Consequences of 9/11

Running Head: Consequences of 9/11 Serious Consequences of September 11th Kristen Brobst The University Of Findlay Abstract This literature review examines five scholarly journal articles that thoroughly address how citizens across the nation were scarred forever, after the 2001 September 11th terrorist attack, which negatively impacted the entire United States. This community wide disaster was a life changing event which physically, mentally, and emotionally impacted thousands of people’s lives. Many disorders were developed from this tragic event, including post traumatic stress disorder, alcoholism, and depression.Imagine standing on the ground watching two of the highest towers in New York City, standing at one thousand three-hundred sixty-eight feet high, fall right before your eyes. Horrifying, right? The 2001 attack was a life changing event, which physically, mentally, and emotionally impacted citizens in dramatic ways. That Tuesday September ninth morning, around 8:45 AM, New York City was under attack. The attacks consisted of a series of coordinated suicide bombings by Al-Qaeda upon the United States. On that day, nineteen Islamist terrorists’ affiliated with al-Qaeda hijacked four commercial passenger jet airlines.The hijackers intentionally flew two of the commercial airliners, American Airline Flight 11 and United Airline Flight 175, into the North and South towers of the World Trade Center Complex in New York City. It instantly killed everyone on board, hundreds of others working in the buildings, and trapping even more people in the higher floors of the towers. Within two hours, both twin towers collapsed, destroying nearby buildings and damaging others. The attack killed nearly three thousand people that day â€Å"(9/11 Attacks, para. #2)†. After the September 11th terrorist attack, Americans were scarred forever.The survivors, residents, and citizens of the community-wide disaster are suffering various health problems becau se of this traumatic experience. Analysis of five scholarly journal articles found through library databases, the authors reveal how the citizens’ lives were negatively impacted from the attack of terrorism. In a research article Alcohol use, Mental Health Status and Psychological Well-being 2 Years After the World Trade Center Attacks in New York City by Richard Adams, Joseph Boscarino, and Sandro Galea (2006), three surveys were conducted to guide their study.The authors’ hypothesized how these disorders developed from the attack impacted individuals. The surveys were sent out by telephone using random digit dialing where they could reach citizens that were affected. To be eligible to answer the survey questions, an adult was selected based on the person with the most recent birthday in the household, and they had to speak English or Spanish for the surveyors to understand their responses. The article states that â€Å"They conducted surveys in October of 2002, in O ctober 2003 another survey was sent out and the last survey sent out was in February of 2004,† (Adams et al, 2006, p. 06). The procedures and questions were all the same throughout each survey; nothing was different. Surveyors were interviewed and monitored throughout the survey to make sure the surveys were accurate. Within the survey, people were tested on various subjects. The conductors of this survey tested the association between alcohol use and the severity of post traumatic stress disorder symptoms due to the terrorist attack. â€Å"All together four thousand-forty nine people completed the surveys,† (Adams et al, p. 206). This amount of people completing this survey is very high.In the first survey, they asked respondents whether their symptoms had bothered them or not. If they said no, they got a zero, but if they said somewhat, or not at all, their results were recorded between zero and six. Furthermore, if they answered a little bit, or a lot, they scored be tween seven and ten. In follow up, if their score was between seven and ten, then it was considered a serious case in which they had to do something about it (Adams et al, p. 207). To complete the criteria of this survey, people had to meet certain symptoms of post traumatic stress disorder.Many of the people did not meet the complete criteria of post traumatic stress disorder, so they had to broaden the survey. The symptoms that people needed to possess were re-experiencing the traumatic event, avoidance of thoughts or places related to the event, and arousal. The participants were then judged according to how many of these symptoms that they presented with. They qualified for full post traumatic stress disorder if they held two or more of these traits. The respondents were considered partial post traumatic stress disorder if they only met one or two of them.They said â€Å"Twenty percent of the respondents were classified for post traumatic stress disorder from the attack. Eight percent had partial post traumatic stress disorder and ten percent had high post traumatic stress disorder,† (Adams et al, p. 213). As you can see, many people obtained this disorder from this attack. More of the participants were classified as having higher amplitude of this disorder than having only partial. This terrorist attack affected many people, not only in gaining post traumatic stress