Girl, Interrupted Review

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GIRL, INTERRUPTED.Suzanna Kaysen'Sometimes the only way to stay sane is to go a little crazy…'Susanna Kaysens memoir was originally published in 1, but it portrays events from 167 to 16. Twenty-five years later, she hired a lawyer to get access to the medical records giving her diagnosis, and some of these are actually published in the book. Help with essay on Girl, Interrupted Review

Each short chapter focuses on an aspect of her experience, though they are not always in a chronological order, but more as if she has written them just how she remembers them, explaining fully her story of the people she met and the treatment she received. She writes; it is easy to slip into a parallel universe. There are so many of them worlds of the insane, the criminal, the cripples, the dying, perhaps of the dead as well. These worlds exist alongside this world and resemble it, but are not in it..Within the two years at Mclean Susanna finds herself questioning the boundaries between confinement and freedom, friendship and betrayal, and madness and sanity at a time when it seemed the whole world was going crazy. The book itself begins in 167. Susanna Kaysen is an 18 year old; bored, neurotic, self-obsessed and given to little psycho-dramas to attract attention - in other words, a western-world teenager of privileged conditions, only perhaps a little more extreme than most. She isn't clinically insane; the only treatment she needs is some basic behavior management and some simple attention from her parents. At 18 she is living in a boarding house in Cambridge, Mass., and coping poorly with her life - in her own words Reality was getting too dense... all my integrity seemed to lie in saying No. After having her stomach pumped after a drug overdose, she has a brief interview with a doctor she has never met before and she is told she needs a rest for a few weeks. She is sent to McLean Hospital (renowned for its famous patients including Sylvia Plath, James Taylor and Ray Charles) where she voluntarily admits herself - little knowing she shall spend the next 18 months there. Susannas roommate, Georgina, was admitted after a tidal wave of darkness had broke over her head in a theater. When she realized no-one else was experiencing this sensation, she realized, to some extent, she must be crazy. Apart from Georgina, Susanna talks quite a bit about some of the other patients, among them a girl named Lisa. Lisa never sleeps and rarely eats so she is always thin and yellow. She is also very independent and often runs away, yearning for that freedom that she would taste on the outside, yet at the same time you can also see how she prefers and perhaps needs the shelter provided for by the hospital, for whenever she comes back she always says "it's a mean world out there, there's nobody to take care of you out there", her eyes showing she is, in some way, glad to be 'home'.Another girl named Polly set herself on fire using gasoline at an age when she wasnt even old enough to drive. Her neck and cheeks were scarred the most, but strangely enough her heart wasn't, as if she had burned all that hatred and misunderstanding, that most people have at her age, out of her. Kind and comforting to others, she never complained and always had time to listen to other people; well for a little while anyway. Susanna randomly mentions encounters with other patients but they never stay fixed in the storyline. One such character mentioned is Daisy. Susanna remembers Daisy being a seasonal patient who usually comes to the hospital just before Thanksgiving and stays through until Christmas every year. Her two passions are laxatives and chicken. Every morning she yells at the nurses station for her Colace or Ex-Lax and twice a week her father brings an oven-roasted chicken baked by her mother and stay for unusually long periods of time, which has many of the staff and patients alike wondering just how much he loves his little girl. Not long after Susanna arrives, Daisy boasts of the new apartment her father has bought her. When asked about her favourite part she speaks of the sign which reads, 'If you lived here you'd be home' which I believe shows how much these patients not only have this need for a home-base but also for a certain love and understanding, which usually is never found. Unfortunately Daisy is one who never finds that and she commits suicide. Lisa Cody is another brief character introduced who wants to be like the original Lisa in everyway. They start out close but eventually the old Lisa gets tired of having this person who copies her every move and so ignores her in every way possible. You see Lisa is very proud of her diagnosis as a sociopath ("We are very rare, and mostly we are men") and so when Lisa Cody is diagnosed as one to the old Lisa gets upset and starts to make trouble, proving that Lisa Cody is not a real sociopath. One day Lisa Cody just disappears; never to be heard from again. These unusual young women, among a few others, not only become her closest friends, but eventually direct Susanna back to someone she has lost - herself. Nearing the end of the novel Susanna also mentions her years after her releaseShe is discharged on January , 16. She keeps in touch with Georgina for a short period of time until she realizes she doesn't actually have anything in common with her, outside of the hospital. She also runs into Lisa in Harvard Square one day. She's still thin and yellow but now she has a three year old son and is working and going to temple. This part of the novel quite surprises me as Lisa was diagnosed as a sociopath, so I wonder how she would be successful in raising a child, I guess perhaps a sociopath might be able to bring up a child but from reading this story I don't believe Lisa ever was one. At the end Susanna speaks briefly of a relationship with a wealthy man who often attacks her character, obviously extremely insecure himself. On one occasion Susanna and her boyfriend visit the Frick museum. She is viewing a Vermeer titled Girl Interrupted at Her Music when she remembers she has seen it sixteen years ago when she went off with her English professor. Back then she made a connection with the painting all those years ago and now she realizes that the girl had been interrupted from her music just how she had been interrupted from her life.

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Child Development & Piaget

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Child Development Piaget Author Daniel Dunlevie April 001Q.1 Provide and explain three examples of the ways in which Piagets theory underpins constructivist approaches in educationEducation practice has been majorly influenced by the Piagetian constructivist approach to such a degree that is the main base to current classroom practices (Tutorial, 14/05/01). Piaget defines the teachers role as working a balance between actively guiding students in the way they think and also to provide the students with opportunities to explore the learning topics for themselves (Thomas, 16, p.6). The constructivist principle is that the childs learning process is through their own activities of exploring their environment. The child learns by discovering through exploring the differences between their prior knowledge and their exploration - action-based self-discovery (Brainerd cited in Siegel & Brainerd, 178, p.7). There are several ways in which Piagets theory underpins the constructivist approach in education, the first is by having a learning environment in the classroom that motivates mental activity (Tutorial, 14/05/01). A learning environment for children that stimulates curiosity gives the students an opportunity to explore certain fields and gets them involved in questioning and finding answers to why things are as they are. Thus an active learning environment that motivates mental activity is beneficial to the students as they can become more involved their own learning. Piaget (150) explained that children rely more on their learnt knowledge about the world and how things work, as Piaget stated evidence of its own eyes (cited in Atkinson, 18, p.5).

