled in every American by their family and peers, leading to a nation of people who, despite their differing backgrounds, can have essentially the same views on most topics. America is strong, and the proof is in the people. America will unite under our common culture to remain unified forever.

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Fall of the Safavid and Ottoman Empires

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The Islamic Empires during the sixteenth and seventeenth centuries were flourishing. The time period marked the pinnacle of Islamic power and culture. Two of these major Islamic empires were the Safavids and the Ottomans. Both empires had great claims of land to their names, and both competed for dominance in the Islamic world. However, not long before the end of the time period, both empires experienced great declines in their cultural and monetary wealth. Over time both empires' governments weakened due to poor leadership and two-front wars. And the growth of diversity led towards inner empire struggle. All these factors contributed to the fall of the Safavid and Ottoman Empires. The Ottoman and Safavid Empires were some of the greatest empires of their time but lacked the proper organization needed for such powerful empires to survive.

Great leaders such as Suleyman of the Ottomans and Shah Abbas I of the Safavids built up their empires up to great world powers. They did this by using their great intelligence and decision-making skills, but over time both the Safavid and Ottoman Empires weakened due to poor leadership and government organization. Corruption grew into society under the new weaker rulers. Under Selim II (Ottoman Emperor) Suleyman's strict policies on devshirme (an elite provincial slave levy) were slackened. After the slackening of the laws, parents of Muslim boys could buy their way into the devshirme and current members of the devshirme were now allowed to marry. This no longer created the total loyalty to the state and created a new corruption in the Empire's army and bureaucracy. The same leadership mistakes showed up in the Safavid's empire as well. Under the rule of Shah Abbas II, the Safavid empire became much more liberal. Shah Abbas II gave people more religious freedom and was more lenient with his subjects. No longer was there great loyalty towards the empire and ideas became more radical. A new corruption in the military and government began to show up with this new leniency, just as it had with the Ottomans. These newer and lesser leaders guided their empires' downhill and were directly responsible for their empires' downfall.

Two-front wars weakened the resources and military needed to run such vast empires. The Ottomans were busy fighting the Hapsburgs in the west and the Safavids in the east. The Ottomans tried a second raid on Vienna to restore their empires to fame but failed horribly. They also experienced a slew of disastrous battle losses to the Hapsburgs and the Russians costing them the Crimea. At this time the Ottoman army was nearly exhausted and now the Europeans in the west and the Russians in the north boxed in their empire. At this point, The Ottomans no longer had the resources to take on their Shi'ite foes of the East. This slowed the empires' external trade which resulted in a lack of funding needed to run such an expensive empire. Similar two-front wars also contributed to the decline of the Safavid Empire. The Safavids were fighting the Ottomans in the west and the Uzbeks in the north. During the reign of Selim II much territory was lost to the Ottomans and Uzbeks. These wars devastated the Safavid army and these lands were not regained for decades. Without a strong army the Safavids struggled to keep their empire intact. Both empires were drained by two-front wars and were not able to fully recover, contributing to their downfalls.

Both Empires experienced a growing population and diversity leading to inner-empire struggle and conflict. Such struggles also brought about major social changes Many Jews fled to the Ottoman Empire after being banned from Spain. The Jews brought many social and religious ideas with them that hurt the empire. Also many new Christians moved into the Empire. With Jews, Christians and Muslims all in one country much discrimination broke out along with strained relationships. Non-Muslims began controlling the wealth leading to their monopolization of foreign trade hurting the Muslims' resources. No longer was the Ottoman Empire unified and strong. Although it happened differently in the Safavid Empire many of the same consequences arose. A new wave of conservative Shi'ite ulamas took power. They emphasized their own authority over the ruler and persecuted religious minorities and Sunni Muslims. Again a group came to power but failed to unite a diversifying empire, leading to conflict. Uniting a diverse was necessary for both empires survival.

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Analization of Harlem by Langston Hughes

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Langston Hughes leans heavily on simile to illustrate his thoughts on mid 0th century Harlem that, while terse, evoke vivid mental pictures to warn the future. He details a less known side of people and everyday life in Harlem.

The reference to "Raisin in the sun" in the second line was 'borrowed' as the title of a renowned play about the hopelessness of the situation of black people in the mid-0th century. A raisin starts out as a grape, full of juice and potential and sweetness. Grapes are often tied to images of fruitfulness and the Christian Bible, which many black slaves were taught as the word of God, a grape being the fruit of the vine- the vine being the Church, or Christ.

A raisin is a grape separated from the vine and left out in the hot sun to dry. A raisin is dried out, and while it can be eaten, its juice is gone and it is shriveled remain of what it once was. This is a way of showing how neglect has caused the dream and the town of Harlem to shrivel and become old and almost useless. A grape also becomes darker and more concentrated in the process of becoming a raisin, and it becomes something "else". It is a static image and you feel the stillness of a non-moving raisin, a dried up thing.

"Does it fester like a sore?" This line slowly brings action into the poem, because although the sore is not going anyplace, there is a kind of infection within, a growing of ugly things like pus. What is growing is not a pleasant thing, but it is growing because of neglect.

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"And then run?" The movement is intensified slightly and by degrees as the festering and the growth of the corruption is oozing out of its sore and erupting out on the skin. These words indicate 'coming out'.