disorder, but also in various other ways.The next survey studied alcoholism, which was gained from the terrorist attack. The surveyors questioned how many times had the participant drank six or more alcoholic beverages in one dining after the 2001 attack. The answers they could have chosen were: never, less than, or monthly. â€Å"Fifteen percent met the criteria for binge drinking. Five percent met the criteria for alcohol dependence and ten percent were reported as an increase of four or more days drinking per month,† (Adams et al, p. 213). Furthermore, people developed a probl em with drinking due to the attack. More people were seen binge drinking than any other kind.After the September 11th attack, studies have shown that there was an increase in the amount of alcohol people consumed compared to before the attack. The traumatic event that the citizens experienced led them to drinking excessive amounts of alcohol. Not only did alcohol increase after the attack, but psychological problems began to elevate. The final survey that was sent out studied psychological disorders, such as depression. When studying depression, a person had to present with five or more symptoms for at least two weeks in the last year. This meant they were diagnosed with a depressive disorder.Examples of these symptoms are: stress, emotional problems during the day, feeling depressed, always down, in a bad mood, and says negative things (Adams et al, p. 208). The studies showed that â€Å"Twelve percent of the respondents had major depression, and approximately nine percent were de scribed as unhealthy,† (Adams et al, p. 213). These people needed to seek help from a physician. This attack had a major impact of the mental health of the people affected. Adams et al are not the only people who studied these types of disorders that were developed after the 9/11 attack.Similarly in with Adams et al, in an article Disaster and Trauma James Bakalar (2002) studies post traumatic stress disorder and depression symptoms in connection to 9/11. He gathered information from other studies on the topic from a survey that was sent out after the attack questioning â€Å"how many people had symptoms of depression, troubles falling asleep at night, and had trouble concentrating,† (Bakalar, 2002, p. 1). The study had shown that the number of prescribed sleeping medicine and antidepressants had arisen exceedingly since the September 11th attack because of paranoia.People were worried about what might happen next and if they were safe at night. They were having trouble s falling asleep at night due to over thinking of the horrifying tragedy. The damage that the attack left behind had initiated symptoms of depression on the people. Symptoms of depression are anxiety, nervousness, feeling down, and or sad. These were not the only emotions people were feeling. The community wide attack left several others feeling emotions of helplessness, scared and freighted. These are a common sign of post traumatic stress disorder.It often increases blood flow and produces an excessive amount of adrenaline making the heart pump more rapidly. Bakalar states how respondents should overcome post traumatic stress disorder with some tactics. Victims should join a support group in which others have the same disorder as well where they all talk about the problem. Bakalar goes on to say, â€Å"they give meaning to their experience by telling their stories and listening to other victims whose similar experiences promote understanding and sympathy,† (Bakalar, p. 4). This can help them to relate to one another, so they have a better understanding about what they are going through.It helps to talk about feelings that are held inside, and to retell the story over again to listeners that have similar stories. Talking with others that have the same problem or symptoms helps the respondents become more comfortable with themselves because they are not the only one with this problem. To help patients move beyond these feelings due to trauma from the disaster, they should continue normal everyday activities. The author addressed that â€Å"They should have confidence in the future to get on with their lives, and they should keep faith in everyday activities,† (Bakalar, p. 5).This will help the victims to break free from their past experiences and keeping busy will help distract the negative feelings in order to overcome the symptoms. This is just a few ways to overcome the psychological impact of the September 11th attack. Additionally with Adams et al and Bakalar, in the research article titled The Emotional Distress in a Community after the Terrorist Attack on the World Trade Center by Teddy Chen, Henry Chung, Chen Hongtu, Chen Jian-Ping, and Fang Lin (2003). They hypothesized how the short term psychological impacts of the September 11th attack affected the immediate neighborhood of the world trade center.The surveys they sent out were displayed in a waiting area for random citizens to fill out. They surveyed emotional responses of the survivors within the week that it happened and then again five months later to show more accurate statistics. The results showed that â€Å"Five hundred fifty-five community residents or eighty-eight percent of the citizens completed the survey,† (Chen et al, 2003, p. 159). The age group of the participants ranged