This leads to the second way in which Piagets theory underpins the constructivist approach with the teacher finding meaning and relevance for the students in learning activities (Tutorial, 14/05/01). The teacher must teach the students in a developmentally appropriate way through problem solving learning activities (Lecture, 0/04/01). In doing this children are able to work out problems through their own developed thinking patterns to assist them in understanding and applying what they have learnt to actual problems, and consequently being reward by finding an answer to the problem. A third way in which Piagets theory supports the constructivist approach is by the teacher being aware of the students intellectual readiness to learn (Tutorial, 14/05/01). The teacher must match their teaching practices to childrens abilities so the student is not out of their depth to what they are being taught (Lecture, 0/04/01). Piaget identified that childs cognitive development is a gradual process therefore children going through schooling will be at different levels of what they are ready to learn (Lecture, 0/04/01). Thus the teacher should recognise this and set tasks accordingly. Piagets theory underpins constructivist approaches in education through the students learning being based on their exploration and discovery to help develop their understanding. Q. Discuss the role of the teacher in scaffolding childrens learning and highlight the characteristics of effective scaffolding for primary school aged children.Vygotsky considers that children cannot always naturally learn on their own and they need someone with greater knowledge to plan and guide their learning (Dixon-Krauss, 16, p.60). The difference between the childs actual development level and their potential level of development is called the zone of proximal development (ZPD) (Lecture, 07/05/01). By working together with the teacher a child is able to carry out activities that are just beyond their own independent abilities (Thomas, 16, p.17). The teacher who considers the ZPD arranges the environment and creates a process defined by Jerome Bruner as scaffolding (Lecture, 07/05/01). The role of the teacher in scaffolding childrens learning is to guide the child through the learning task so the child can develop increasingly complex concepts. A study conducted by Wells showed that much of a childs learning occurs in the context of purposeful practical activity engaged in with an adult which shows that a child benefits from a more knowledgable other (Wells, 185, 155). In scaffolding the childs learning the teacher is making it easier for them to understand the task and learn from the knowledge of the teacher learning the correct way to do the learning task. A characteristic of effective scaffolding for primary school aged children is through using language which plays an important role in scaffolding childrens learning as by the primary school level the child has grasped language to a degree in which they can understand verbal directioning (Lecture, 07/05/01). Using language allows the child to use an already acquired skill making it easier for them to understand the learning task. Another characteristic is using repetition and going through the task at a reasonable pace which assists the child as they are able to mimic the teacher whilst not feeling rushed that would mean they would not get the full benefits of the scaffolding technique. Bruner identified that the teacher must provide a scaffold that narrows the tasks sufficiently for the learner, making it neither too easy nor too difficult. He sees the necessity for the teacher to focus on literacy instruction whilst understanding the students reading, writing and response processes to plan appropriate instruction (Dixon-Krauss, 16, p.61). Scaffolding is an effective teaching technique for primary school children and through careful planning a teacher can develop a childs knowledge allowing them to advance their own wisdom. Q. What leads to a growing sense of competence in primary school aged children and how can teachers encourage industryWhen children come from their homely sanctuary into a new, imposing schooling world some children embrace the schooling life and other find it a struggle to adapt to the learning curriculum. A growing sense of competence in primary school aged children is achieved by the way in which the teacher teaches. The teacher must make their learning tasks challenging yet attainable for the students so they feel they have to work but they can obtain their goal. The curriculum must be integrated into students existing understandings and interests so they can find relevance in the learning activities they are doing (Lecture, 14/05/01. This makes the children more interested in the learning topic and by them having background knowledge to certain things makes them feel like they are familiar with an aspect of the learning so they become more competent. Finally the teacher must be flexible in the learning activities they set (Lecture, 14/05/01). For example if a lesson is going really well and the children are getting enthusiastically involved in the activity the teacher should exploit this by making the lesson go on for a bit longer so the children can really get into the exploration of learning. For the students who enjoy their learning and can obtain a sense of achievement then the child will obtain a growing sense of competence. This competence will benefit the child for the rest of their lives. Teachers obviously play a major role in developing the competence of primary school aged children, and in improving their sense of competence in learning the teacher can develop the child into an industrious learner. In order to make the child work hard the teacher must look at their learning activities and the way they teach. As identified in a tutorial the teachers role is to make learning interesting and enjoyable for the students, making it involving and open their eyes to new experiences (05/0/01). The learning activities and the way the teacher teaches should bind all this in to create a learning environment that creates an interest for the children to enjoy what they are doing so although they are working hard, they are enjoying it. The teacher should format their lessons to match strategies to childrens abilities so they are not overwhelmed, have opportunities for active learning so they can get actively involved in the task and the teacher should encourage problem solving so the children can get a sense of achievement (Lecture, 14/05/01). If children feel like what they are doing is too much of a unenjoyable task they will lose interest in what they are learning and therefore not apply themselves fully to the topic. That is why the role of the teacher is so important in growing of primary aged childrens sense of competence. Q.4 Define the levels of the brain and the orientation of these levels in relation to childrens functioning. Use examples to discuss critical periods and the role of experience on the development and organisation of the brain in young children. In your answer explain why it is important for teachers to be aware of any signs of delayed development in young children.There are three levels of the brain which are Brainstem, Limbic and Cortical. The orientation of these levels in relation to childrens functioning is that the Brainstem controls functions vital to living such as controlling the heart rate and rate of respiration, as well as controlling some of the stages of sleep. It also controls automatic movements such as those involved in fighting and sexual behaviour whilst it decreases sensitivity to pain during these behaviours (Calson & Buskist, 17, p.110). The Limbic controls emotions and drives feelings and expressions whilst the Cortical controls conscious awareness, planning and regulation and is also the part that learns, speaks and thinks (Lecture, 1/05/01). Whilst the brain is developing there are critical period for children to optimise their learning. These are times when neural networks are developing with synapses forming and networks becoming organised for experience. Such experiences include musical exposure through learning an instrument or being around musical performers and being exposed to sporting activities which would improve motor skills. Depending on each childs experiences the size of brain regions and integration between them develops differently in each child through the varied experiences. This is because experience stabilises synapses and establishes neural networks leaving the synapses which are not used to be pruned and removed causing the brain to develop differently in each person depending on experience (Lecture, 1/05/01). For example a person who was exposed to music would be more developed in the brain regions that are stimulated by music. Similarly, if the same person had not been exposed to sporting activities they would have less developed brain region that deals with physical motor skills. Teachers need to remain aware of any signs of delayed development in young children as early intervention is the best way to improve development as functions can be permanently lost if the childs development is addressed late. Loss of function represents a loss of neural synapses and the only way to fix this is to expose the child to rich experience which retains synapses, which is why the teacher must remain aware so the child can be developed to a level which benefits the rest of their life (Lecture, 1/05/01). References Atkinson, C. (18). Making Sense of Piaget. Routledge & Kegan Paul London Carlson, N. & Buskist, W. (17). Psychology The Science of Behaviour (5th Ed.). Allyn & Bacon BostonDixon-Krauss, L. (16). Vygotsky in the Classroom Mediated Literacy Instruction and Assesment. Longman NewYork Siegel, L. & Brainerd, C. (178). Alternatives to Piaget Critical Essays on the Theory. Academic Press New YorkThomas, R.M. (16). Comparing Theories of Child Development (4th Ed.). Brooks/Cole CaliforniaWells, G. (185). Language, Learning and Education. Nelson Bershire Atkinson, C. (18). Making Sense of Piaget. Routledge & Kegan Paul London Carlson, N. & Buskist, W. (17). Psychology The Science of Behaviour (5th Ed.). Allyn & Bacon BostonDixon-Krauss, L. (16). Vygotsky in the Classroom Mediated Literacy Instruction and Assesment. Longman NewYork Siegel, L. & Brainerd, C. (178). Alternatives to Piaget Critical Essays on the Theory. Academic Press New YorkThomas, R.M. (16). Comparing Theories of Child Development (4th Ed.). Brooks/Cole CaliforniaWells, G. (185). Language, Learning and Education. Nelson Bershire

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Avalanches- maybe an avoidable danger in the mountains

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IntroductionI have chosen the topic " Avalanche" as I am interested in the outdoors and am an enthusiastic skier, who would like to do back country skiing. To do this safely I have to learn about the avalanche danger.The following questions I have chosen and researched Who is affected by avalanches? Help with essay on Avalanches- maybe an avoidable danger in the mountains

