The Great Gatsby Questions for Study and Discussion

'The Great Gatsby' Questions for Study and Discussion The Great Gatsby is the most famous novel by F. Scott Fitzgerald. The story is a symbolic portrayal of the decline of the American Dream. Its an accurate portrayal of the Jazz age cemented him as a fixture in literary history. Fitzgerald is a master storyteller and layers his novels with themes and symbolism. Here are a few questions to get your next book club started with. Study Questions for The Great Gatsby What is important about the title of The Great Gatsby?  Which adaptations of the novel have you seen? What did you think of them?What are the conflicts in The Great Gatsby? What types of conflict (physical, moral, intellectual, or emotional) are in this novel? Are they resolved?Why is Gatsby unable to put the past behind him? Why does he demand Daisy renounce her former love for her husband?What choice would you have made in Daisys situation?What role does Daisy play in Gatsbys downfall?How is alcohol used in the novel?The novel is told from the perspective of a friend  Gatsby, why do you think the author chose Nick to tell the story?How does F. Scott Fitzgerald reveal character in The Great Gatsby?How is class depicted in the novel? What point is the author trying to make?What are some themes and symbols in The Great Gatsby?What does the green light represent?Why does the author call our attention to the ad for Doctor T.J.  Eckleburg optometry? What is the meaning of the vacan t eyes which watch the characters? Is Gatsby consistent in his actions? Why did he change his name? Do you ever find him fake (or contrived)? Is he a fully developed character?Do you consider Gatsby to be a self-made man? Is he a good portrayal of reaching the American Dream?Do you find the characters likable? Would you want to meet the characters?Did the novel end the way you expected?How essential is the setting? Could the story have taken place anywhere else? In any other time?What do you think the lavish parties at Gatsbys mansion were meant to represent? What is the author trying to say about American culture?What is the role of women in The Great Gatsby? Is love relevant? Are relationships meaningful?What did you think about Daisys assessment that women must be pretty but unintelligent if they want to be happy? What in her life led her to this conclusion?Why is The Great Gatsby controversial? Why has it been banned/challenged?How does religion figure into the novel? How would the novel be different if religion ( or spirituality) played a more prominent role in the text? How does The Great Gatsby relate to current society? How well did it represent the Jazz Age (society and literature at the time it was published)? Is the novel still relevant?Would you recommend The Great Gatsby to a friend?

Create and Customize Buttons With the DBNavigator

Create and Customize Buttons With the DBNavigator Ok, the DBNavigator does its job of navigating data and managing records. Unfortunately, my customers want more user-friendly experience, like custom button graphics and captions, ... This inquiry came from a Delphi developer searching for a way to enhance the power of the DBNavigator component.   The DBNavigator is a great component- it provides a VCR-like interface for navigating data and managing records in database applications. Record navigation is provided by the First, Next, Prior, and Last buttons. Record management is provided by the Edit, Post, Cancel, Delete, Insert, and Refresh buttons. In one component Delphi provides everything you need, to operate on your data. However, as the author of the e-mail inquiry also stated, the DBNavigator lacks some features like custom glyphs, button captions, and others. A More Powerful DBNavigator Many Delphi components have useful properties and methods that are marked invisible (protected) to a Delphi developer. Hopefully, to access such protected members of a component, a simple technique called the protected hack can be used. First, youll add a caption to every DBNavigator button, then youll add custom graphics, and finally, youll OnMouseUp-enable each button.   From the boring DBNavigator to either of: Standard graphics and custom captionsOnly captionsCustom graphics and custom captions Lets Rock n Roll The DBNavigator has a protected Buttons property. This member is an array of TNavButton, a descendant of TSpeedButton.   Since each button in this protected property inherits from TSpeedButton, if you get our hands on it, youll be able to work with standard TSpeedButton properties like: Caption (a string that identifies the control to the user), Glyph (the bitmap that appears on the button), Layout (determines where the image or text appears on the button)... From the DBCtrls unit (where DBNavigator is defined) you read that the protected Buttons property is declared as: Buttons: array[TNavigateBtn] of TNavButton; Where TNavButton inherits from TSpeedButton and TNavigateBtn is an enumeration, defined as : TNavigateBtn (nbFirst, nbPrior, nbNext, nbLast, nbInsert, nbDelete, nbEdit, nbPost, nbCancel, nbRefresh); Note that TNavigateBtn holds 10 values, each identifying different button on a TDBNavigator object. Now, lets see how to hack a DBNavigator: Enhanced DBNavigator​ First, set up a simple data editing Delphi form by placing at least a DBNavigator, a DBGrid, a DataSoure and a Dataset object of your choice (ADO, BDE, dbExpres, ...). Make sure all components are connected. Second, hack a DBNavigator by defining an inherited dummy class, above the Form declaration, like: type THackDBNavigator class(TDBNavigator); type TForm1 class(TForm) ... Next, to be able to display custom captions and graphics on each DBNavigator button, youll need to set up some glyphs. You can use the TImageList component and assign 10 pictures (.bmp or .ico), each representing an action of a particular button of a DBNavigator. Third, in the OnCreate event for the Form1, add a call like: procedure TForm1.FormCreate(Sender: TObject); SetupHackedNavigator(DBNavigator1, ImageList1);end; Make sure you add the declaration of this procedure in the private part of the form declaration, like: type TForm1 class(TForm) ... privateprocedure SetupHackedNavigator(const Navigator : TDBNavigator; const Glyphs : TImageList); ... Fourth, add the SetupHackedNavigator procedure. The SetupHackedNavigator procedure adds custom graphics to each button and assigns a custom caption to each button. uses Buttons; //!!! dont forgetprocedure TForm1.SetupHackedNavigator (const Navigator : TDBNavigator; const Glyphs : TImageList);const Captions : array[TNavigateBtn] of string (Initial, Previous, Later, Final, Add, Erase, Correct, Send, Withdraw, Revive);(* Captions : array[TNavigateBtn] of string (First, Prior, Next, Last, Insert, Delete, Edit, Post, Cancel, Refresh); in Croatia (localized): Captions : array[TNavigateBtn] of string (Prvi, Prethodni, Slijedeci, Zadnji, Dodaj, Obrisi, Promjeni, Spremi, Odustani, Osvjezi);*)var btn : TNavigateBtn;beginfor btn : Low(TNavigateBtn) to High(TNavigateBtn) dowith THackDBNavigator(Navigator).Buttons[btn] dobegin//from the Captions const array Caption : Captions[btn]; //the number of images in the Glyph property NumGlyphs : 1; // Remove the old glyph. Glyph : nil; // Assign the custom one Glyphs.GetBitmap(Integer(btn),Glyph); // gylph above text Layout : blGlyphTop; // explained later OnMouseUp : HackNavMouseUp; end;end; (*SetupHackedNav igator*) Ok, lets explain. You iterate through all the buttons in the DBNavigator. Recall that each button is accessible from the protected Buttons array property- therefore the need for the THackDBNavigator class. Since the type of the Buttons array is TNavigateBtn, you go from the first (using the  Low  function) button to the last (using the  High  function) one. For each button, you simply remove the old glyph, assign the new one (from the Glyphs parameter), add the caption from the Captions array and mark the layout of the glyph. Note that you can control which buttons are displayed by a DBNavigator (not the hacked one) through its VisibleButtons property. Another property whose default value you may want to change is Hints- use it to supply Help Hints of your choosing for the individual navigator button. You can control the display of the Hints by editing the ShowHints property. Thats it. This is why youve picked Delphi! Gimme More! Why stop here? You know that when you click the nbNext button the datasets current position is advanced to the next record. What if you want to move, lets say, 5 records ahead if the user is holding the CTRL key while pressing the button? How about that?   The standard DBNavigator does not have the OnMouseUp event- the one that carries the Shift parameter of the TShiftState- enabling you to test for the state of the Alt, Ctrl, and Shift keys. The DBNavigator only provides the OnClick event for you to handle.   However, the THackDBNavigator can simply expose the OnMouseUp event and enable you to see the state of the control keys and even the position of the cursor above the particular button when clicked! Ctrl Click : 5 Rows Ahead To expose the OnMouseUp you simply assign your custom event handling procedure to the OnMouseUp event for the button of the hacked DBNavigator. This exactly is already done in the SetupHackedNavigator procedure:OnMouseUp : HackNavMouseUp; Now, the HackNavMouseUp procedure could look like: procedure TForm1.HackNavMouseUp (Sender:TObject; Button: TMouseButton; Shift: TShiftState; X, Y: Integer);const MoveBy : integer 5;beginif NOT (Sender is TNavButton) then Exit; case TNavButton(Sender).Index of nbPrior: if (ssCtrl in Shift) then TDBNavigator(TNavButton(Sender).Parent). DataSource.DataSet.MoveBy(-MoveBy); nbNext: if (ssCtrl in Shift) then TDBNavigator(TNavButton(Sender).Parent). DataSource.DataSet.MoveBy(MoveBy); end; end;(*HackNavMouseUp*) Note that you need to add the signature of the HackNavMouseUp procedure inside the private part of the form declaration (near the declaration of the SetupHackedNavigator procedure): type TForm1 class(TForm) ... privateprocedure SetupHackedNavigator(const Navigator : TDBNavigator; const Glyphs : TImageList); procedure HackNavMouseUp(Sender:TObject; Button: TMouseButton; Shift: TShiftState; X, Y: Integer); ... Ok, lets explain, one more time. The HackNavMouseUp procedure handles the OnMouseUp event for each DBNavigator button. If the user is holding the CTRL key while clicking the nbNext button, the current record for the linked dataset is moved MoveBy (defined as constant with the value of 5) records ahead. What? Overcomplicated? Yep. You do not need to mess with all this if you only need to check the state of the control keys when the button was clicked. Heres how to do the same in the ordinary OnClick event of the ordinary DBNavigator: procedure TForm1.DBNavigator1Click(Sender: TObject; Button: TNavigateBtn); function CtrlDown : Boolean; var State : TKeyboardState; begin GetKeyboardState(State); Result : ((State[vk_Control] And 128) 0); end;const MoveBy : integer 5;begincase Button of nbPrior: if CtrlDown then DBNavigator1.DataSource.DataSet.MoveBy(-MoveBy); nbNext: if CtrlDown then DBNavigator1.DataSource.DataSet.MoveBy(MoveBy); end; //caseend;(*DBNavigator2Click*) Thats All Folks And finally, the project is done.  Or you can keep going.  Heres a scenario/task/idea for you:   Lets say you want only one button to replace the nbFirst, nbPrevious, nbNext, and nbLast buttons. You can use the X, and Y parameters inside the HackNavMouseUp procedure to find the position of the cursor when the button was released. Now, to this one button (to rule them all) you can attach a picture that has 4 areas, each area is suppose to mimic one of the buttons you are replacing ... got the point?