from eight years old to eighty-six years old. The average age groups of the participants were around forty years old.He states that â€Å"Results of the first survey that was sent out a few weeks after the disaster showed eighty-eight percent of the respondents had one or more psychiatric symptoms. Over half the community residents had four or more symptoms that dealt with emotional distress. The survey that was sent out five months later showed only fifty-three of the respondents had one or more emotional distress symptom,† (Chen et al, p. 159). The 9/11 attack proved to be the reason that half the community has consistently had at least one symptom of emotional distress.As time went on the emotional distress seemed to dissipate. Although this problem seemed to dissolve, it had a serious impact on people. The study illustrated that the emotional distress had a more serious impact on the full-grown adults around the ages of forty through fifty-nine than it had on any of the other age groups. The symptoms they had were: anxiety, nervousness, low self esteem, sadness, and depression. â€Å"These symptoms demonstrated the tremendous psychologica l trauma caused by this disaster,† (Chen et al, p. 161).The trauma from the attack placed a burden on a person that was not apparent before. Several months after the attack had happened the community was still suffering from these symptoms. Studies conducted that â€Å"Less than four percent of the people received help from a mental health professional,† (Chen et al, p. 162). Many of the residents would not seek help in counseling because they thought that time would just heal them. In result, the study had shown that the terrorist attack impacted the immediate neighborhoods, which were the residents that live closer to the world trade center.These residents had higher levels of emotional distress within the first few weeks that the attack occurred. With the destruction in the city that the attack left behind, it is not astounding that these high results in emotional distress would appear because of this traumatic, unimaginable event. Each situation impacted the people in a negative way. In comparison, In the article When a terrorist Attacks: September 11 and the Impact on Older Adults in New York City Igal Jellinek and Judy Willig (2007) address the terrorist attack focusing mainly on how the elderly were impacted in a negative way in New York City.Jellinek and Willig specifically target how the attack personally impacted the older adults that were nearby Manhattan. These citizens were paying a vast amount of money to live there because of the scenic view. The beautiful scene of the Manhattan skyline lit up New York City, but in just seconds it was demolished from the attack. The view of that skyline was distorted that September 11th day, and the senior citizens would never see that stunning view again. Many of the older adults were worried about the problems that they would soon face.Jellinek and Willig conducted a survey that was sent out to clients, staff, and several different agencies to see who was worried about safety, who had lost loved o nes, and who had no one close to vent to. Results of the survey had shown that everyone was worried about their safety, and no one felt safe where they were. Since the attack hit so close to their homes, everyone was left worried about what was going to happen next. Everyone was upset and damaged from this disaster. The authors stated â€Å"The community all needed counseling or just someone to talk to† (Jellinek and Willig, 2007, p. 3). The attack impacted the elderly more direct and personally than anyone. The older adults lost loved ones, neighbors, and many close friends that they have known for years. All they had left were the memories. Not only did the attack affect them mentally and emotionally, but physically as well. When the attack hit, the elderly residents were in shock and devastated. Their daily routines were rudely interrupted by the attack. The older adults were unable to get care and the attention they were provided with on a daily basis. They could not rece ive supplies or help that was needed due to ecurity reasons; everything was on lock down. These restrictions prevented the older adults from meeting their personal needs. This was very hard for the older adults to cope with. For some of the older adults, the terrorist attack had refueled traumas from years back, making it hard for them to cope with what was going on. Not seeing those trade towers that stood there every day made the attack vividly come back to mind. The elderly could not physically see the trade towers standing, but they could visualize how they once stood in the city of New York.Viewing the scene of the skyline, noticing that the towers were gone, made the citizens realize how real the tragedy was. Supporting Jellinek, Willig, and the other three scholarly journal articles, in the article September 11th and the Mourning After: Media Narrating Grief, written by Adi Drori-Avraham (2006). He focuses on the impact of grieving and mourning of the citizens across the Unit ed States due to the tragedy. Drori-Avraham concentrates on the two different types of mourning that the New York City residents could be in or were about to experience.He states, â€Å"The good kind of mourning is a movement