What different avalanches do we know?Where and why do avalanches occur? How do you keep safe? and How do you recognise avalanche terrain?I also watched a video produced for the NZ Mountain Safety Council, called Avalanche Awareness! A guide to snow safety in the New Zealand Mountains.As my oral component I interviewed a friend, who was actually involved in an avalanche.General factsAvalanches are one of the great hazards facing winter travellers in the mountains these are mainly skiers, snowboarders, trampers, climbers, people who are using the backcountry for recreation or passing through in cars, buses etc. (eg on the Milford Road). Every year appr 50 people are buried and the majority of the victims trigger the slide themselves. More than half (180) of all buried victims will die if they are not rescued within 0 minutes. Many are killed during or within minutes of the avalanche from suffocation, the severe trauma of being buried alive, by hitting boulders, trees during the slide, or having been crushed by massive blocks of snow. If the victims are still alive the only realistic hope for survival is a fast and organised rescue from the rest of the party. What are the different types of avalanches?There are two types of avalanches, loose snow and slab avalanches. Loose snow avalanches begin from a single point and expand as they move downhill accumulating more snow as it flows down. Slab avalanche starts when a large mass of snow breaks away, leaving an obvious fracture line at the top, the crown wall with the avalanche path ending in the run out zone.Why and when do avalanches occur? For avalanches to happen three factors are required 1. snow . sufficient slope angle. instability within the snow pack Unless all of these conditions exist, there is no risk of an avalanche. Avalanche danger is greatest during and after a storm with new snow, rain or big changes in the temperature. The stability in the snow pack weakens through surface hoar (hoar is the formation of big crystals on the snow surface) through melt- freeze Cycle (snow melts over day, then refreeze over night). When the stress within the snow layers exceeds the strength of the cohesion. The trigger for a collapse of the snow pack can be the added weight of snow, rain, wind, icefall or a person. The greatest danger from avalanches is during or immediately after the storm. "(Tony Daffern, 1).Snow can fall in many different forms, but in general it is usually some variation of the classic six-arm flake. It usually snows in fairly mild temperatures, which helps promote settlement. Snow changes over time through a process called sublimation. Sublimation is the change of a solid directly into a gas without first becoming a liquid. At mild temperatures the water vapour travels from the arms of the crystal to refreeze in the centre. This produces a rounding of the snowflake. These rounds will often begin to form necks and bond to each other. This is sometimes called destructive metamorphosis. This will generally produce a good cohesive layer of snow. The colder the temperature, the longer this process takes. In a cold shallow snow pack, like early season in the Rockies another process is a work changing the crystals. When its cold and the snow pack is thin (a change of 10 degrees Celsius or more per metre of snow) a different form of re-crystallisation occurs. Water vapour recrystallises at the bottom of the snow pack where it is warmest, into sharp angular faceted crystals. The longer and more severe the temperature gradient, the more extensive the faceting. Facets will further recrystallise into striated crystals of depth hoar. Facets and depth hoar tend to be less cohesive and more un-supportive within a snow pack. In short facets tend to weaken the strength of the snow pack from the bottom up.How to keep safe? In my opinion one of the most important facts about keeping safe in backcountry snow is the recognition and observation of avalanche terrain. As Tony Daffern points out "Only by recognising risk can you use your knowledge and experience to reduce that risk to an acceptable level."(Page 11) This allows the skier, climber to either avoid potentially dangerous areas completely or pick a route to minimise the risk by not moving near terrain traps; ie an avalanche could sweep the person over a cliff, into a crevasse or into a gully.Wind direction plays a major role, as it can transport large amounts of snow. Particularly during and after storms, loose snow is taken from the windward slopes and accumulated on the lee slopes, in gullies or corniced ridges. This adds weight to the snow pack and increases the avalanche danger on lee slopes.The snow pack profile (a vertical pit dug into the snow) gives detailed information about the stability of slope and the likelihood of an avalanche. If the surface formed a smooth sun or wind crust, it would indicate that there might be similar layers down in the snow pack and this could cause it to slide. Cracking of the snow is a sure sign, that the snow is unstable and could potentially release a slab avalanche. If the snow gives way under you with a whumpfing sound, as I have personally experienced in the Canadian Rockies. It indicates a hard layer of snow over a soft layer and an extremely unstable situation.If a person decides to travel through terrain traps or avalanche paths, they can minimise the danger by travelling in single file about 0 meters apart or one at a time through questionable slopes.It is recommended practise to remove pole and ski straps before entering the slope, and travel as quickly as safely possible from a safe spot to another safe spot. Someone in the group should be watching each person cross. Should an avalanche occur only one person is exposed, and the rest of the party can begin a rescue. The spotter watches the victim and remembers the last seen point. Before the rescue begins, a look out is established to watch for another avalanche, and the party decides if it is safe enough to proceed with the rescue. If it is safe to continue, everyone then switches his or her avalanche transceiver to receive. One person skis to the last seen point and begins the search, while another assembles the shovel and probe. When the searcher is very close to the buried skier's location, the second rescuer skis down to the site with the probe and shovel to probe and dig out the victim. All of this must occur within a matter of minutes if the victim is to have a good chance of survival. (This is a very simplified search and rescue description). Only with good training, practice, and experience is it safe to travel in avalanche terrain.A friends account of being trapped I found it very interesting and informative to talk to a friend's brother and hear his first hand observations about being in an avalanche in the Craigieburn's. Luckily my friend ended up only half submerged after the standstill of the snow slide. But he said it was very quick and an awful, scary feeling of "drowning", when submerged in the snow. Finding a safe route is easier said than done and " choosing the best route through avalanche country is best gained in the company of others, who have greater experience, and a kinder heart. "(Buck Stilton 1 page 6).Observation of the terrain you intend to travel into can tell you about the snow condition, like evidence of recent avalanches in the area. This is one of the most important signs of snow instability. Storms Recent precipitation and changes in temperature are equally crucial.Stability TestsA snow stability test is one of the most reliable tests that can be done, to give you a good idea about the avalanche danger on a slope. The test should be dug in a safe area that represents the aspect and angle of the slope in question. Snow in the area should not be disturbed, or have any rocks, or vegetation interfering with the profile. The names of different tests are compression test, shovel-shear test, rutschblock test and the loaded column test. The intention with all these tests is to locate and identify the weak bonding of layers of snow and ice within the snow pack. An easy method of collecting information about the snow pack is to dig a snow profile. Snow temperatures and crystal forms in the different snow layers will give vital information, to determine and identify the cohesion in the of the total snow pack.The pit for the profile should be dug to the bottom of the snow pack or at least metres deep, with the front wall 1/ metre wide. The front wall is in the shade, cut vertical and brushed with a glove or mitten to help define the various layers. A plastic card run vertically through the profile will help to gauge the hardness of each layer. Fist, finger or pen is used to probe the hardness too. The 'Shovel Shear Test' is used to identify potentially weak layers and their location in the snow pack. Cut an Isolate column up to 1.5 metres deep in undisturbed snow by 0.5 metres across. Remove soft and very soft snow from the top of the column (fist and four-finger snow). Cut the back of the column with a snow saw, but do not cut deeper than 0.7 metres from the top of the column. Insert the shovel at the back of the column, and with both hands pull the shovel towards you in an even, increasingly stronger pull. If the column breaks in a clean smooth manner, record the height of the failure, force required, and observe the crystals at that site. If the column fails to break, or produces an uneven shear, level the column above the height of the 0.7 metre back cut, saw to 0.7 metres from the new top and repeat. All these techniques and many more helpful tips and hints were described in the video and I enjoyed actually seeing these procedures, rather than just reading about them.You can improve your safety by having the right equipment and knowing how to use it like a transceiver, snow probe, shovel and first aid kit, as well as knowing the weather forecast and the current level of avalanche danger. Conclusion Avalanches may not be unavoidable, but your ability to survive an avalanche, if you should be so unlucky to be involved, is greatly improved by having the right equipment, the right company and by coming prepared into this potentially dangerous environment. As I pointed out before there is a lot of information to be gathered for the interested person. This includes survival facts of victims and why and when avalanches occur. Simple rules can be observed and put into practice, such as the danger being greatest after storms. Fascinating, scientific facts can be gained from studying snow, ice and crystals. Avalanche terrain also can be studied and recognised as unsuitable for skiing or traversing. Again many common practices could potentially help save lives and they include such common sense ideas as removing pole and ski straps before entering a slope or one person only to cross at a time and the others watching. To have the right equipment is vital for survival and of course one needs practice and experience to use it. Stability tests have been described as well as finding the right route and being super observant about weather and avalanche forecast. Reference to study materialBooks Erick, B. (18) The New Zealand Weather book. Nelson Craig Potton. Tilton, B. (1) The Basic Essentials of Avalanche Safety. U.S.A ICS Books, Inc. Daffen, T. (1) Avalanche Safety for Skiers & Climbers. Canada, Rocky Mountain Books. InternetAvalanchehttp//www.avalanche.org/Avalanchehttp//www.discoverjasper.com/rmhiking/avalnch.htm Eight Steps to Reducing Your Avalanche Risk http//www.cmc.org/cmc/eightstp.htmlAvalanche Awarenesshttp//www.avalanche.org/~lsafc/TUTORIAL/TUTORIAL.HTM Avalanche safetyhttp//classic.mountainzone.com/features/avalanche/VideoAvalanche Awareness! A Guide to snow safety in the Mountains Produced for NZ Mountain Safety Council (00).