Book binding Essay Example for Free

Book binding Essay OBJECTIVES:2. OBJECTIVES:The term ‘binding’ is sometimes used to describe the cover of a book. For example, you might refer to a book as having a binding of leather, or being bound in linen. But binding also means the act of attaching many pages to one another to produce a book. Bookbinding is a very old craft and the techniques used in hand-binding have hardly changed over the centuries. Mechanization has changed the way most books are made but hand-bound books still use the same the techniques and equipment. As a craft, bookbinding plays an important role in the production of artist’s books, the preservation of antique books, and in training for fine arts students. As a commercial process, bookbinding plays a role in the lives of any consumer who picks up a book or magazine. Advances in commercial bookbinding techniques have greatly improved the cost, and therefore accessibility, of printed material all over the world. IT: 3. WHAT DID YOU DO TO ORGANIZE IT:A prior permission has been taken from the Teacher-in-Charge of our institution to perform the work. Eight students of class VIII, Sec A are selected to participate with me. The Biology Laboratory of this institution has been selected as the working place. I first told the students the procedure of book binding:†¢ Stapling and Sewing – The collected papers exactly the same sized are piled them up. Then staple down/sewed along one edge. †¢ Gluing – A white paper paste, or â€Å"library paste,† is good for most purposes. †¢ Covering – Any book will be enormously improved if it has some kind of a cover. The cover doesn’t have to be cloth or cardboard or particularly heavy. prasenjitzoology@gmail. com 1 BOOK BINDING CONTRBUTIONS:4. CONTRBUTIONS:†¢ MINE – I directed as well as helped the students how to prepare for such works. †¢ MY HEAD TEACHER – He encouraged and motivated me to perform the work. He also helped me by inspiring the students also. He also helped me by granting a fund for that. †¢ MENTOR – The Principal, Prof. D. P. Nag Chowdhury of the College, Shimurali Sachinandan College of Education was the mentor who helped me mentally as well as providing printed materials to do the work. The Director of the workshop, Prof Trishna Goswami as well as the Coordinator, Prof. S. R. Adhikari of the College, Shimurali Sachinandan College of Education, P. O. – Shimurali, District – Nadia also helped me in many ways. A book binder of that locality also helped various ways to make successful this work. CTIVITY: 5. OUTPUT OF THE ACTIVITY:Students can bind books at home following these simple instructions. This is so simple that the students themselves can make them for the joy of learning science. It can encourage them in publishing business. PERSONAL:6. YOUR PERSONAL:†¢ OBSERVATIONS – Students shortlisted the materials from their book or as directed that are needed to perform the work. Sheets of paper for binding into a book, Bone folder, Studio Tac double-sided adhesive, Heavyweight papers for end pages, Pencil, Jade glue, Paint brush, Headband tape, Craft knife, Binder’s board (acid-free), Book canvas, Iron-on transfer paper (optional)are collected by the students from their homes and market. Then prasenjitzoology@gmail. com 2 BOOK BINDING they started the work following the book binding procedure as stated. My students enjoyed this very much and many of them tried this on their own. †¢ EXPERIENCES – Teaching children about the publishing business entails more than writing stories and creating characters. In fact, you can turn any English lesson into a crafts project by introducing children to bookbinding activities. †¢ DIFFICULTIES – Manipulatives and experiments are teaching aids that the children are allowed to play with and touch. Hence it was a time consuming process. FROM:7. FEED BACK FROM:†¢ STUDENTS – The participants were fully satisfied and wished such programme to be of more and more so that they could update their knowledge & activity. This is the spirit of teaching and learning. With hands on activities they acquire first-hand knowledge which inspires them to pursue the field of publishing to become successful who is the wealth of a nation. †¢ COLLEAGUES – They highly appreciated such activities more and more so that the students can easily understand their lessons. The students can test these works without any fear of cost or breakage. This is so simple that the students themselves can make them for the joy of learning science. Teaching children bookbinding is a way for them to become part of this long tradition of book arts in a fun and imaginative way. †¢ MENTOR – He thanked me so that I have done the work accordingly in involvement with my students in my institution. This will be proved very useful in rural and urban schools as well. ************* prasenjitzoology@gmail. com 3 Book binding. (2016, Sep 08).

Indian Ocean Tsunami Essay Example | Topics and Well Written Essays - 250 words

Indian Ocean Tsunami - Essay Example Proper building strategies should have promoted buildings with escape routes, cautionary system and safe places. Construction of physical barriers or dykes around the sea could have greatly reduced the effects of tsunami. Mitigation approaches could also have been applied to correct the situation. Such measures involve analysis of possible destructions from other similar occurrences. Such measures would also involve an analysis of seismic triggers to establish areas prone to an earthquake. Communication between the authority, seismologists, and the society could have helped to improve the situation as well. Such communication would be followed by recommendations and possible correction measures for any possible occurrence. Authorities in the affected areas could also have applied early warnings to the people. Such warnings would encourage the people to vacate the affected areas for safer grounds. This required the region to have a well-established transport and communication system. Physical developments on the land could also have reduced the effects of tsunami. Physical elevation of the ground, building barriers in high risk areas, drainage systems and onshore and offshore barriers might have helped to prevent damages and reduce a number of victims

Lessons Learned Book Review on Colin Powell Essay

Lessons Learned Book Review on Colin Powell - Essay Example The first challenge he faced was the investigation of the My Lai Massacre. Later, Powell's assessment was alledged to be a whitewash. But this is one of the many instances where Powell's image has been exploited to serve the irresponsible behaviours of the Administation. Powell mentioned in his autobiography that he is haunted by the nightmare of the Vietnam War (Powell, 1995). From 1987 to 1989, Powell was Ronald Reagan's last National Security Advisor while retaining his Army commission. In 1989, he joined Eisenhower and Alexander Haig. During that time he faced 28 political and military crises, like the invasion of Panama in 1989 and Operation Desert Storm in the 1991 Persian Gulf War and earned the nickname, "the reluctant warrior". Militant about defending the "hardwon civil rights legislation of 1960's, General Colin Powell made famous the so-called Powell Doctrine, as part of the attitude to be considered while considering the 1990-1991 Gulf War. The Doctrine asserts that when a nation is engaging in war, all resources should be brought into action to affect an overwhelming force against the enemy. The questions that Powell Doctrine centers on are the issues of national security based on a clear and attainable objective fully analyzing the risks and costs, the full utilization of all non-violent policies, a plausible exit strategy to avoid endless entanglement, the consequences of American government action, support received from the American people on any particular action, and the presence of international support. Leadership is the art of accomplishing more that the science of management says it possible. (Harari, 2002) Leadership connotes an interrelationship of power - the power to give vision to others, and not just be a frontrunner. In the Leadership Character ModelSM developed by Robert Turknett and Carolyn Turknett in 2005 in their Decent People, Decent Company: How to Lead with Character in Work and in Life, they prescribe Accountibility, Responsibility and Integrity as some of the characters of a leader. Powell too, practiced people-based leadership that gave him an edge. A leader, as Powell believed and practiced himself, must challenge the status quo of all traditions. (Harari, 2002). Effective Leadership is a true test of character, and Colin Powell's life has been a testimony to this. In the study of his 35 years of military experience, we find a galore of instances where Powell used the basic human emotions of trust and belief in order to get over tricky situations. Powell rarely proposed military intervention as the first solution to any dispute, and instead advocated compromise. In the 2000 U.S. Presidential Election, Powell served as the key foreign policy advisor to the Bush campaign. After September 11, this public icon played a crucial role in taking up a single-handed leadership to enhance America's relationship with international countries. In an interview by O'Rourke of the Atlantic Unbound, Powell says: I'm considered the multilateralist-multilateralism means finding areas of compromise. Our nation also rests on a non-zero-sum concept. It was intended that Congress work by finding compromise, and from compromise you achieve consensus. Without compromise, you never get to

The Role of Emotion Focussed Theory in Functional Assessment Essay Example for Free

