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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