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My work

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Bill Gates is the Antichrist Ever since Microsoft was founded, Bill Gates has gained power over the people of the world by winning a monopoly in the computer-software industry. From the assistance Microsoft gave in the development of the personal computer, to the virtual monopoly that Windows 5 now has on most computers all over the world; Microsoft has controlled a major portion of the computer industry. In his repeated conquests over his competitors, Gates has left an increasingly obvious amount of evidence that proves that he is the fourth and final antichrist. Most of this evidence comes from Gates computer products and is referred to in Revelations. This evidence may have been left on purpose, or was a careless mistake by the founder of Microsoft. Like the other men who have been considered antichrists, Gates has attempted to rule the world. The only difference between Gates and his predecessors is that he is trying to rule the world through computers, not through military force. ASCII(American Standard Code for Information Interchange) code is a system of keeping track of letters, numbers and characters on a computer. When Bill Gates and IBM decided to use ASCII code in the IBM Personal Computer, many people didnt know what computers were, or care what ASCII code was. Many people who did know what ASCII code was didnt think that Bill Gates was evil. Today, now that more people use computers regularly, Bill Gates evil secrets have been revealed to the public through the Internet and anti-Microsoft activists. Here is wisdom. Let him who has understanding calculate the number of the beast, for it is the number of a man His number is 666. (Revelation 118) Bill Gates full name is William Henry Gates III. If the ASCII codes of the letters in BILLGATES are added, plus three for the III in his name, then the sum is 666 (antichrist.txt). B I L L G A T E S 66 7 76 76 71 65 84 6 8 = 666 Let him who has understanding calculate the number of the beast refers to computer programmers and others who have knowledge in computers. Gates most likely did not expect for the people in his industry to divulge his secret identity to the public, but an increasing number of computer users have found and advertised the truth about him. Most computers sold today come with Windows .1 or Windows 5. Many people dont buy computer software unless it is designed specifically for Windows. If a company decides to make a program for an operating system other than Windows, then they will probably not sell as many copies of their software than if they had made a Windows version. Most companies want to make a large profit, so they are going to make Windows compatible software. He causes all, both small and great, rich and poor, free and slave, to receive a mark on their right hand or on their foreheads. And that no one may buy or sell except one who has the mark or name of the beast, or the number of his name. (Revelation 116 and 117) The Microsoft and Windows symbols are the mark or name of the beast, because they effectively prevent the sale of products for other systems. Thus he said The fourth beast shall be A fourth kingdom on Earth, which shall be different from all other kingdoms, And shall devour the whole Earth, Trample it and break it in pieces. Gates Microsoft is the fourth beast, with its significant power of money. Microsoft has devoured the Earth by gaining a monopoly on the software industry, so that it could Trample it and break it to pieces if it felt the desire. Bill Gates can raise the prices of his software at any time because there is very little competition to prevent this. In the past few years, Microsoft has bought many smaller companies who produced products which they wanted. Gates probably didnt want to spend the money to develop competing products, so he bought the competing companies and sold their products under the Microsoft label. Thou shalt not covet thy neighbors house, thou shalt not covet thy neighbors wife, nor his manservant, nor his maidservant, nor his ox, nor his ass, nor anything that is thy neighbors. (10thCommandment) He broke the Tenth Commandment by coveting his neighbors, or competing companies, products. Microsofts purchases were also foretold in Revelation 1.4. And his tail drew the third part of the stars of heaven, and did cast them to the earth and the dragon stood before the woman which was ready too delivered, for to devour her child as soon as it was born. Microsoft has devoured its smaller competitors so that they could not harm Microsofts profits and its rule over the computer industry. Another reference to Microsoft as the red dragon was in Revelation 1.. And there appeared another wonder in heaven; and behold a great red dragon, having seven heads and ten dorns, and seven crowns upon his heads. These heads were Microsofts various products Word, Excel, Internet Explorer, Publisher, Windows 5, DOS, and Encarta. These products are Microsofts main arsenal against the rest of the software industry, just as the dragons heads are its weapons. Microsoft Word has taken away many buyers for Corels WordPerfect. Windows 5 has prevented other operating systems, such as IBMs OS/ and Suns Solaris, from becoming popular among many home-computer users. Excel has defeated Lotus spreadsheet, Lotus 1--. Most of these Microsoft products come pre-packaged on computers, so consumers most likely wont feel compelled to buy their competitors products. These competing products are similar, and sometimes superior to, Microsofts products. In Revelation 1., the dragon is referred to specifically as the Devil. And the great dragon was cast out (from heaven), that old serpent, called the Devil, and Satan, which deceiveth the whole world... Bill Gates is deceiving the world with his products by including them with all new computers. These free products imply to the consumer that Microsoft products are superior to other products, when the only major benefit that the consumer gets is a free product. The prophecies in Revelations foretold the coming of Bill Gates and his evil empire named Microsoft. His demonic number 666, which was encoded inside the programs that he wrote, and his aggressive actions were also foretold in Revelations. His corporate takeovers were excellent examples of his coveting what he didnt have plus his intentions to stifle any new competition. There are too many similar references in the Bible for this to be a coincidence. Bill Gates is the fourth and final antichrist.

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FAS

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FILTHY NHS hospitals kill 5,000 patients a year, a shock report claims. They die from infections contracted during treatment for other conditions. But as patient care plummets, the report says billions of pounds are spent hiring increasing numbers of penpushers. The report by the respected Centre For Policy Studies says the number of managers hired under Tony Blair since 17 has soared by 50 per cent but there are only eight per cent more qualified nurses.

They are employed to ensure Government ministers' targets are met and a new one must be hired for each new target. The thinktank report warns there are now 70,000 penpushers running the NHS compared with 185,000 beds. But it says the most alarming example of management failure within the NHS is Hospital Acquired Infection. The term for secondary illnesses picked up in hospital affects 00,000 patients a year and kills 5,000 of them. Such infections also contribute to the deaths of another 15,000. Failed reform ... Tony Blair HAIs costs the NHS £1billion a year and take up .6 million bed days annually. Only one in 0 doctors and nurses wash their hands between touching patients who are 15 times more likely to catch an HAI in Britain than in Sweden or Holland. Professor Hugh Pennington, an infection control expert, said "I have investigated slaughterhouses cleaner than some hospitals." The report documents a retired GP whose wife died of an HAI reporting how he spotted old sticking plasters, disposable syringes, dead flowers and sweet wrappers under her bed. A former consultant in Glasgow reported soiled toilet paper and a blood-stained theatre gown in a loo. At another hopsital, a consultant revealed surgeons shoes were caked in old blood. Cleaning firms refused to change the water in their buckets unless it was stipulated in their contract. Medical staff have no direct control over them. The dossier says "The Government has created the bizarre situation where hospitals take on managers to evaluate a service that is deteriorating because of their appointment." It adds "Political correctness, the power of the unions and centrally set targets all take precedence over the well-being of patients. "Their care is almost incidental."

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From Conception to Consumption

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Most people are completely ambivalent about meat. They like to eat meat, yet they do not like to know exactly how the food found its way to the dinner plate. Lovenheim's "Portrait of a Burger as a Young Calf" portrays Loveinheim as both a narrator and moral actor as he follows the lives of two beef calves on a dairy farm and experiences what exactly happens from birth to death. Americans have a strong disconnect about where food comes from and make critical judgments about farming, but in actuality, the farming industry is necessary because it feeds the entire nation. Many situations in the book stood out and left an impact on how food is actually prepared before being sent to the supermarket and what exactly we are eating. Promotional toys sold at fast food chains, the treatment of calves once they are born, and raising calves for the sole purpose of food are significant perspectives in the book that left lingering thoughts and perplexed ideas about the whole cattle industry. Fast food chains are often selling cute little animal toys to go along with a kid's meal. Being naïve about the correlation between animal toys and burgers at a fast food chain, children and many adults never think twice about the irony of the whole situation. The truth is however, that what the world sees as a hamburger rarely crosses our minds as a cute furry animal. On a trip with his family, Lovenheim waits in line with his daughter to buy a beanie toy that comes with the Happy Meal. Surprised, he saw that a bright red bull named "Snort" and a black and white cow named "Daisy" were two of the options for the beanies. This situation reveals much about how Americans think about food. Loveinheim states "It seemed to me the McDonald's-Beanie Baby promotion revealed a deep disconnect between what we eat and where it comes from" (xii). People on average, do not tend to think about how their food gets from "point a" to "point b" as is clearly illustrated by McDonald's offering cute animal toys to children with the actual dead animal on the side. People may be so naïve because they find it best not to admit and acknowledge the truth. Many people know that a burger comes from a cow, poultry comes from a chicken, and bacon comes from a pig, but it's the actual idea of killing the animal and preparing it to look like the food in restaurants and our dinner tables they we usually leave out of our minds.