The Role of Emotion Focussed Theory in Functional Assessment Essay Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this essay , I am elaborating on the types of psychotherapy which have persisted for generations and which have undergone favourable changes over the years, conforming to the opinions of great psychoanalysts who have written a large amount of literature from their experience and research. I am concentrating on functional assessment and emotion focussed theory and an integration of the two. I have quoted from a few studies by psychotherapists and researchers.   The advantages of the approaches would be obvious from the essay. How an integrated approach scores over the earlier functional assessment is described here with the support of researchers’ views. The Role of Emotion Focussed Therapy in Functional Assessment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The humanistic or experiential traditional psychotherapy included the Gestalt therapy, client centred therapy and the existential therapy which were practised for a long time. The Gestalt therapy is a holistic, process oriented and field theoretical approach to human change.(Gestalt, Gestalt Global Corporation). The factors of awareness, contact, personal responsiveness and responsibility are built into it. Primacy is ascribed to the uniqueness of the individual. The person is treated in whole rather than in parts. Biological maturation, environmental influences, interaction of the individual and the environment and creative adjustment play a crucial role (Gestalt, Gestalt Global Corporation). Fritz Perls,the founder, considers the method as a congruence of many theories. Freud’s psychoanalysis had an influence on Gestalt therapy. Perls used Freud’s developmental sequence in his theory. The four major concepts are biological field theory, theory of the organism, the need for making contact and relationship and the capacity for making wholes. Biological field theory states that an organism can be understood only in its organised, interactive, interconnected and interdependent totality (Gestalt, Gestalt Global Corporation). The second theory considers that an organism has physical, cognitive, emotional, social, economical, spiritual, aesthetic and interpersonal dimensions; each of equal importance. The third says contact or building of relationships is essential for survival. (Gestalt, Gestalt Global Corporation). A person who cannot make contact with his surroundings or has a blockade requires intervention. The fourth speaks of the human being as having the capacity of organising and reorganising his bodily functions, perceptual functions, cognitive and behavioural aspects. Gestalt therapy is aimed at assisting the client in restoring his own ability to self-regulate as an organism and have successful and fulfilling contact with others in the environment as well as be familiar with one’s own faults. The person is led to cope creatively with himself and the environment (Gestalt, Gestalt Global Corporation) What is normal human nature?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The psychologically healthy human being whose organismic self-regulation is functioning well is a normal person. He is able to respond properly to his wants and needs and the environment (ID functions). He is able to respond to situations realistically according to his behaviour (Personality functions) (Gestalt, Gestalt Global Corporation ). He is proactive instead of reactive, recognised by his ability to respond immediately and his willingness to take responsibilty. He lives with awareness in the present, is very aware about the past and is looking forward to the future (Gestalt, Gestalt Global Corporation). When do you call a person abnormal?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In psychological dysfunctioning there is a loss of awareness of needs, wants and desires. Free flowing and flexible contact with the environment is blocked or distorted.   (Gestalt, Gestalt Global Corporation).   He becomes reactive and simply unable to gauge events in their correct perspective. He is unable to take responsibility. His self –support is limited and he seeks help from outside. His ID and personality functions are disturbed. The style of contact changes (Gestalt, Gestalt Global Corporation). The work of the Therapist   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The therapist focusses on improving the client’s contact and relationships. He establishes a dialogic relationship with the client. Limitations of Gestalt therapy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It lacks a distinct, elaborate and well defined theory. The developmental causes of psychological suffering are not addressed. There are no definite and constructive theories on how to effectively bring about a change in the client ( Gestalt, Gestalt Global Corporation). Psychoses and personality disorders are not represented. It has a reduced potential in treating acute cases with suicidal tendencies. The therapist needs to be present for the sessions for maximum benefit to the client. Many a time this may not be possible due to limitations in time. The client suffers then (Gestalt, Gestalt Global Corporation) Client centered therapy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The client-centered approach defined feeling as the union of emotion and cognition. The concept of experiencing and everything that is occurring within an organism at any given moment that is available to awareness are important. (Gendlin, 1962; Rogers, 1959). Extending deep understanding, empathy, congruence, caring are the various manners that a therapist can offer a client. Existential therapy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This takes into consideration the human condition. It has many similarities to the psychodynamic, humanistic, experiential and relational approaches to psychotherapy. Rollo May is considered the Father of Existential therapy. Yalom in his book, Existential Psychotherapy, 1980, speaks of 4 themes: death, freedom (responsibility), isolation and meaninglessness. These four issues are central to the human experience (Existential therapy, Hoffman) Functional Assessment   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The philosophy behind functional assessment has been linked to the behaviourist tradition. It is an assessment-based approach to psychological therapy Functional analysis, behavioural assessment, antecedent consequent assessment, contextual assessment are terms used in it. Sequences form the basis of this therapy used by psychotherapists Cognitive behavioural assessment, systems focussed models, emotion focussed therapy and psychodynamic therapy are utilised to bring the mentally disturbed back into reality.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The presenting problem, precipitating factors, predisposing factors, perpetuating factors and protective factors are taken into consideration for functional assessment. The precipitating factors may instigate a problem in the presence of predisposing factors. The presenting problem takes the patient to a psychotherapist who sees him with the problem. What predisposed and what precipitated the problem have to be investigated into by the psychotherapist.   The therapist studies the case and comes up with an idea about the perpetuating factors and the protective factors. Emotions are not given much consideration here. The Emotion focused theory   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Emotion research has come out with positive ideas on emotion. This kind of research has been done by many psychotherapists. Emotion theory and research say that emotion awareness, regulation and transformation are 3 important principles of emotional change. Recognising the part of the brain involved in the distress, the type of affect dysregulation and the type of change process that could be used form the basis for therapy (Greenberg, 2002). An integrated approach with stress on affect, cognition and behaviour is what is recommended by most psychotherapists. This approach affects the system at a desired level; cognitive, emotional, behavioural or interactional. Emotions are given their due importance as a fundamentally adaptive resource. They are a primary signalling system from birth and regulate our selves and give life its meaning (Greenberg, 2002). Healthy adaptation requires learning to be aware of, to tolerate and to regulate negative emotionality (Frijda, 1986) as well as to enjoy positive emotions (Frederickson, 1998).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Response to a fight-flight stimulus is said to be mediated by two pathways for producing emotion in the brain: a fast emotional response to a distress signal and a slower thinking-brain response which is usually unable to stop the reflex emotional response (Le Doux, 1996). The earlier response occurs based on previous experience. Similarly we can expect two kinds of learning; one a more conceptual one and the other a more perceptual, associative one (Pascual-Leone, 1987). Two types of memory too are described: one factual and the other emotional (van der Kolk, 1994). So two levels of processing are also possible: a conscious conceptual system and a tacit experiential system. Two systems of knowledge are thereby spoken of: knowledge by description and knowledge by experiencing (Greenberg, Rice and Elliot, 1993).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Scientists agree that the emotional response to an event is a constructive sequence of events (Greenberg, 2002). They could be described as stimulus appraisal, physiological appraisal, expressive behaviour, impulses to instrumental behaviour, interpretation, subjective feeling and visceral and motor responses.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Freud purported the theory of excess energy being discharged as affect and its dysfunction. Modern psychoanalysts have discarded this idea. Psychodynamic analyst, Stolorow (1994) believes that the dynamic unconscious consists not of repressed instinctual drive derivatives but of affect states that have been defensively walled off because they failed to evoke attuned responsiveness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Behavioural and cognitive theories state that negative emotion is seen as a disturbance and disorganisation that interfered with behaviour (Greenberg, 2002). These negative emotions are seen as symptoms and therapy is directed towards them Behaviourists and cognitive behaviourists seem to be increasing their focus on automatic-unconscious, cognitive-affective structures in theory and treatment (Young, 1990) Beck (1996) believes that the fight-flight mode involves a whole range of systems in its response; perception of threat (cognitive system), feelings of anxiety or anger (affective system), that motivates the person to act (motivation system), the action itself (behavioural system) and physical mobilisation (physiological system). An orienting schema is activated to trigger off the rest of the sequence and that too rapidly. Therapy aimed at the dysfuntional modes has 3 parts; deactivation, construction of neutralising adaptive modes and changing the structure and content. Beck believes in the third method. Beck’s theory has seen changes but his combination of behavioural and rational intervention persists. Emotion in experiential therapy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Emotion has always been part of the humanistic or experiential therapy. In the Gestalt therapy, emotion was a vital regulator (Greenberg, 2002).   Gestalt therapy may be seen as a form of training in emotional awareness. Blocking was interpreted as fueled by the wish to avoid painful or unwanted emotion. Feeling, in the client centred therapy, was defined as the union of emotion and cognition which were experienced inseparably. Emotion in the experiential therapy is now understood to be a biologically adaptive, rapid action tendency and a meaning system that provides feedback on the states of body and mind. It forms the basis of an adaptive growth system in the organism (Greenberg, 2002). The process of symbolisation creates conscious meaning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Greenberg has classified emotion into primary adaptive feelings which provide the information behind the problem, maladaptive emotions which need to be evoked and modified and secondary adaptive emotions which need to be investigated to reach the primary (Greenberg, 2002 ). Cognitive emotion schemes form the personality characteristics. They are focussed upon in therapy. The maladaptive ones are to be changed in therapy (Greenberg, 2002). Theories that have met concurrence among psychotherapists.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is recognition that emergence of emotion is an important signal that material being discussed is significant to a person’s well-being. The second point is that awareness of emotion and attention to it in therapy are important to access the information in emotion ( Greenberg, 2002).   