"Does it stink like rotten meat?" Hughes tantalizes us with gross images of rotting, deteriorating things. He shows that neglect does not have a lack of affect to match its lack of care. Something happens- the neglected thing rots, festers, and dries out.

"Or crust and sugar over like a syrupy sweet?" This might be the counterpoint simile, going from putrifying and dead things to something that is so sweet that it is also disgusting. The counterpoint argument also is meant to show the ridiculousness. We have been "conditioned" by the first horrible similes and so we see the sweetness of which he speaks as also a disgusting thing in this context.

In the final line of the poem, Hughes leaves the reader with the question, Or does it explode? This is a question [about] whether or not the dream still exists. I think that Hughes wants us to believe that the dream can live on and still flourish. Hughes lists several possible fates for the dream, but ends with the question. In the natural progression of the poem, this indicates to me that the dream is expanding, not exploding into nothingness. The final line of the poem offers a sentiment of encouragement to oppose the despair of the preceding phrases. Hughes suggests that as long as you dont forget about your true dreams, they will live on forever, no matter what hopelessness encompasses you. It is stated in the final line of Harlem, that a dream may explode. Most would see this as a negative event, meaning (that) your dreams would be shattered into bits and pieces, never to be restored. I feel, (however,) that this particular phrase is positive and encouraging (towards reaching your dream.) I see the word explode as referring to leaving an impact, just as a bomb leaves an impact on what it comes in contact with. Therefore, the memory of the dream is still there--its very visible.Please note that this sample paper on Analization of Harlem by Langston Hughes is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Analization of Harlem by Langston Hughes, we are here to assist you. Your cheap research papers on Analization of Harlem by Langston Hughes will be written from scratch, so you do not have to worry about its originality.

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The life of emily bronte

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Emily Bronte's life was not a happy one. She never really knew her mother, she never had any close friends, and she never married. Her tragic life contributed to her one and only novel, Wuthering Heights. This book is a romance, filled with tragedy and revenge. So what kind of life did she have that inspired such a morbid story?

Emily Jane Bronte was born on July 0th, 1818, to Reverend Patrick and Maria Bronte. She was the 5th of 6 children. Her mother died when she was just three years old. (Biography…1) Because of this, Emily was prone to writing stories with motherless characters. (Barker 1) After her mother's death, their strict Calvinist Aunt Branwell moved in to help take care of them. When she was six years old, her father sent her and her sister Charlotte to the Clergy Daughter's School, where their older sisters Maria and Elizabeth were already enrolled. This school was "run with the intention of punishing the pupils' bodies that their souls might be saved." (Biography…1) They were punished by being kept hungry, cold, tired, and ill. (Biography…1) A year after being sent there, a typhoid epidemic spread throughout the school. Maria and Elizabeth fell ill with tuberculosis and both died. The father hurried to the school in June of 185 to take his remaining daughters home. (Vine 1)

In 186, Emily, Charlotte, sister Anne, and brother Branwell made up a fantasy world named Gondal. They wrote stories, plays, histories, and poetry about this make believe world. For Emily, the adventures of Gondal "coexisted on almost an equal level of importance and reality with the lonely and mundane world of household chores and walks on the moor." (Biography…1)

Emily very rarely spent time away from home. (Biography…1) In 185, Charlotte took Emily to a school called Roe Head, where Charlotte was teaching at the time. After less than three months there, she became very pale and thin. Charlotte thought she would die if she did not go home, so she sent Emily back home. (Vine 1) She tried other jobs away from home. In 187, she tried to be a governess, and in 184, she tried teaching at a school in Brussels. Both times she missed her home very much and returned as soon as she could. (Barker 1) Emily never really fit in anywhere outside of her home, and, being shy and reserved, never made any close friends. (Biography…1)

In 1846, Charlotte found some Gondal poems Emily had written in secret. She wanted to have them published, but Emily refused. It turns out that Anne and Charlotte had been writing poems in secret, also, so they decided to publish a collection of their poetry. Using their pseudonyms, they called it Poems by Currer, Ellis, and Acton Bell. It only sold two copies, but that didn't stop the girls from continuing to write. In 1846, Emily wrote Wuthering Heights and had it published under the pseudonym Ellis Bell. The book wasn't widely accepted until after her death in 1848. She used the pseudonym because she wanted to remain anonymous at all costs. After Emily's death, however, Charlotte finally disclosed their real identities in her book, Biographical Notice of Ellis and Acton Bell. (Vine 1)

Their brother Branwell died in 1848. While attending his funeral, Emily caught tuberculosis. She refused any medical assistance, and finally died on December 1, 1848. (Vine 1) Before her death, she had been working on a second novel. After she died, Charlotte destroyed the manuscript, fearing it would hurt Emily's reputation. Juliet Barker says this about Charlotte's action "In my opinion, Charlotte should've minded her own business." (Barker 1)

Emily Bronte's life was a tragic one. But it helped her write Wuthering Heights, one of the great classics. This also helped her become one of the giants of English literature. She is now considered the genius of the Bronte sisters.Works Cited

Barker, Juliet. "Emily 'The Strange' Bronte." 14. 11 Aug. 00. http//www.incompetech.com/authors/ebronte/.

"Biography of Emily Bronte." 11 Aug. 00. http//www.gradesaver.com/ClassicNotes/Authors/about_emily_bronte.html.

Vine, Steven. "Bronte, Emily." 11 Aug. 00. http//www.litencyc.com/php/speople.php?rec=true&UID=58.

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