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Loving all kinds of meat, as well as all kinds of animals, I believe I fit very well into the category of "trying" to be naïve about the real facts of meat and where it comes from. When I was a kid, I even had a stuffed pig that I would bring everywhere, probably even to food chains like McDonalds or Burger King. I never thought twice about where my food came from, and to this day, I still really do not. It's almost like the "American way" to not ask questions and just eat what you get. If I lived on a farm like Lovenheim did and experienced what he experienced, my thoughts and opinions would change about where meat comes from. Being around animals all day and then realizing what they are there to do would make me feel too nauseous and guilty about eating meat. Until then, I find it best not to think about it and let the farmers do the raising. Another idea in the novel that was a bit perplexing was how farmers treat the calves once they are born. What was most disturbing was the segregation by sex of newborns and the denial to males of colostrums. The essence of the mothers milk helps infant animals build strength and immunity. Sadly, male cows are quickly removed from their mother once they are born like the calf from mother cow #160. The calf was quickly taken away from its mother after a short 40 minute time with her and #160 was left pacing back and forth wondering what happened to its child. This situation was completely heartbreaking and also confusing as the calf only stayed with its mother for less than an hour. But learning the ways on a dairy farm, the brutal truth is that, for human purposes, the males dont need colostrums because they dont produce milk, and their only value is to be turned into hamburger or some other kind of meat. The males therefore, often end up sick throughout the book, because they did not receive appropriate nutrients when they were young. Of course the calves would need to be taken away from their mother at some time, but I never realized how "quick" and insensitive the process seems to be. The hard fact to realize is that the cows on the farm are treated like money and not like a family friend. Things are done a certain way in order for work to be efficient. The farming industry is a business devoted to distributing meat and other animal products. Cows therefore, are losing part of their natural life cycle with their mother in order to become what we buy in the stores. A final thought about Lovenheim's book was simply the fact that farmers were raising cows just so they could kill them in several months. To me, this seems to be really inhumane. The farmers get to know the cow, spend time with it, and then kill it after a specific time period. After reading the book, I still thought this action was pretty cruel, but realized that the workers on the farm do it for a living and have probably adjusted to the killings of the animals they have taken care of for months. As Marshall states, "I grew up on a farm loving cows. I still love cows to this day; I just have to make a living out of it" (46). It's their job to raise the cattle, and then be able to have it killed, so they must be really devoted to their job. Not many people are involved in the farming industry so it's a good thing at least some are. Loveinheim's book did a great job at portraying life on a dairy farm and what cows go through from the time they are born till the time they die. There is indeed a great disconnect between what we eat and our knowledge of where it comes from. Most Americans tend to stay clear of knowing where their food comes from and let the farmers do all the "dirty" work. The farming industry is very hard working and makes up very little of the population, yet supplies the entire world with the food on their tables.

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Animal Shelters

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Established in 16 to help solve the problem of abandoned animals, we have become the largest and most successful no-kill animal shelter in North Carolina. Last year we found loving homes for approx. 000 abandoned pets and provided spay/neuter services for approximately 000. We currently house approx. 700 animals. Our cooperative agreements with animal control and humane organizations across the state have reduced the euthanasia rates in some counties by as much as 50%, thus saving taxpayers money and saving animals lives. Last year we saved approximately 800 lives that were slated for euthanasia. We are the only shelter that specializes in rescuing these forgotten pets. We also receive animals being abandoned by their owners. Many we find left at our gates, some tied to the trees. We received over 800 anonymous animal donations this way last year. Please, give generously - volunteer - donate - adopt - foster. We at The Haven every day must meet the challenge of providing for 700 resident animals as well as doing our best to respond to approx. 50 calls per day from people seeking to surrender an animal. Last year we provided direct care for over 000 animals, most of them are now adopted. Please make sure that the Haven has the resources to stop the abandonment and convenience killing of our communities' homeless animals. These homeless animals challenge us every day; will we notice them? Will we help them? Will we be there for them tomorrow?Buy cheap Animal Shelters term paper

A visit to an animal shelter will prove that acting on impulse or appearance is NOT the way to welcome a pet into your home. The 8 to 1 million homeless cats and dogs that arrive in shelter each year (Cumberland County puts 800-1000 animals to sleep EVERY SINGLE MONTH!!) 5% of the homeless animals are purebreds. You stroll past kennels filled with hopeful animals, young and old, purebred and mixed breed, and must choose just one pet wholl depend on you the rest of its life. Theyve already seen bad luck. They are all intensely appealing. But PLEASE do your homework before deciding.

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Discuss the relationship between text, author and reality using any two of the theories.

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In the simplest terms, one can define feminism as the advocacy of women for equal rights with men. Although it is a process that is mostly political, it has been noted that this movement had its roots long before the twentieth century, when it gathered political momentum. Indeed, it was first felt in the literary world with writers like Mary Wollstonecraft (175-177), who presented a rather new perspective to the life of women. Like other feminists, she understood and complained about all the ways that men used to exclude women. However, for her, feminism was mostly about women, and about how they should be educated to fulfill their aspirations and potentials. To her, the male and female roles were complementary rather than synonymous, and, this, in turn, made her believe firmly that the male-female relationship could be and should be improved upon. It is believed that Mary Wollstonecraft was one of the first feminists. When her famous 'The Rights of Woman' was first published, Jane Austen (1775-1817), must have been in her formative years. Since we know that she was not restricted in her access to knowledge, it is quite natural for her to have been influenced by W. Mary's writings and views. However, while W. Mary and Jane shared the same ideas, the difference in their social circumstances and their own family influence made them react to them following different attitudes. The latter advocated that the status-quo remain the same specially in the genteel world she lived in and depicted so well in her novels and that the women should be allowed to have a better access to education to improve their chances in life. The former, on the other hand, backed the idea that the women needed to fight for their own rights by themselves, for the men were little likely to help them. W. Mary understood that some women are, indeed, victims; however, she also recognized that many other women gain complete control through manipulation, pestering, or with the aid of other artful female ways. Jane Austen understood this as well and illustrated that kind of woman in the characters of Mrs. Bennet, Charlotte Lucas in 'Pride and Prejudice'. In Jane Austen's novels, namely 'Pride and Prejudice' and 'Sense and Sensibility' we find that the woman is looked at from another woman's point of view, and not from that of a man, like in Daniel Defoe's (1660-171) 'Moll Flanders' . Here, the very fact that Jane Austen has chosen a female bildungsroman is indicative of a wish to give a voice to women. She does not try to prove that women are superior or inferior to men. What she drives at, is that both sexes are prone to have elements that are faulty. Mr. Collins is as laughed at as Mrs. Bennet, for his pompous and servile attitude. Thus, as for existentialist feminists, for her, the difference between the two is only biological and that difference should not hold any of the two back from flourishing intellectually, or socially.The female characters she presents to us are very interesting. Some are caricatures, like Mrs. Bennet or Lady de Bourgh or even Miss. Bingley. Through her wit and humor, Jane Austen makes us laugh at these women who very readily embody the characteristics that the male dominating society associates with women. Through them, we are reminded of the limited space women have to evolve in. A space that is mostly physical, like the parental house the women leave only to go to their friends' and relatives, or for shopping, or to balls. Furthermore, they cannot go anywhere alone, and when Lizzy does so, she is condemned by members of her own sex, who, in this act, see"an abominable sort of conceited independence, a most country town difference to decorum."(8)