The third says that desynchronies or incongruence among cognition, emotion and physiology can occur and is pathogenic. The fourth point of agreement says that emotion has to be aroused and processed in therapy to bring about change. The final point of agreement says that it is important to promote emotion regulation and emotional experience. (Greenberg, 2002)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An integrated psychotherapy involves the 3 major change processes: awareness of emotion, regulation of emotional arousal and changing emotion with emotion. Maladaptive emotions are changed by using another maladaptive one. Functional Assessment in a school   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Functional assessment has been done to examine the factors related to the challenging behaviours of students. Much literature has been written on this. Whether Functional assessment is sufficient to study the behaviours of schoolchildren who had problems is a question raised by many psychotherapists. Functional assessment is defined as a set of assessment procedures used to identify variables that promote and maintain challenging behaviour and based on this assessment, interventions are then selected to alter some of these variables (Lennox and Miltenberger, 1989). Functional assessment is based on some assumptions a) specific contextual variables are directly related to target behaviour b) these variables are identified by assessing how they trigger and maintain the behaviour c) systematic manipulation of the variables can either reduce the challenging behaviour or support the development of appropriate fuctional skills (Carr and Durand, 1985; Durand and Carr, 1987).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   5 reasonable hypotheses for poor academic performance have been discussed a) the student does not want to do work b)the student has not spent enough time on the work c) the student has not had enough help to successfully complete the work d) the student has not had previously to do the work in the requested manner. e) the work is too hard for the student. If the function of the difficulty is identified, matching interventions can be developed. If the child does not want to do the work, incentives may be offered to stimulate him to work (Merrell, 2006)   The various studies that have been conducted appear incomplete in different ways. Only a few studies have examined their usefulness. Most of the study on behaviour was done out of school and not on the pro-social behaviour in school (Ken, Choutka and Sokol, 2002). Only some studies included class adaptive behaviours like on task behaviour and on task compliance Interviews, observation and hypothesis are useful only for ordinary students. For disruptive behavior other methods have to be adopted. Researchers have suggested that the link between the functional assessment and the intervention implemented are not always clear in the research. Only 16 studies had referenced various procedures that were actually used to form hypotheses from which interventions were planned (Stichter and Conroy, 2005). Of the 16, only 5 could actually verify the hypotheses before intervention. The change agents in the literature were the researchers. Very few teachers or peers participated in the implementation of the functional assessment and interventions. All the reviews discovered that the assessments were done outside the students’ classrooms where the problematic behaviours occurred. Also a standard functional assessment has not emerged (Stichter and Conroy, 2005). The natural conclusion was that they were not adequate.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Students with Emotional Behavioural disorders could not be assessed with these used formats. IDEA 1997 which was the legislative impetus for conducting FA in schools did not have the necessary baselines or standard process for this. The reactive policies did not require an assessment unless the child is disruptive or commits an offense. Teachers were lacking the knowledge and skills to perform the functional assessment (Stichter and Conroy, 2005). Originally only individuals identified with severe developmental disabilities (Kahng and Iwata, 1999) had FA. This was conducted in clinical settings. This assessment format was found inadequate for students with lesser disability who lie unnecesarily or indulge in drug abuse or carry weapons or threaten classmates. There has been a general call for appropriate functional assessments to be done differently for normal children, children with mild emotional behavioural disorders and the really disruptive ones. The assessment needs to be done in natural settings (classrooms). Peers or teachers who can assess their own students are the best assessors. Hypotheses are to be derived and the right intervention planned accordingly before it is executed (Stichter and Conroy, 2005)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Structural analysis is the hypotheses driven model that addresses the current challenges (Carr and Carlson, 1993). This method has been successfully used in natural settings with natural change agents to identify instructional variables that contribute to the acquisition of proactive responses as well as specific variables that contribute to problem behaviour. Preventing problem behaviour by supporting instructional and contextual factors that contribute to adaptive behaviour while designing interventions to increase skill acquisition is a practical extension of the functional assessment literature base for students with emotional behavioural disorders (Stichter and Conroy, 2005). Conducting classroom functional assessments will be more reflective of actual activities and naturally occurring environmental variables, providing a clearer assessment of the impact of various change agents. Proposed interventions may be tested in natural settings through implementation of hypotheses to increase adaptive behaviour. The applied nature of the structural analysis helps the teacher see the change in adaptive behaviour (Stichter and Conroy, 2005)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A study conducted by Richard van Acker et al examined the Functional Behaviour Assessments and Behaviour Intervention Plans of current practices developed by school teams in Wisconsin Findings suggested serious flaws (Acker et al, 2005). There was a lack of clarity in the identification of and operational definition of the target behaviour or behaviours under investigation (Acker et al, 2005). There was a failure to identify the efforts taken by the team members to verify the hypothesised function of the behaviour before intervention. Most surprisingly, the team members just neglected their findings on a behaviour when considering the Behaviour intervention plans. Teams with members who had undergone intensive training for the research produced better results. Team based FBA has been found to be a good proposition according to a study by Scott et al, (2005). Emotion focussed therapy Research on couples’ therapy also shows the role of emotional awareness and expression in a satisfying relationship. Expression of underlying attachment-oriented emotions leads to a satisfying marital life in a couple who get the therapy. (Johnson and Greenberg, 1985). Showing more emotional experience in the therapy along with softening of blaming partners, the couple ended up being more satisfied than couples who showed lesser experiencing (Greenberg, Ford, Alden and Johnson, 1993).   Expression of emotion is useful for terminating family conflicts too (Diamond and Liddle, 1996). One study demonstrated that an emotional cycle in the relaxation treatment, increase in arousal, arousal with reflection, more abstract reflection and then relaxation, following one upon the other finally results in a good outcome Mergenthaler, 1996).   All personality disorders described in the Diagnostic and Statistical Manual of Mental Disorders (4th ed., American Psychiatric Association, 1994) are considered as disturbances of affect regulation Descriptions have been included about borderline personality disorder where difficulty to control anger is the problem and schizoid disorder where extreme coldness is the problem. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Psychotherapy has undergone a major change from the days of the primitive man. The days of chaining to restrict their movements and putting them away in far off institutions have gone. The humanistic approach has given way to the integrated approach which includes functional assessment and the emotion focussed theory. Psychotherapists now vouch for this integrated approach as one. Schoolchildren in the United States have come under the legislative impetus whereby their performance in school is assessed based on their behavioural and emotional functions. The lax manner that was assumed earlier for this assessment has now been flayed. Researchers have advised that the children are assessed no matter whether they are disruptive or not and different techniques used for the normal, those with minimal disorder and those with disruptive behaviour. They have opined that teachers are the best people to assess the children in their own surroundings. Teams which underwent training are also recommended. Another advice is that interventions should only be undertaken after reaching a hypothesis based on the assessment of children. Hopefully functional assessment integrated with emotion focussed therapy will turn out the best assessment after upgrading the assessment procedures. References.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Acker, Richard van et al, 2005, Journal of Behavioral Education, Vol. 14, No. 1, March 2005 (C_ 2005), pp. 35–56, Springer Science and Business Media   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Beck, A. T. (1996). Beyond belief: A theory of modes, personality, and psychopathology. In P. M. Salkovskis (Ed.), Frontiers of cognitive therapy (pp. 1–25). New York: Guilford Press.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Carr, E. G., Carlson, Jane I. (1993). Reduction of severe behavior problems in the community using a multicomponent treatment approach. Journal of Applied Behavior Analysis, 26, 157–172.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Carr, E. G., Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Behavioral Education, 18, 111–126.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Durand, V. M., Carr, E. G. (1987). Social influences on â€Å"self-stimulatory† behavior: Analysis and treatment application. Journal of Applied Behavior Analysis, 20, 119–132. Existential therapy,  Ã‚  Ã‚  Ã‚  Ã‚   2004,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   11/4/08,  Ã‚  Ã‚   http://www.existential-therapy.com/ Louis Hoffman 2004-2006 Frijda, N. H. (1986). The emotions. Cambridge, England: Cambridge University Press.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gendlin, E. T. (1962). Experiencing and the creation of meaning: A philosophical and psychological approach to the subjective. New York: Free Press of Glencoe. Gestalt Therapy Overview, Vol 4, No.3, Autumn 2000,  Ã‚  Ã‚  Ã‚   23/11/03,  Ã‚   10/4/08, http://www.g-gej.org/4-3/theoryoverview.html, Gestalt Global Corporation Greenberg, Leslie S.; â€Å"Integrating an emotion focussed approach to treatment into psychotherapy integration†, Journal of Psychotherapy Integration, 2002, Vol.12, 2, 154-189, Education Publishing Foundation Greenberg, L. S., Rice, L. N., Elliot, R. (1993). Facilitating emotional change: The moment by moment process.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     New York: Guilford Press. Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300–319. Kern, L., Choutka, C. M., Sokol, N. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behavior: An analysis of the literature. Education and Treatment of Children, 25, 113–130. LeDoux, J. E. (1996).   Ã¢â‚¬Å"The emotional brain: The mysterious underpinnings of emotional life.†Ã‚  Ã‚   New York: Simon Schuster. Lennox, D. B., Miltenberger, R. G. (1989). Conducting a functional assessment of problem behavior in applied settings. Journal of the Association for Persons with Severe Handicaps, 14, 304–311. Kahng, S.W., Iwata, B. (1999). Correspondence between outcomes of brief and extended functional analysis. Journal of Applied Behavior Analysis, 32, 149–160. Merrell, Kenneth W., â€Å"School Psychology from the 21st century: Foundations and Practices†, 2006, Guilford Press, US. Pascual-Leone, J. (1991). Emotions, development, and psychotherapy: A dialectical constructivist perspective. In J. Safran L. Greenberg (Eds.), Emotion, psychotherapy, and change (pp. 302–335). New York: Guilford Press.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rogers, C. R. (1959). A theory of therapy, personality and interpersonal relationships, as developed in the client-centered framework. In S. Koch (Ed.), Psychology: A study of a science (Vol. 3, pp. 184–256). New York: McGraw-Hill   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Scott, Terrance M. et al, Journal of Behavioral Education, Vol. 14, No. 1, March 2005 ( C_ 2005), pp. 57–71, Springer Science and Business Media Stichter, Janine Peck; Conroy, Maureen A., â€Å"Using Structural Analysis in Natural Settings: A Responsive Functional Assessment Strategy, Vol.14, (1), March 2005, Journal of Behavioural Education.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Stolorow, R. D. (1994). The nature and therapeutic action of psychoanalytic interpretation. In R. D. Stolorow, G. E. Atwood, B. Brandschaft (Eds.), The intersubjective perspective (pp. 42–55). Northvale, NJ: Jason Aronson. Van der Kolk, B. A. (1994). The body keeps the score: Memory and the evolving psychobiology of posttraumatic stress. Harvard Review of Psychiatry, 1, 253–265. Young, J. (1990). Cognitive therapy for personality disorders: A schema-focused approach.   Sarasota, FL: Professional Resources Exchange.