forward driven by a passion for meaning. † In other words, people need to let go of the loss and move on to a healthy future. The bad kind of mourning is called â€Å"melancholia, which is destructive grieving,† (Drori-Avraham, 2006, p. 289). This is the opposite of making one’s life meaningful again. Drori-Avraham mentions an exceptional example of unhealthy grieving. The unhealthy grieving is when New York City employees, tourists, and picture takers are capturing those last moments of the world trade center. These pictures are capturing the memories of what the United States has lost.The city residents that pass by the location of the falling twin towers are now walking by passing the devastating site everyday in order to return back to work. The residents are grieving at the site that was once miraculous. When tourists are there taking pictures and pointing out the memories of loved ones that have been lost, the residents are yet again reminded about that iniquitous day. As the community residents walk by day by day they are constantly reminded about the unexpected tragedy on September 11th. When thousands of people die many thousands are left in the state of mourning.This is a natural occurrence when lives are lost. It is a very upsetting time for everyone in the nation. Even normal grief can be prolonged for a long time when a community wide disaster takes place. Hurtful memories and photographs from the attack may still be present. Certain sounds or experiences may resemble the terrorist attack. This day with never be forgotten. The mass terrorist attack on the nation has impacted and changed many people’s lives because of the trauma they had perceived on that day. Post traumatic stress disorder is just one problem people developed from the attack.Another problem that was developed from the tragedy is depression. Several scientists also concluded that alcoholism is another trait that people acquired from the attack. Overall this attack has negatively impacted several people. I believe that in the future there should be more professional counselors willing to reach out and help others going through these disorders. References Adams, R. , Boscarino, J. , & Galea, S. 2006. Alcohol Use, Mental Health Status and Psychological Well-being 2 Years After the World Trade Center Attacks in New York City.American Journal of Drug & Alcohol Abuse. 32(2), 203-224. Retrieved from http://metis. findlay. edu:2066/login. aspx? direct=true&db=a9h&AN=20380132&site=ehost-live Bakalar, J 2002. Disaster and Trauma. Harvard Mental Health Letter. 18(7), 1-5. Retrieved from http://search. ebscohost. com/login. aspx? direct=true&db=a9h&AN=5762387&site=ehost-live Drori, A. 2006. September 11th and the Mourning After: Media Narrating Grief. Journal of Media & Cultural Studies. 20(3), 289-297. Doi: 10. 1080/10304310600814110 Hongtu C. , Chung, H. Chen, T. ,Lin, F. , & Jian-Ping, C. 2003. The Emotional Distress in a Community After the Terrorist Attack on the World Trade Center. Community Mental Health Journal. 39(2), 157-165. Retrieved from http://metis. findlay. edu:2066/login. aspx? direct=true&db=a9h&AN=9450651&site=ehost-live Jellinek, I. & Willig, J. 2007. When a Terrorist Attacks: September 11 and the Impact on Older Adults in New York City. Generations. 31(4), 42-46. Retrieved from http://search. ebscohost. com/login. aspx? direct=true&db=a9h&AN=31633966&site=ehost-live

Education policy Essay

Security, quality education, access to healthcare, prospects of a reasonable job on merit and sound economy are the ingredients to be provided by the state to its citizens to run the state and the society smoothly. Growth of successful nations is denoted particularly to the education. There was a time when people believed that higher education should be available to people of all social classes and, obviously, it was freely available to all who wanted it. The fact that it is not, that public education was once available and now it is very hard to access is indicative of deep problems in Pakistan. Encouraging colleges and universities to raise their own resources by charging higher fees has clearly excluded a significant section of students belonging to poor sections of the society. Education in Pakistan is now so expensive that poor can’t even imagine of their children becoming doctors and engineers. Our education system is passing through a very bad phase now and it is regarded as perhaps amongst the poorest in the world. Cream of the Pakistani brain is either becoming idle due to non-availability of ever rising cost of education or going to other countries. UNITED NATIONS HUMAN RIGHTS Article 1 provides; every child has the right to have equal access to an education, irrespective of their color, creed, nationality, ethnicity, or social and financial status, so they may obtain gainful employment and contribute to the growth of their society, being born free and equal in dignity and rights. Life for a common man in Pakistan in this so called â€Å"democratic† regime has already become difficult owing to the all-round price rise across the country. Inflation, combined with policies of privatization, has caused a complete deterioration in living standards of the people. Frankly speaking, there is no such thing as democracy in Pakistan. This type of â€Å"democracy† has often left the common