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It is to be noted that the decorum these ladies are so much in favor of, is one that has been imposed by a chauvinist society, one that has been devised to control women. Thus, in this novel, we see that women are better jailers of the members of their sex than men The space that is prohibited to women is not only physical, but intellectual as well. This can clearly be seen in Mr. Bennet's attitude"In his library he had been always sure of leisure and tranquility; and though prepared, as he told Elizabeth, to meet with folly and conceit in every other room in the house, he was used to be free from them there;"(115)It is only the favorite ones Lizzy and Jane who have access to this haven of knowledge in a most suitable way. The two extremes of the influence of education, transcribed in their reading habit, can be seen in the case of Mary and Lydia. The former is mockingly qualified by her father as " a young lady of deep reflection…and read great books, and make extracts."(55)As for Lydia, she only reads popular love stories and is so much influenced by them that she turns out to be so frivolous that she " could talk of nothing but officers;" and finally elopes with one of them. The woman therefore has few means to escape from the limitations laid on her. We see that Mrs. Bennet and Mrs. Phillipes indulge in gossiping. For them, knowledge of what is going on elsewhere gives them the feeling of actually being there. Lydia and Kitty read about fictitious heroes and heroines. It is only in this imaginary world that they can live the way they want to. Their frivolous attitude, can in fact, be seen as a means of surrendering. They can not fight the men and the patriarchal rules, so they live by the same rules and try to be as popular as possible among the controllers, the men. The feeling of "otherness" that they have to live with, is in fact socially construed. This forms part of the existentialist feminism. This theory has evolved around the fact that the women are different from the men biologically, but then, that the men have used this difference to further alienate the women and make them feel inferior.This fact is further enhanced in the novel through the "entailment" process in the Bennet family. The female lineage of the family at that time was seen as too weak to be able to look after themselves, let alone an estate. In this society, a spinster, a widow or any other woman who is bereft of male support is not to be tolerated. In 'Sense and Sensibility', however, Mrs. Dashwood is left at the care of her step-son, but the latter is at liberty to choose the way or extent he wants to support her and his step-sister. The woman therefore has to accept male rule and in some cases charity to be able to survive. It is therefore not surprising to find the girls hunting for financially secure, if not rich husbands. In Daniel Defoe's "Moll Flanders", this hunt has been exaggerated to the extent of being compared to legalized prostitution. But in Jane Austen's novels, this same attitude is highly appreciated by the society in general, and the young Janes, Lizzys, Charlottes, Mariannes and Elinors are compelled to consider such attributes more heavily against their own personal preference. "it was the only honourable provision for well-educated young women of small-fortune"(16)Happiness in marriage, is truly a matter of chance for these young ladies, Charlotte tells us.Mrs. Bennet is one, who typithises such a behavior. She refuses to talk to Lizzy on the latter's refusal to marry Mr. Collins"…or I will never see her again."(15)she literally throws Jane in Mr. Bingley's arms"We may as well leave them by themselves you know;"(50)the fortune of Mr. Darcy suddenly makes him the most handsome, most suitable son-in-law."how rich and how great you will be!…pray apologise for my having disliked him so much before."(86)Charlotte is successful in the mercenary transaction the society prones"marriage had always been her object;""I ask only a comfortable home;"However, we also find another attitude in the higher society, the de Bourgh's family. Here we find that she does not have to depend on anyone despite being a widow herself, and that her daughter is to inherit her estate afterwards. Hence we are reminded of the Marxist attitude towards feminism. For them, the consideration of social class and income are more important determinants of the quality of life and status than the difference between gender. This fact is further accentuated by the attitude of Mr. Wickham and Colonel Fitzwilliam, and Mr. Willoughby, who indulge in the pursuit of a wealthy woman to marry to assure their own financial security."…and there are not many in my rank of life who can afford to marry without some attention to money."(16)Thus, money has become the power that controls everything in this society. It gives status and importance to those who possess it. Very few people still consider high birth as an factor. The 'nouveaux riches' or tradesmen like Mr. Lucas are being introduced to St. James court because of his newly acquired wealth.What we see in most of the characters in this novel is their readiness to adopt the rules laid down by the patriarchal society. The women think themselves fragile, just as the men think of them. This is very well demonstrated in Mrs. Bennet. The latter "fancied herself nervous"quite often, that is, every time she is contradicted. Although, here we might say she is trying to assert herself by showing her opposition, the weapon she chooses, however, is not the appropriate one. For, after all, hysteria is a condition that only delicate and unstable people, that is, women face in a male dominated society; and her nervous conditions only amuse the one to whom she shows her revolt, her husband. "Frailty thy name is woman", Hamlet's word come to our mind very readily on thinking of Mrs. Bennet.However, in the person of Lizzy, we are also made aware of another possibility. She clearly distinguishes herself from the other female characters of the novel, even her sister, Jane, by her own full fledged personality. Through Lizzy, we are shown the hope for the woman race in general. Thanks to her, we learn that all females are not as empty headed as Lydia, as foolish as Mrs. Bennet, or as compliant to male authority as Jane. Lizzy is the one who has her own opinions, who asserts herself wherever she goes. She trudges on the thin border of reason and radicalism. Mariane, to some extent, more specifically, in the later part of the novel, can be compared to her.In the male dominated society, the 'phallus' that is seen by so many as the symbol for power, is replaced by money. Here, it is THE one who has more of it, who controls the reign. Charlotte tries to get this phallus by marrying Mr. Collins. Lady de Bourgh, is wealthy, but then, she quite vividly comes to our mind as a woman with very manly characteristics. It has been noted that underprivileged members of a society try to acquire more power by trying to take over the main weapon of domination. We find the same here. The women try by hook or by crook, to secure rich husbands to be able to get the security money bestows on its owner. Lizzy also shares the same notions, as we see when she speculates on how Mr. Darcy and herself are suited for each other"…from his judgement, information, and knowledge of the world, she must have received benefit of greater importance."Even if it is not the actual wealth that she covets like the others, she does reckon the power and other advantages she can acquire through her marriage with Mr. Darcy. However, she is neither blinded by the quest for wealth- or she would have married Mr. Collins- nor is she blinded by the foolish notion ultra-romantic love or she would have encouraged Mr. Wickham whom she first saw as the best man she ever knew.Thus, we can say that in Jane Austen's 'Pride and Prejudice' and 'Sense and Sensibility', feminism is very important in the sense that it highlights the conditions of life of the women. In her novel, we are shown the fight for power between the women and the mechanisms used by the male oppressors through society to exert their control over the women. We are also made aware of the fact that it is not gender equality that they should be fighting for, but rather, that they should make a place of their own in the society. This stage can only be achieved through intellectual enlightenment of the women as a whole and their rejection of stereotypical categorizing of women.

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Franklin Roosevelt's First Fireside Chat

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The Great Depression that began in 1 in the United States of America proved to be a test of everything America stood for. The fears and doubts Americans had towards the US banks caused everything to crumble. Obviously, many things contributed to the fall of the economy, and many things transpired to make the depression last as long as it did, but the lack of trust by the American people in established banks and other monetary institutions was the major catalyst. This lack of trust is what Franklin Delano Roosevelt addressed in his first Fireside Chat as president. When Franklin Roosevelt took his oath of office, America had already been four years into the depression. Roosevelt had a big task before him, the task of restoring American trust in established banks and other institutions as well as restoring trust in the government. The American people trusted the banks October 1, 1, but after this dreadful day, the citizens of the United States figured that their money was safer sitting under their mattress at home. This fear caused thousands of people to go to the bank and try to withdraw their money. The problem was, banks didn't have enough liquid cash on hand to fulfill these withdrawal requests. So instead of giving the people their money they had to tell them that they didn't have any money. This obviously scared the people and the whole thing just snowballed into the Great Depression. This is the background information one needs to know in order to read Roosevelt's first Fireside Chat. In this Chat he states in the first sentence, "I want to talk for a few minutes with the people of the United States about banking." Basically, in the opening of the speech he made it very clear that he wanted to let everyone know what had happened, what the current status was, and where things were going in the very near future. "I want to tell you what has been done in the last few days, and why it was done, and what the next steps are going to be." This basically lets the people know that they will know and understand everything that they need to know, and allows them to place their trust in the person who told them. Very soon after this Roosevelt explained why there was not money in the banks when people went to withdraw. He was making sure that everyone was on an equal ground of understanding, that they knew about how and why the banks invest the money. Next Roosevelt explained that the reason he issued the proclamation that provide for the current national bank holiday was because a week earlier, barely a single bank was open for business. Roosevelt declared that this was "the first step in the government's reconstruction of our financial and economic fabric." Of course, this speech was not the only thing Roosevelt was doing in order to get the country out of depression. This was just the beginning of what he called the "New Deal" or basically just a whole new attitude taken by the government. He knew that the only thing that would help the United States during this time was a total change in the interaction between the government and the people.