Personal Narrative: Drafts of my Writing Essay -- Narrative Essay Writ

Failing to mention either the most rewarding or the most distressing aspects of learning to write would be to tell an incomplete story. I have an intimate yet erratic relationship with writing. I am a most ambivalent lover. Stopping to glance at my watch, my fingers still poised above the keyboard, I have smiled, amazed to find that I have been in a state of bliss in which hours have passed without my noticing. I have also flushed and sweated as I stared at my computer screen, reading my own text over and over again, vainly trying to anticipate the criticism I correctly supposed would come. I love, adore, am devoted to, am crazy about writing. The limitations of words are nowhere more apparent that when I try to describe my pleasure, joy, delight, satisfaction at using, playing with, relishing, wielding them. I know about writing; well, the truth is that I sometimes know how to write. How it is that I know how to write is something I don’t know a lot about. I am a creative writer and a formal essayist. I am humorous and deadly serious, courageous and terrified. I write fiction and essay, poetry and prose. That makes me the teller of lies and truths and, perhaps occasionally, a bit of Truth. But I am fragile, so fragile. I can write when approval is heaped on me, layered like blankets; give me flannel, cotton, polyester blends, wool and down. Regardless of their weight or numbers, they never smother me or weigh me down. In truth, they barely keep out the drafts. I am grateful to be able to report that I have been wrapped tightly in such comforters as: â€Å"Good point . . . very impressive work . . . excellent . . . outstanding job.† â€Å"Very good essay, with clarity and insight.† â€Å"A strong paper, certainly no... ...I am grateful to her for saying them. Second, I attended the International Women’s Writing Guild’s Summer Conference last month at Skidmore College. Eunice Scarfe, a Canadian short story writer who teaches at the University of Alberta taught a workshop that I was drawn to attend each day. She called free writing â€Å"the act of writing,† and then described the editing and crafting that follow as â€Å"the art of writing.† That phrase brought a dignity to what had sometimes seemed to be embarrassingly numerous rewrites. It allows me a little shelter from the cold drafts that always threaten. Last, despite the uncertainty I feel about this relationship, despite my anxiety and my love’s many warts, complexities and annoying habits, I tuck the blanket around the two of us. I am conflicted, but still in love and something that I can’t quite name keeps me coming back for more.

Our Posthuman Future Summary Essay

Chapter 1: At the beginning of Our Posthuman Future by Francis Fukuyama, it talks about two different books: 1984 and Brave New World. These books talk about multiple technologies that would change and shape the next two generations. For the decade that these books were published it had them think that having a utopian world would have no consequences. I disagree with it for the most part, because if we are created to have certain qualities or characteristics then we would lose the understanding of what it means to be human. It referred to invetro fertilization and Fukoyama thought it was a deal with the devil. And it is in a way. We shouldn’t be allowed to mess with the creation of life or choose what they would look like, how they would act just because there might be that off chance that they may blame the parents instead of themselves. Biotechnology is not something to be trifled with. You must be careful with your steps or face the consequences of what the aftermath may be. Basically chapter one creates a visual for the future of the human race if evolution is pushed to far then we will face our own destruction that we caused. Chapter 2: So the beginning of chapter two talks about molecular biology and how it could help with the prevention of genetic diseases like breast cancer and cystic fibrosis. In a way this will help our ability to improve ourselves and gives us room to grow and empathize with the technological revolution. Francis mentions that we face ethical choices about genetic privacy, proper uses of drugs and human cloning. And we truthfully do. It goes back to what we believe is right and wrong but we have to take in the fine line in between. If we think about it, one human cloning does have its benefits. The chances of getting a genetic disease or dying due to a low immune system would severely decrease. But then it goes back to losing our human qualities and personality. But with the upcoming future we will have to face these issues for enhancements rather than therapeutic reasons. And by enhancements there may be a way to understand the genetics of homosexuality and possibly propose a plan for the parents to reduce the likelihood that they will give birth to a gay child. It’s rather sad that an expectant mother would take a pill or have something injected into the fetus just so they wouldn’t have to worry about the harassment. Even if you say you are against antigay discrimination then you should stick to that decision, give the person a choice before they are able to make it themselves. Chapter 3: Chapter three talks about the advances in the field of neuropharmacology. It also talks about Freudianism that was built on the premise that mental illness was primarily psychological in nature. This caused doctors to try drug therapy rather than talk therapy. One used was Lithium; it â€Å"cured† a number of people and then led to other drugs like Prozac and Ritalin. These drugs helped relax the mentally ill and calmed them down. The drug Prozac is an anti-depressant that supposedly changed this girls life around for the better. While I do believe that her doctor over-exaggerated I think most doctors do. Why would they explain every possible side effect like: memory loss, violence, weight gain and the big one suicide. It definitely should not be prescribed as a wonder drug because of the long term side effects. Although like with most drugs, when they are first distributed they truthfully don’t understand its genetic makeup, even with testing and trials. But by understanding them better now and how they affect the human body we are now able to understand the neurotransmitters, such as dopamine and serotonin. These two transmitters control the messages of the brain that can alter our feelings of wellness, happiness, jealousy and fear. I feel that if the knowledge of the brain functions are able to be altered then it can cause a political standing. Francis talks about self-esteem that can only come through by fulfilling our human desire of acknowledgment. I suppose if the drugs can give us a feeling of righteousness then in might help the depression that seems to follow us because of the world around us. But I doubt it will give us the motivation for us to set our own ideals. I still believe that these few drugs are not good for us. With our luck there will probably be an unforeseen side-effect and then where would we be, back to square one. Chapter 4: Chapter four talks about the prolongation of life and the increase of life expectancies. In a way this is a bad economically because of social security and other retirement benefits. It also talks about evolutionary biologists that ten to believe that aging is caused by genes and that there are no shortcuts to the postponement of death. I do tend to agree with this for the most part. It does not matter much how you live your life because anything can cause your time to end in a moment. No one knows when a person is going to die because there are too many factors to consider. Another theory is that the body loses its functionality and just dies. And then there is also the Hayflick Limit, where environmental factors prevent the accurate copying of DNA. I think that if someone were to die due to health issues it would follow more of this idea. In time I do believe that the view point of death will change. Will a person be able to understand that their body is going out or will they fight tooth and nail to stay alive? Fear of dying plagues us all. We may be able to understand more why we die in 2050 but that does not mean we will be prepared. I do not think we will ever be over our apprehension of dying, that is what we will have with us at all times because we are human. Chapter 5: Chapter five is all about genetic engineering. Genetic engineering is definitely a huge controversy and has been for many years. The project was funded by the US and other governments across the globe. There was, of course, the usual competition and the â€Å"want† to be first. It seems with anything there is that pride when the secrets are unlocked to something (DNA) so complex. With the success of the cloned Dolly sheep, some began to wonder if cloning humans would ever work. I personally do not believe we should be able to. There has to be a reason why our bodies are designed to create life, instead of in a cold laboratory. Not to mention why would someone want to clone themselves? Another technology under study would be artificial chromosomes. Scientists want to add an extra chromosome to the 46 we already possess. They not only want to create one, but they want to be able to turn it on or off with the persons consent when they are of age. For them to be able to actually create this would be extremely difficult if not impossible. Every one of our chromosomes serves a purpose so how would they be able to create one that does something different? Would it bring false hope that this person would be a super genius, or have the inability to cause harm? Cloning anything is beyond difficult and causes plenty of moral and social concerns. Chapter 6: Chapter six is pretty much about why we should worry about biotechnology. It starts off talking about eugenics (deliberate breeding of people with desirable traits). Western countries actually had laws that permitted the state to sterilize people them deem imbeciles. I don’t understand how they can just not give someone a chance to bring life into this world. Most of the time a person becomes desperate and that is why they have to turn to a life of crime or do things they normally wouldn’t do. Granted someone finally grew a conscious and the popularity of eugenics in most places, except for the Asian territories where they have the one child per family law. They did not understand at the time that with most traits or characteristics have to be inherited by both parents. Since World War 2 eugenics has been associated with racism because of the discrimination it perceives towards certain groups of people. It’s almost like telling a child that they can’t play with the blue-eyed children because they are no good. It is ridiculous on its own. There is always the chance that eugenics will pop back up, and if it does it will cause the parents to make decisions. The parent does ultimately have the decision but if pushed or persuaded a certain way it can change their course. We need to let people make their own decisions because if we don’t then how will we learn from them? Chapter 7: Chapter seven is all about human rights. There is an unbelievable amount of rights that we â€Å"Democracy† people think we should have. Not only that but it turns out that abortion is protected under the first amendment. We do have the right to choose whether or not we want to have a child. It’s because we have choices and the right to choose. Basically the word â€Å"right† implies moral judgment. Truthfully I believe we do need rights, no matter what form they come in. to not have right is like going back to the 18th century when everything revolved around power and politics. It didn’t matter what you wanted the courts decided for you. Our human nature has changed and developed into something kinder along the ways. Granted there are times when we feel as though we have no choice but to do this or that, but we can choose to not do something or hell go and do something for the better. of course consequences usually play a role in thing but the fact that we have a right to choose what we would rather do for ourselves is a vast improvement. Chapter 8: Chapter eight talks about how human nature has been extremely controversial. Most of the speculation is about that fine line between nature and nurture. Truthfully there is a fine line between them. You must know where the line is to know when to protect and when to show tough love. This could change the characteristics and how it affects the child. Francis also kind of talks about environmental impacts and it plays a big role. Depending on the environment it can change how human being s react in difficult situations. Chapter 9: Much of politics centers on the question of human dignity and the desire for recognition to which it is related. This means that we humans want to be constantly recognized by our dignity, or by which ever group we partake in. And it is very true. We constantly strive to be noticed in school for our good grades, by making that winning catch in a game or by just being ourselves. We also desire to have respect by our peers; something that is rarely achieved. Francis goes on to talk about a factor X. Factor X is in all humans and should be respected no matter which class, skin color or gender you are. In a way it’s like factor X is what makes us human. If you cause harm on something without the chromosome then it’s ok but if you enslave, torture or kill someone with the chromosome then it’s a crime against humanity. For many societies the X factor was contributed to the upper ranking people. But factor X is the basic meaning of what it is to be human. Without it what are we? If we lose the idea of a factor X then it will more than likely have us returning to discrimination at full force. It’s not fair what humans have had to go through because they lack a single chromosome. Chapter 10: Chapter ten is about the political control of biotechnology. The government must regulate the research of biotechnology to ensure public safety. Without regulations so many bad things can happen it’s almost idiotic. Francis believes that the debate over biotechnology is held captive by extremists from either side, one side being the ones who are with it, the other the ones who are against it. I’m leaning towards the ones who are against it. I believe that should be banned completely. I do think that biotechnology can be controlled but to do so would be difficult. But the real question is how? Scientists cannot police themselves and therefore someone must watch over them. A team of individuals that would have a broad viewpoint would be able to be the police but to find such would be difficult. A ban on biotechnology can happen and maybe will but laws do change over time to fit the socialness of the time. The only area that will probably still go for the bio tech would be East Asia. Really because of their religion, and because eugenics wasn’t abused much over there. I still feel as though biotechnology should not be tried but then again we cannot stop the minds of scientists and they will always try to do the impossible because of their nature. Chapter 11: Chapter eleven is all about how biotechnology is regulated today. There is the self-regulation by scientists or industry and the statutory which is basically the government. The government varies in strictness, big surprise there. With anything government, law or policy, it will always be more strict. Responsibilities are divided out so that they can be followed more closely or better I suppose. It also depends on where you are looking at regulations. Germany is the strictest, Britain the most relaxed and most other places are somewhere in between. As time goes on the laws and regulations have begun to tighten due to scandals and tragedies. It’s unfortunate that it takes something bad to happen before safety and precautions are more of a concern. Chapter 12: Chapter twelve, the FINAL CHAPTER, is about policies for the future. We do need to keep in mind that with time change comes. As of now new laws are being formulated on whether human experimentation applies to embryos. Francis does believe that the scientific community is too permissive, and that most scientists or â€Å"bioethicists† base things on the side of science. And I tend to agree here, to be a bioethicists your moral ground will be far greater than the average Joe. They must believe that they are finding ways to help the science community by figuring out ways to stop deficiencies in our DNA. With human cloning you don’t know how the child will react when they reach maturity. I mean they would be an exact copy of another person without the connection. More than likely it will turn out bad and then we will just have a band of adolescents hating their â€Å"parents†, and the scientist who created them. Truth be told a clone really isn’t a human being. It is more of a replica of what a human is. Also if they try to mix human DNA with animals then the whole definition of human would change completely.