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He came right out and said this in his inaugural speech stating that "this is pre-eminently the time to speak the truth, the whole truth, frankly and boldly . . . the only thing we have to fear is fear itselfnameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance" (Nardo, 18). These powerful words prepared the American people for the major change of direction that Roosevelt would bring to America. This change can be seen in his first Fireside Chat and is evident in several different parts. "I do not promise you that every bank will be reopened or that individual losses will not be suffered, but there will be no losses that possibly could be avoided; and there would have been more and greater losses had we continued to drift." This statement accomplishes three things. One, it shows that Roosevelt is not making empty promises. Two, it shows that Roosevelt is willing to tell the truth. And three, it tells the people why this change is necessary now. The American citizens were not stupidthey knew that losses had to happen and they would not trust a president who attempted to ignore these and instead silver coat everything. The last 0 seconds of his Chat are perhaps the most powerful, and rightly so. He basically talks about how nothing he or his administration does will work without the people's confidence and trust. "Confidence and courage are the essentials of success in carrying out our plan. You people must have faith; you must not be stampeded by rumors or guesses. Let us unite in banishing fear. We have provided the machinery to restore our financial system; and it is up to you to support and make it work. It is your problem, my friends, your problem no less than it is mine. Together we cannot fail."Roosevelt knows that there is no way he can expect to earn the confidence and trust of the American people without leveling with them, and identifying with them. So by saying it is the American people's problem no less than it is his, Roosevelt proves that he is one of them and willing to take on the responsibility of the problem. Obviously this one speech can not be credited with bring America out of the Depression but it was the beginning. It set the tone for the way the new government would interact and represent the people. It proved that Roosevelt's inaugural speech was not just empty words and promises of a new president. There's no telling what state the United States would be in today had Roosevelt not led the country on this new path of honesty and trust. It wasn't an easy task to earn the trust of so many people but Roosevelt did it, and the proof lies in the fact that he was re-elected after 4 years. This Fireside Chat was the beginning of a much loved tradition during this time. The American public learned to trust and even love this honest and fearless leader, and because of this, America emerged from a dark and dreary time. Works CitedNardo, Don. The Great Depression. Greenhaven Press, Inc. San Diego, CA. 18. Please note that this sample paper on Franklin Roosevelt's First Fireside Chat 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 Franklin Roosevelt's First Fireside Chat, we are here to assist you. Your persuasive essay on Franklin Roosevelt's First Fireside Chat will be written from scratch, so you do not have to worry about its originality.

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Gone With the Wind in comparison with Glory

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The films Gone With The Wind and "Glory" directed by David Selznich and Edward Zwick respectively, discuss similar themes. These are both film classics and important movies based on the American Civil War. There are many different themes and issues raised in both movies and the messages presented vary in purpose. "Gone With The Wind" is a movie that was created with a vision for entertainment and is a classic tale of a love-hate romance set before and during the civil war. "Glory" however, was made with the purpose to inspire, inform and educate society of the crucial involvement of the Black-American soldiers during the American Civil War. Gone With The Wind is the most beloved, enduring and most popular film of all time with three years of advanced publicity and Hollywood myth-making, three and a half hours running time (with an intermission) and a gala premiere on 15 December 1 in Atlanta. The highest-grossing film status and the use of Technicolor (the 11th movie ever to use this), the film was a blockbuster in its own time. Gone With The Wind is an historical epic, a classical tale of a love-hate romance during the American Civil War with many issues such as birth, death and the recreation of a civilisation. It is a story of jealousy, greed, persistence, obsession and the love of a land. The determined heroine, Scarlett O'Hara struggles to find love during the Civil War years and afterwards, seeks refuge for herself and her family at the much-loved plantation 'Tara'. Authenticity is enhanced by the costuming, sets, and music."Glory" also explores similar themes that were present in Gone With The Wind, but it does so in a different way. "Glory" was the first major Hollywood film to acknowledge the essential contribution of the African-American soldiers. It was made to inspire and educate the audience on issues that were rampant during the Civil War. These themes included racism, slavery, freedom, honour, pride and in particular bravery. It achieves its powerful impact by carefully setting up the terrible conditions of the human spirit, from the cruelty of black slavery. The film tells the story of the 54th Regiment of the Massachusetts Voluntary Infantry. It is an all-black unit, comprising of Northern freemen and escaped slaves. The 54th Regiment served admirably in battle until they made their vital demonstration of bravery during the almost suicidal assault on the Confederate Fort Wagner in Charleston, South Carolina. Colonel Robert Gould Shaw (played by Matthew Broderick) is selected to lead the 54th Regiment, the first all black regiment of the Civil War. He struggles for the respect from his men, but his tenacity as a leader brings admiration from his men and his peers. Among the natural leaders of the 54th were Trip (Denzel Washington), an escaped slave and John Rawlins (Morgan Freeman), first seen in the film as a gravedigger. "Glory" is a more realistic and believable movie, especially the fact that none of the movie was a fantasy or dream. It has very dramatic scenes such as exploding heads and fierce battles. Until this movie was released, many people were unaware of the black soldier's contribution to the Civil War. Gone With The Wind however created more of vision based film, written for the entertainment of a willing audience.

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Both the films were based on novels. The Gone With The Wind script was derived from Margaret Mitchell's first and only published, best selling novel. David O. Selznick (director of Gone With The Wind) acquired the film rights to Mitchell's novel for $50,000 a record amount at the time. "Glory" alternatively, was based on the books Lay This Laurel, by Lincoln Kirstein and One Gallant Rush by Peter Burchard. The wartime letters of Robert Gould Shaw contributed to historical value of the film. One of the advantages that film has over radio, television and novels, is the ability that the creators have to heighten and develop meaning in the characters. This can be done in many ways such as the background music, the background setting, the costumes or clothing that the actors and actresses are wearing and the portrayal of the personality of the character. Gone With The Wind can without doubt be confirmed as a 'classic' as it fits into most of the required criteria. The film has a unified, believable plot, with the storyline following Scarlett during the lead up and then the journey through the Civil War. The film has a complex plot with complex characters and the characters will (and have been for many decades) remembered long after. The actors and actresses are believable although parts of the film have been over exaggerated. Gone With The Wind also has many memorable scenes (such as the 'Frankly my dear, I don't give a damn) and characters, such as Scarlett O'Hara and Rhett Butler. The classic film has broken technological ground and has had an undeniable influence on altering and advancing the development of cinema. Technicolour was so new during the making of Gone With The Wind that all the Technicolour cameras (seven) had to be used for the burning of Atlanta scene. The historical significance and achievement of this film will forever and a day be understated. "Glory" is also considered as a classic film of its genre. The film with its strong performances and vivid relationships changes the views and opinions of the audience watching the film and has many memorable scenes and characters. An example of this is the scene where Denzel Washington's character Trip, is heartbreaking flogged. "Glory" too has a special quality of excellence in acting from the courageous Morgan Freeman. With a universal theme, the film has meaning and relevance to people of all ages. "Glory" and Gone With The Wind have many similarities in the theme, medium of film used and issues, however there are also many differences. "Glory" is a strong and dramatic film, while Gone With The Wind is a fantasy film. Both the films can be classified as classics as both of the films fit into the required categories of a film classic.

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Engorged on the cruxific

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Engorged upon the CrucifixA Study into the Relation of Religion, Sodomy and its RepercussionsThrough the life and times of the Marquis de SadeThe Marquis de Sade's fictional writing reflects, to a certain extent, the events of his life. From his tormented mind came libertine works of sodomy, bestiality and unnamed other debaucheries. These images of carnality, though, do not come solely from the depths of Sade's imagination, but instead emerge from his personal sexual experiences. The Marquis' novels, plays and other writings, are a way for him to indulge his nymphomaniacal tendencies while he is (as was often so) confined to a jail cell, or asylum. To truly understand the purpose of Sade's writing it is necessary to examine the happenings of his life.