Truman Doctrine

Truman Doctrine Ryan Hauppa A. Plan of Investigation The following questions will be investigated: What were the events and decisions that led to the development of the Truman Doctrine? What was its effect on US Foreign Policy and its impact on Greece, Turkey and Europe? Research will be conducted concerning the Post World War II Treaties as Potsdam, Soviet Union aggression, and the Greek and Turkey Crisis. These events prompted the development of the Truman Doctrine – the US foreign policy to contain the spread of Communism. Truman’s 1947 Address that introduced the doctrine to the world, his own personal thoughts, and the support and criticism of the policy will be examined. The doctrine will be analyzed as to how it shaped future American policies and programs as the Marshall Plan and led to the collapse of the Soviet Union and the end of the Cold War over forty years later. (Word Count -143) B. Summary of Evidence World War II devastated Europe. Millions of people died. Many of those remaining were starving and in need of food and shelter since the farms and cities of many countries were destroyed. Billions of dollars were spent. Countries were nearly bankrupt. Europe was in economic, social, and political devastation. After the surrender of Germany in 1945, the United States, Great Britain, and the Soviet Union met first at Yalta and later at Potsdam in Germany. They met to resolve war reparations and boundaries of Germany. As part of the agreements, Germany was divided into East and West. The Eastern portion was controlled by the Soviet Union and the West by the United States, United Kingdom, and France. Berlin, the capital, which is inside Eastern Germany, was also divided by the four countries. Pemberton 50) In 1945 and 1946, Stalin, the leader of the Soviet Union, had been taking over new countries including Poland, Hungary, Romania, and Czechoslovakia by establishing governments favorable to him. (CNN Cold War Appendix Maps) The Soviet Union focused next on Greece and Turkey. In February of 1947, Great Britain informed the United States in a â€Å"State Department Telegr am† that that they could no longer provide financial aid to the governments of Greece and Turkey since they did not have the money and resources. Both governments were being threatened by Communist insurgents. (Truman Library Telegram 1) Truman pledged that â€Å"it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or outside pressures† in a â€Å"Address of the President of the United States† in March of 1947. (Truman Address 1) The economic aid program was costly amounting to total of more than $400 million for the two countries to aid the pro-democracy governments and oppose the Communists. The policy was later called the Truman Doctrine. Congress was divided over the program. Democrats wanted to give diplomacy and the newly formed United Nations a chance while Republicans were isolationist and concerned that the program was too costly. Despite a divided Congress, the program was adopted since both eventually were more concerned over the spread of Communism in the region. The Cold War confrontation had begun. The United States and its principles of freedom, capitalism, and democracy were fighting philosophically and economically against Communism and the Soviet Union. Donovan 286) Truman and George Marshall, his Secretary of State, then prepared for even greater aid for the rest of Europe. Their objective was to rebuild Western Europe and prevent a Communism take over of the remaining free nations. The policy was called the Marshall Plan, the European Economic Recovery Program. Over $13 billion in aid was provided in 1947. (Truman Memoirs 111) The Cold War was expanded. Stalin tried to disrupt the United States and it s allies in 1948 and 1949 by shutting down access to Berlin. Truman responded by airlifting supplies into the city until access as again. (Pemberton 102) Afterward, the North Atlantic Treaty Organization was formed in 1949 to defend Western Europe militarily against a Soviet invasion as response by the United States in the Cold War. The Soviet Union in turn allied the Eastern European nations under the Warsaw Pact. (Pemberton 104) The Berlin Wall, the symbol of the Cold War, was built in 1961 and later torn down in 1989 after many years of conflict. The Soviet Union ultimately collapsed in 1991. (Word Count – 567) C. Evaluation of Sources The most important source in investigating the topic of the Truman Doctrine is President Truman’s Memoirs. The actual 1947 â€Å"Presidential Address Recommending for Assistance to Greece and Turkey† and critical government documents as the â€Å"State Department Telegrams for Greece, Turkey and the USSR are included. Truman gives his own personal viewpoints of what happened while he was President. The researcher can obtain a clear view from the president himself. From his writings, you can tell that Truman was a hard working, â€Å"tell it like it is† man. When he made a decision, he stuck with it and moved on. The decision to proceed with the Truman Doctrine and Marshall Plan was difficult and not very popular, but Truman did it because he thought it was the right thing to do. The limitation of the source is that it was written by Truman and may make him look too favorable. The other source most used was the book written by Robert Donovan, The Presidency of Harry Truman 1945-1958 Conflict & Crisis. Mr. Donovan was a journalist at the White House during the Truman presidency. He provided critical firsthand insights into the actual events through his notes and research from the actual participants. His research into the Truman Doctrine and Marshall Plan was more thorough and comprehensive than most of the other sources used that were cited in the research paper. Mr. Donovan provides an excellent historical perspective of the pros and cons of Truman’s and his staff’s decisions. The limitation of the source is that the book was written in 1977 so it does not include the perspective after the fall of the Berlin Wall and the end of the Soviet Union and Communism in Europe. Word Count – 285) D. Analysis Truman in his Memoirs describes his 1947 Address as follows: â€Å"This was, I believe, the turning point in America’s foreign policy, which now declared that wherever aggression, direct or indirect, threatened by peace, the security of the United States was involved†¦After I delivered the speech the world reaction proved that t his approach had been the right one†. Truman went on further to describe in other addresses â€Å"the alternate ways of life†¦ One way is based on the will of the majority, and is distinguished by free institutions, representative government, free elections, guarantees of individual liberty, freedom of speech and religion and freedom from political oppression†¦The second way of life is based upon the will of the minority forcibly imposed upon the majority. It relies upon terror and oppression, a controlled press and radio, fixed elections and the suppression of personal freedoms†. (106) Truman believes that the United States and its democratic way of life is better then the Soviet Union and its evil oppressive way of life. He wanted to make sure that the world understood his commitment by his strong language. The Communists should not quickly take over free countries and threaten the United States and its allies. His own divided Congress should beware of the past policies of isolationism and the hope that diplomacy and the United Nations could solve the crisis. The Soviet Union already had taken over the Eastern European countries in violation of the Yalta and Potsdam agreements. The Greece and Turkey crisis was critical to victory in the Cold War. If either Greece or Turkey fell to the Soviet Union, the other would follow. More nations would tumble â€Å"as a row of falling dominoes† extending Soviet domination to Europe, the Middle East oil fields, and Africa. (Hamby 391) (CNN Cold War Appendix Maps) Communism could have spread very quickly worldwide, but it did not. The Truman Doctrine is the epitome of the containment of Communism. (Donovan 284) Greece, Turkey, Europe, and even Russia, the former Soviet Union, are currently free and democratic nations. Europe was in economic, political, and social devastation after World War II. Winston Churchill once declared, â€Å"What is Europe now? It is a rubble-heap, a charnel house, a breeding ground of pestilence and hate. † It was the perfect time for the Soviet Union to support Communism. (Goldman 66) At over $13 billion, it was aid on a much greater scale. The Truman Doctrine prompted the Marshall Plan. Truman in his Memoirs claimed that the plan was developed to do the following: (1) Counter increasing pressure of Communist imperialism, and (2) Rebuild Europe. By rebuilding Europe, America would help to establish that healthy economic balance which is essential to the peace of the world. 111) Rebuilding Europe was not only a national security issue but also a national economic issue. At the end of World War II, the United States was a major exporter. (Donovan 287) Without a strong Europe, the United States would likely have had a poor economy for many years because of lack of trade with Europe. Instead, the Truman Doctrine and Marshall Plan led to over fifty years of prosperity for Europe and the United States and the end of the Cold War. (Word Count – 534) E. Conclusion With the Truman Doctrine, the United States entered a new era of foreign policy. Great Britain, France, and Germany were no longer the colonial powers. The United States was the most powerful free nation in the world. The balance of power changed. Over the next forty years, the United States and the Soviet Union fought a Cold War for a way of life. The United States spent trillions of dollars, but the spread of Communism in Europe was contained. The result would have never have occurred had it not been for Truman’s bold move in Greece and Turkey. The cost was great, but the cost would have been greater if United States lost. Europe could have turned Communist. Instead, the Berlin Wall and the Soviet Union collapsed. Russia has enacted democratic reforms and a capitalist economy, which is ultimate proof of the success of the Truman Doctrine. (Word Count – 148) F. List of Sources Donovan, Robert, The Presidency of Harry Truman 1945-1958 Conflict & Crisis, Columbia: University of Missouri Press, 1977. Goldman, Eric Frederick, The Crucial Decade and After: America, 1945-1960, New York: Random House Inc. , 1956. Hamby, Alonzo L, A Life of Harry S. Truman, Man of the People, New York: Oxford University Press Inc, 1995. Pemberton, William, Harry S. Truman, Fair Dealer & Cold Warrior, Boston: Twayne Publishers, 1989. State Department, â€Å"Summary of Telegrams for Greece, Poland and USSR,† 25 February 1947, Truman Presidential Museum and Library, 15 April 2003 Truman, Harry S. , â€Å"Address of the President of the United States: Recommendation of Assistance to Greece and Turkey,† 12 March 1947 Truman Presidential Museum and Library, 15 April 2003 Truman, Harry S. , Memoirs of Harry S. Truman, vol. 2. Garden City, Time, Inc. 1956. Woelfel, Scott, â€Å"Interactive Maps,† Cold War, CNN Interactive, April 1999 Oct 15, 2005 G. Appendix