In 1740, on the second day of June, the Countess de Sade gave birth to a son bearing the Christian name, Dontatien Alphonse Francois, later to be known, in pen, as the Marquis de Sade. He would, throughout the rest of his life, refer to himself as Louis Aldonse Dontatien on any legal documents. This name is presumably that which was intended for him but lost in translation by the church. The Marquis's father was not a presence in his life, as he was an ambassador and often away on diplomatic duties. Sade's earliest years were spent at the Conde mansion-- his mother was lady-in-waiting to the Princess de Conde-- as a playmate to Prince Louis Joseph de Bourbon, who was four years his senior. One day, in 1744, during a game, Sade, although of a lesser age and rank, became infuriated with the Prince's "obstinacies" and beat him until he himself had to be violently removed. This, along with other reasons of necessity, forced the Marquis to vacate the Conde mansion and move to his family's ancestral mansion in Avignon. It was here that he was tutored by his pedagogic uncle, the Abbe de Sade d'Ebreuil. He would become a favorable figure in the eyes of Sade throughout his life. Sade's secondary education came from a Jesuit institution in Paris by the name of Louis Grande College. It was here, through the many school plays, that the Marquis was exposed to the world of drama and comedy; though, because of his lower school standing he could not take part in the productions. Another aspect of a Jesuit education, which ironically entered into much of the Marquis's writing, was their practice of flogging. This involved the "tanning" of the subject's buttocks by way of striking repeatedly with an object. This seemingly malignant form of corporeal punishment often doubled as pederasty. Although it is undocumented, it is suggested in the Marquis' writing that he was subject to this more then once during his stay at the College. One passage that points towards this is found in a short ditty the Marquis, "And you, Messieurs Jesuits, / Come one and all, come swiftly-- / Do not delay in sampling my reed pipe." Sadly, the Marquis was never known for his musical talent, so it is clear this "reed pipe" is most likely his skin flute. It might have been this early exposure to anal sex that shaped his libertine aversion to the female vagina, "Your authentic sodomist will always come unerect at the sight of a cunt." This philosophy most likely arises from the destructive nature of the Marquis' sex life. The female vagina is too closely linked with the creation of life and, for the Marquis, the aim of sex is not procreation, but instead pleasure derived from pain, both physical and psychological. In the Marquis' writing, and in his life, the most elite form of pleasure came through what he considered the ultimate orgasm death and consequently murder, "there is no better way to know death than to link it with some licentious image. The sight or thought of murder can give rise to a desire for sexual enjoyment." It is through total control of the victim's life that the sodomist/rapist gain pleasure. Sade's first taste of death came when he left the Jesuit College at the age of fourteen and joined the army as sub-lieutenant in the King's own infantry regiment. He entered his first battle at the age of fifteen in 1755. He led four companies against the British stronghold of Port Mahon and fought valiantly to a victory. His father, failing in his own ventures, sought to live vicariously through his son and pulled all the strings he could to get the Marquis into a more lofty position. Through this Sade became a standard-bearer for an entire Calvary company. It was at this position that the Marquis once again experienced the receiving position of sodomy. The Marquis' father traveled with him from garrison to garrison but even he could not keep the prying lust of the older officers from his still naïve son. Through documented letters of protest from the Comte de Sade (the Marquis' father) it is clear that his son was a favorite toy of the ranking officers, "Gentlemen, do not seduce this child! What good would it do you to turn him into a libertine?" His pleas went unheeded, though, and in reports about the young Sade the character trait mentioned most was "his extreme gentleness." If it was the Jesuits that planted the seed of sodomy in the Marquis then it was army that gave it the substance to grow. After the Seven Year War ended the Comte's plans for his son turned towards marriage. He arranged a bride for the Marquis from a very wealthy, yet lower lineage, family. The Marquis still contained notions of love in his still clothed heart and he told his father that he would consider marrying no other then the one he loved. She arrived in the form of a noblesse named Laure-Victoire de Lauris. He met her in Paris and as their love blossoms he becomes infatuated by her. This love marks the last time that the Marquis can find bliss in fidelity and consensual eroticism. Unfortunately, the noblesse was not so attached and neglected to meet Sade at an appointed weekend rendezvous, instead meeting with another paramour. In a fit of rage, that will appear frequently throughout the rest of his life, the Marquis writes her an eight page letter that shows the inner turmoil and confusion of his emotions. It cycles from passages of anger, "Liar! Ungrateful wretch!...Monster, born to make me miserable," to passionate declarations such as, "Oh, my dear beloved! My divine friend! Heart's sustenance, sole delight of my life, my dear love, where is my despair taking me?" and finally to blackmail, where he claims that she gave him gonorrhea, "The story of the [clap] should convince you to deal gently with me. I admit that I shall not hide it from my rival and that it won't be the only confidence I'll share with him." Thus ends the Marquis' one true and quasi-exemplary love. Consenting to his father's wishes he marries the arranged wife, Renee-Pelagie de Montreuils, whom he meets the day of the wedding. Although, she is a faithful confidante throughout their life together, the Marquis' does not seek sexual pleasure from her and the only evidence of sex is the children he sires through her. The Marquis instead turns to the concubines of the Paris brothels for the pleasure that drives the rest of his life. Life seems to settle in for the Marquis and to all witnesses he seems to be living a normal, married life. This is, until, he is arrested during a business trip to Paris. He is sentenced and jailed for blasphemy and sexual acts against god. During a deposition the prostitute in question describes what happened in great detail. He reportedly masturbated into a chalice while referring to God as a "mother-fucker." He then asks her to masturbate with a crucifix while he described to her how he recently copulated with a girl who had two Communion hosts pressed inside her while she screamed, "If thou art God, avenge thyself!" The rest of the night consisted of mainly dominatrix involving various whips, it is important to note, though, that the Marquis never performed any sexual actions on the prostitute. This goes back to his time spent in the Jesuit College. He, by mixing his afflictions with God and his flogging by the prostitute, he revisits his tormented youth with the priests. His first sensations of sex, being the pederasty of the Jesuits, gave him tumultuous notions of God and pleasure. These afflictions are most evident when he pleasures the girl with the creatively placed Communion wafers. This is a distinct act of revenge; he was anally raped by priests, so he in turn sexually violates the embodiment of Christ. When he is questioned by the authorities, after his arrest, he says in his defenseIn the inebriation of pleasure, it is essential to utter powerful or dirty words, and blasphemous ones are particularly serviceable…. One must spare nothing; one must adorn these words with the greatest possible luxury of expression; they must scandalize as forcefully as possible; for it is so sweet to scandalize. The Marquis' is taken to the dungeon of Vincennes under charges of "blasphemy and incitement to sacrilege." Although people of underprivileged rank were often put to death for such charges, The Marquis was only detained for three weeks. This brevity was due in large part to his father's and, moreover, his mother-in-law's connections with the royal court. Along with this mercy, though, came the decry that the Marquis was not to return to Paris. After this the Marquis' life returns to normal and it appears as if his stint in prison had calmed his wild heart. A year later, though, he is granted permission to enter Paris again on business but is placed under the watchful eye of Inspector Marais. Marais documents all of Sade's doings which include the courtships of many actresses and concubines. All of this is banal for aristocrats and the Marquis goes many years (1764-177) without trouble with the law. In 177, during an orgy, Sade feeds too much Spanish-fly-laced-candy to five young whores and they accuse him of poisoning them. They also accuse him of performing consensual homosexual debaucheries with his man servant Latour while at the same time sodomizing the concubines one at a time. The Marquis and Latour, upon hearing the charges, flee and in their absence are sentenced to multiple executions by the court. These executions were instead performed on effigies, which was common practice when charges were brought against noblemen. Consequently, though, the Marquis lost his citizen's rights for thirty years and all of his belongings were given to his wife. From this point on the Marquis' life is either spent fleeing the law or, even more persistently, in various prisons and asylums. It is in his extended stay at the infamous Vincennes prison that the Marquis ardently turns to reading and writing literature. The Marquis stays at Vincennes for roughly twelve years were he completes many manuscripts, the most notorious being The 10 Days of Sodomy. It was through his writing that the Marquis' indulged his depraved fantasies and made it through his time in jail. Passages such as they litter all of the Marquis' works, Her back was turned in an extraordinary way, its line sweeping deliciously down to the most artistically and precisely cleft ass Nature has produced in a very long time. Nothing could have been more perfectly round, not very large, but firm, white, dimpled; and when it was opened, what used to peep out but the cleanest, most winsome, most delicate hole. As the Marquis time in prison lengthened, he sunk further and further into his own depravity. In 178, it was decided that he should be moved to the Charenton asylum. Asylums were large improvements over what madmen had to endure in the past. Gone were the chains and tortures that the mentally insane were used to. Asylums, by no means exemplary, offered prisoners at least some treatments and personal freedoms. His first stay at Charenton is brief due to the removal of the lettres de Cachet and within several months he is released from the asylum. Upon his release he begins to secretly have his work published. His work Juliette is both highly successful underground and controversial because of its strong female lead. Juliette is a representation of the women that got away in the Sade's life, the women that he still fantasized about. Juliette is a cannibalistic man-killer, contemptuous in every way. To the libertine sodomist, this was the perfect woman. The Marquis' life continues on in the trend that seems to have dictated his previous years. He goes on to write many more offensive pamphlets, plays and novels-- three quarters of which are burned upon his death-- while frequenting jails and asylums for the same reasons as before. His life, though, still interests many today. It is an enthralling study into the affects of nature over nurture and a well documented view into what can happen, when a man of great intellect, falls at an early age to the horrors of sodomy.

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