Truman Doctrine Truman Doctrine Ryan Hauppa A. Plan of Investigation The following questions will be investigated: What were the events and decisions that led to the development of the Truman Doctrine? What was its effect on US Foreign Policy and its impact on Greece, Turkey and Europe? Research will be conducted concerning the Post World War II Treaties as Potsdam, Soviet Union aggression, and the Greek and Turkey Crisis. These events prompted the development of the Truman Doctrine – the US foreign policy to contain the spread of Communism. Truman’s 1947 Address that introduced the doctrine to the world, his own personal thoughts, and the support and criticism of the policy will be examined. The doctrine will be analyzed as to how it shaped future American policies and programs as the Marshall Plan and led to the collapse of the Soviet Union and the end of the Cold War over forty years later. (Word Count -143) B. Summary of Evidence World War II devastated Europe. Millions of people died. Many of those remaining were starving and in need of food and shelter since the farms and cities of many countries were destroyed. Billions of dollars were spent. Countries were nearly bankrupt. Europe was in economic, social, and political devastation. After the surrender of Germany in 1945, the United States, Great Britain, and the Soviet Union met first at Yalta and later at Potsdam in Germany. They met to resolve war reparations and boundaries of Germany. As part of the agreements, Germany was divided into East and West. The Eastern portion was controlled by the Soviet Union and the West by the United States, United Kingdom, and France. Berlin, the capital, which is inside Eastern Germany, was also divided by the four countries. Pemberton 50) In 1945 and 1946, Stalin, the leader of the Soviet Union, had been taking over new countries including Poland, Hungary, Romania, and Czechoslovakia by establishing governments favorable to him. (CNN Cold War Appendix Maps) The Soviet Union focused next on Greece and Turkey. In February of 1947, Great Britain informed the United States in a â€Å"State Department Telegr am† that that they could no longer provide financial aid to the governments of Greece and Turkey since they did not have the money and resources. Both governments were being threatened by Communist insurgents. (Truman Library Telegram 1) Truman pledged that â€Å"it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or outside pressures† in a â€Å"Address of the President of the United States† in March of 1947. (Truman Address 1) The economic aid program was costly amounting to total of more than $400 million for the two countries to aid the pro-democracy governments and oppose the Communists. The policy was later called the Truman Doctrine. Congress was divided over the program. Democrats wanted to give diplomacy and the newly formed United Nations a chance while Republicans were isolationist and concerned that the program was too costly. Despite a divided Congress, the program was adopted since both eventually were more concerned over the spread of Communism in the region. The Cold War confrontation had begun. The United States and its principles of freedom, capitalism, and democracy were fighting philosophically and economically against Communism and the Soviet Union. Donovan 286) Truman and George Marshall, his Secretary of State, then prepared for even greater aid for the rest of Europe. Their objective was to rebuild Western Europe and prevent a Communism take over of the remaining free nations. The policy was called the Marshall Plan, the European Economic Recovery Program. Over $13 billion in aid was provided in 1947. (Truman Memoirs 111) The Cold War was expanded. Stalin tried to disrupt the United States and it s allies in 1948 and 1949 by shutting down access to Berlin. Truman responded by airlifting supplies into the city until access as again. (Pemberton 102) Afterward, the North Atlantic Treaty Organization was formed in 1949 to defend Western Europe militarily against a Soviet invasion as response by the United States in the Cold War. The Soviet Union in turn allied the Eastern European nations under the Warsaw Pact. (Pemberton 104) The Berlin Wall, the symbol of the Cold War, was built in 1961 and later torn down in 1989 after many years of conflict. The Soviet Union ultimately collapsed in 1991. (Word Count – 567) C. Evaluation of Sources The most important source in investigating the topic of the Truman Doctrine is President Truman’s Memoirs. The actual 1947 â€Å"Presidential Address Recommending for Assistance to Greece and Turkey† and critical government documents as the â€Å"State Department Telegrams for Greece, Turkey and the USSR are included. Truman gives his own personal viewpoints of what happened while he was President. The researcher can obtain a clear view from the president himself. From his writings, you can tell that Truman was a hard working, â€Å"tell it like it is† man. When he made a decision, he stuck with it and moved on. The decision to proceed with the Truman Doctrine and Marshall Plan was difficult and not very popular, but Truman did it because he thought it was the right thing to do. The limitation of the source is that it was written by Truman and may make him look too favorable. The other source most used was the book written by Robert Donovan, The Presidency of Harry Truman 1945-1958 Conflict & Crisis. Mr. Donovan was a journalist at the White House during the Truman presidency. He provided critical firsthand insights into the actual events through his notes and research from the actual participants. His research into the Truman Doctrine and Marshall Plan was more thorough and comprehensive than most of the other sources used that were cited in the research paper. Mr. Donovan provides an excellent historical perspective of the pros and cons of Truman’s and his staff’s decisions. The limitation of the source is that the book was written in 1977 so it does not include the perspective after the fall of the Berlin Wall and the end of the Soviet Union and Communism in Europe. Word Count – 285) D. Analysis Truman in his Memoirs describes his 1947 Address as follows: â€Å"This was, I believe, the turning point in America’s foreign policy, which now declared that wherever aggression, direct or indirect, threatened by peace, the security of the United States was involved†¦After I delivered the speech the world reaction proved that t his approach had been the right one†. Truman went on further to describe in other addresses â€Å"the alternate ways of life†¦ One way is based on the will of the majority, and is distinguished by free institutions, representative government, free elections, guarantees of individual liberty, freedom of speech and religion and freedom from political oppression†¦The second way of life is based upon the will of the minority forcibly imposed upon the majority. It relies upon terror and oppression, a controlled press and radio, fixed elections and the suppression of personal freedoms†. (106) Truman believes that the United States and its democratic way of life is better then the Soviet Union and its evil oppressive way of life. He wanted to make sure that the world understood his commitment by his strong language. The Communists should not quickly take over free countries and threaten the United States and its allies. His own divided Congress should beware of the past policies of isolationism and the hope that diplomacy and the United Nations could solve the crisis. The Soviet Union already had taken over the Eastern European countries in violation of the Yalta and Potsdam agreements. The Greece and Turkey crisis was critical to victory in the Cold War. If either Greece or Turkey fell to the Soviet Union, the other would follow. More nations would tumble â€Å"as a row of falling dominoes† extending Soviet domination to Europe, the Middle East oil fields, and Africa. (Hamby 391) (CNN Cold War Appendix Maps) Communism could have spread very quickly worldwide, but it did not. The Truman Doctrine is the epitome of the containment of Communism. (Donovan 284) Greece, Turkey, Europe, and even Russia, the former Soviet Union, are currently free and democratic nations. Europe was in economic, political, and social devastation after World War II. Winston Churchill once declared, â€Å"What is Europe now? It is a rubble-heap, a charnel house, a breeding ground of pestilence and hate. † It was the perfect time for the Soviet Union to support Communism. (Goldman 66) At over $13 billion, it was aid on a much greater scale. The Truman Doctrine prompted the Marshall Plan. Truman in his Memoirs claimed that the plan was developed to do the following: (1) Counter increasing pressure of Communist imperialism, and (2) Rebuild Europe. By rebuilding Europe, America would help to establish that healthy economic balance which is essential to the peace of the world. 111) Rebuilding Europe was not only a national security issue but also a national economic issue. At the end of World War II, the United States was a major exporter. (Donovan 287) Without a strong Europe, the United States would likely have had a poor economy for many years because of lack of trade with Europe. Instead, the Truman Doctrine and Marshall Plan led to over fifty years of prosperity for Europe and the United States and the end of the Cold War. (Word Count – 534) E. Conclusion With the Truman Doctrine, the United States entered a new era of foreign policy. Great Britain, France, and Germany were no longer the colonial powers. The United States was the most powerful free nation in the world. The balance of power changed. Over the next forty years, the United States and the Soviet Union fought a Cold War for a way of life. The United States spent trillions of dollars, but the spread of Communism in Europe was contained. The result would have never have occurred had it not been for Truman’s bold move in Greece and Turkey. The cost was great, but the cost would have been greater if United States lost. Europe could have turned Communist. Instead, the Berlin Wall and the Soviet Union collapsed. Russia has enacted democratic reforms and a capitalist economy, which is ultimate proof of the success of the Truman Doctrine. (Word Count – 148) F. List of Sources Donovan, Robert, The Presidency of Harry Truman 1945-1958 Conflict & Crisis, Columbia: University of Missouri Press, 1977. Goldman, Eric Frederick, The Crucial Decade and After: America, 1945-1960, New York: Random House Inc. , 1956. Hamby, Alonzo L, A Life of Harry S. Truman, Man of the People, New York: Oxford University Press Inc, 1995. Pemberton, William, Harry S. Truman, Fair Dealer & Cold Warrior, Boston: Twayne Publishers, 1989. State Department, â€Å"Summary of Telegrams for Greece, Poland and USSR,† 25 February 1947, Truman Presidential Museum and Library, 15 April 2003 Truman, Harry S. , â€Å"Address of the President of the United States: Recommendation of Assistance to Greece and Turkey,† 12 March 1947 Truman Presidential Museum and Library, 15 April 2003 Truman, Harry S. , Memoirs of Harry S. Truman, vol. 2. Garden City, Time, Inc. 1956. Woelfel, Scott, â€Å"Interactive Maps,† Cold War, CNN Interactive, April 1999 Oct 15, 2005 G. Appendix

The Insect Index - Sorted by Scientific Names

The Insect Index - Sorted by Scientific Names Sort by: Common Names | Scientific Names Read more about these insects and non-insect arthropods! The following insect and other arthropod profiles are now available on the About.com Guide to Insects: Class Arachnida Orders Acari (mites and ticks)Araneae (spiders)Opiliones (daddy longlegs)Pseudoscorpiones (pseudoscorpions)Scorpiones (scorpions)Solifugae (windscorpions) Suborders Ixodida (ticks) Families Araneidae (orb weavers)Lycosidae (wolf spiders)Oxyopidae (lynx spiders)Pholcidae (cellar spiders)Pisauridae (nursery web and fishing spiders)Salticidae (jumping spiders)Theraphosidae (tarantulas)Theridiidae (cobweb spiders) Genera Latrodectus (widow spiders) Species Aurantia argiope (black and yellow garden spider)Ixodes scapularis (blacklegged tick)Loxosceles reclusa (brown recluse spider)Tegenaria agrestis (hobo spider) Class Chilopoda Class Diplopoda Subphylum Trilobita Class Insecta Subclasses Apterygota (wingless insects)Pterygota (winged insects) Orders Blattodea (cockroaches)Cerambycidae (long-horned beetles)Coleoptera (beetles)Collembola (springtails)Dermaptera (earwigs)Diptera (true flies)Dictyoptera (roaches and mantids)Embiidina (webspinners)Ephemeroptera (mayflies)Grylloblattodea (rock crawlers)Hemiptera (true bugs)Hymenoptera (ants, bees, wasps)Isoptera (termites)Lepidoptera (butterflies and moths)Mantophasmatodea (gladiators)Mecoptera (scorpionflies and hangingflies)Microcoryphia (jumping bristletails)Neuroptera (nerve-winged insects)Odonata (dragonflies and damselflies)Orthoptera (grasshoppers, crickets, and katydids)Phasmida (leaf and stick insects)Plecoptera (stoneflies)Psocoptera (barklice and booklice)Siphonaptera (fleas)Thysanoptera (thrips)Thysanura (silverfish and firebrats)Trichoptera (caddisflies)Zoraptera (angel insects) Suborders Anisoptera (dragonflies)Ixodida (ticks)Mantodea (praying mantises)Raphidioptera (snakeflies) Families Acrididae (grasshoppers)Aeshnidae (darners)Aphididae (aphids)Belostomatidae (giant water bugs)Braconidae (braconid wasps)Carabidae (ground beetles)Chrysomelidae (leaf and seed beetles)Chrysopidae (common lacewings)Coccinellidae (ladybugs)Coreidae (leaf-footed bugs)Culicidae (mosquitoes)Cynipidae (gall wasps)Dermestidae (dermestid beetles)Elateridae (click beetles)Formicidae (ants)Geometridae (geometer moths, inchworms, and loopers)Gryllidae (true crickets)Hesperiidae (skippers)Lampyridae (fireflies)Libellulidae (skimmers)Lucinidae (stag beetles)Lycaenidae (gossamer-winged butterflies)Miridae (plant bugs)Nepidae (water scorpions)Noctuidae (owlet moths)Notodontidae (prominent moths)Notonectidae (backswimmers)Nymphalidae (brush-footed butterflies)Papilionidae (swallowtails and parnassians)Passalidae (bess beetles)Pentatomidae (stink bugs)Pieridae (whites, orange-tips, sulphurs, and yellows)Reduviidae (assassin bugs)Riodinidae (metalmark butterflies)Saturniidae (giant silkworm and royal moths)Scarabaeidae (scarab beetles)Sesiidae (clearwing moths)Silphidae (carrion beetles)Sphingidae (sphinx moths)Staphylinidae (rove beetles)Stenopelmatidae (Jerusalem crickets)Tenebrionidae (darkling beetles)Tettigoniidae (katydids)Tipulidae (large crane flies) Subfamilies Arctiinae (tiger moths)Dynastinae (rhinoceros beetles)Scarabaeinae (dung beetles and tumblebugs) Genera Bombus (bumblebees)Camponotus (carpenter ants)Magicicada (periodical cicadas)Pepsis (tarantula hawks)Xylocopa (carpenter bees) Species Actias luna (luna moth)(hemlock woolly adelgid)Agrilus planipennis (emerald ash borer)Anoplophora glabripennis (Asian longhorned beetle)Apis mellifera (honey bee)Boisea trivittatus (box elder bug)Cimex lectularius (bed bug)Danaus plexippus (monarch butterfly)Epargyreus clarus (silver-spotted skipper)Halyomorpha halys (brown marmorated stink bug)Harmonia axyridis (Asian multicolored lady beetle)(cecropia moth)Hyphantria cunea (fall webworm)Lymantria dispar (gypsy moth)Malacosoma americanum (eastern tent caterpillars)Osmia lignaria (blue orchard bees)Papilio polyxenes (black swallowtail)Popillia japonica (Japanese beetles)Scutigera coleoptrata (house centipedes)Thyridopteryx ephemeraeformis (bagworm)​Vanessa cardui (painted lady)

Real Estate Essay Example | Topics and Well Written Essays - 500 words - 1

Real Estate - Essay Example This exercise has two aims. One is to see whether my house will fetch a goof price in the market so that it can be bought by any of the young people searching for homes. If a good price is offered, then the proceeds of the sale can be used to buy a better house. My house is a two bed-room one and its floor area is approximately 1700 square feet. The above mentioned aim does not seem to be feasible since land prices across the country have fallen due to the recession that has hit the country. I had contacted a builder on the premise of wanting a new home. He said that the Charlotte market like most places in the country has become a buyer’s market and the prices had crashed since the start of the depression. He also directed me to a website to verify what he had said. It appears that the situation was far from satisfactory to a seller and very satisfactory to buyers. According to the website, the current square foot price as of March 1st, 2009 was only $95 for homes in Charlotte. This had fallen to the current level from a high of nearly $185 in July 2008. (Real Time Market Profile for Charlotte). According to the above figures the value of my home would be as follows In such a scenario, it will be worthwhile to compare prices if one wants to buy a ready made house or construct one instead. A search with an agent also shows that prices are low. It shows that three bed room houses are available in the market for at only slightly higher price than what was seen in my valuation. Prices of two and three bed room independent houses with similar or higher square feet are available at prices ranging from $165,000 to $169,000. One particularly attractive house with 1,800 square foot and having three bedrooms and two baths was available for 168,000 dollars. This means that the square foot price of the home was about 93 dollars per square foot. This comes to less than the market price as on March 1st

Loving Through Understanding and Finding Peace in Peace, Love & Essay

Loving Through Understanding and Finding Peace in Peace, Love & Misunderstanding - Essay Example Diane brings her children, Zoe (Elizabeth Olsen) and Jake (Nat Wolff) with her. Diane surprises her mother, whom she has alienated for twenty years. What is supposed to be a weekend, where Diane only wanted space from her husband and their divorce, became a full week of awakening for all characters. Diane resolves her conflicts her with her children, her mother, and with herself, by understanding that they are all human beings, and by accepting that they all have weaknesses, she can stop judging them and herself and begin loving with peace. Diane is detached from her children, which creates a barrier between them because she misunderstands their maturity and needs. When she brings them to her mother’s house, her children are asking about the reasons. Jake even jokes that their grandmother is dead since they have not seen her since birth and suddenly they have to meet her. Diane finally drops the bad news that she and Mark are having a divorce. Zoe wants to talk about it, but D iane does not say anything anymore. When Zoe asks, â€Å"Are we going to talk about this,† Diane does not answer and prepares to go in the house. With her back on Zoe, the scene indicates detachment from her children’s concerns. Instead of being open to her children, Diane creates a wall between them without even being aware of it. As a result, Zoe and Jake hardly understand what their mother is going through because they do not even know who she is. The conflict between Diane and her kids arises from her treatment of them as children, instead of as adolescents who are already mature enough to know the truth and to know how to cope with their family issues. The irony is that she is doing to her kids, what her mother did to her- to separate herself from her children because of the feeling that they cannot understand their parent’s concerns and needs.