man in constant struggle for survival. Majority of Pakistanis are living in poverty and unsustainable economic conditions; when they are struggling for their livelihood education loses its utility in their eyes and it becomes far from their desire. But for the riches and powerful corrupt politicians, things are very rosy. Pakistan is suffering terribly for that, with socio-political and economic crises strewn all over the society like a straw hut in a typhoon. Lack of good education and unemployment in Pakistan would contribute many social ills, including crime, prostitution, and the break down in law and order. In Pakistan, providing education to the masses had always been state responsibility. Now there has been a major push for the private provision of educational services. Moreover, corrupt politicians, feudalism, injustice are such problems which have further pressed the most pressed people of the country. Education is a tremendous tool for social change as well as an opportunity out of poverty traps. People trapped in the lower classes have trouble climbing out of it because they lack the tools to do so, because they live in a feudal society that actively works to keep them there, and education can be a form of escape hatch. But Education System in Pakistan In Human development Report Pakistan is placed at 136th position for having just 49. 9% educated population. In addition to that, Pakistan is ranked at 113th out of 120 registered UN members according to the research conducted by UNESCO et. all. Some of the very basic flaws of the education system in Pakistan contribute to the economic, ethnic and sociopolitical crisis within the country. Flaws of Education System in Pakistan Firstly, the education system of Pakistan is based on unequal lines. Medium of education is different in both, public and private sector. This create a sort of disparity among people, dividing them into two segments. Such a distraught infrastructure is a basic cause of high illiteracy rate in Pakistan and high drop out rates in rural areas and public school. Secondly, regional disparity is also a major cause. The schools in Balochistan (the largest province of Pakistan by Area) are not that much groomed as that of Punjab (the largest province Of Pakistan by Population). In FATA, the literacy rate is deplorable constituting 29. 5% in males and 3% in females. The third major cause of flawed education system in Pakistan is gender discrimination. The current primary school ratio of boys and girls is 10:4, which is a cause of huge concern. For the last few years there has been an increase in the growth of private schools. It is believed that Pakistan is among the most prominent states affected by gender discrimination. That not only harms the quality of education in Pakistan but create a gap among haves and have nots. Fourthly, the lack of technical education is a biggest flaw in the education policy that has never been focused before. Therefore, less technical people means low standard of education. Fifthly, the allocation of funds for education are very low. It is only 1. 5 to 2. 0 percent of the total GDP. It should be around 7% of the total GDP. At that budget allocation, the illiteracy rate in Pakistan would not decrease but rather increase. The federal and provincial governments need to cut down their expenditures in other areas and spend a bigger proportion of income on education. Moreover, the quality of education in most of the public schools and colleges is well below par; the teachers in government schools are not well trained. People who do not get job in any other sector, they try their luck in educational system. They are not professionally trained teachers so they are unable to train a nation. Quality of teaching needs special attention in rural areas where the teachers lack in all departments. In America, Europe and most of the developed countries, the emphasis of the states is on developing virtual education systems i. e. provision of education through online networks. The idea of online education is gathering momentum and many online institutions have been set up which offer online courses and online degrees. The Higher Education Commission and Education ministry need to focus on developing a strong online education network so that students through out the country can benefit. Universities such as Harvard, Berkley and MIT are offering online courses and degrees. It reflects the importance of online education in today’s modern high tech world. Finally, Poverty is also another factor that restrict the parents to send their children to public or private schools. So, they prefer to send their children to Madrassas where education is totally free. The government has to make changes to financial infrastructure to improve the situation. Bank loans for education purposes should not be interest based as it discourages the people of Pakistan to acquire loans. Education loans are offered at low rates through out the world and it enable people to acquire quality education. Social awareness regarding all these issues need to be spread and we, the people of Pakistan have to work hand in hand with the government authorities to improve the current system. Our children should not be deprived of their basic right to acquire knowledge. All these issues contribute to high illiteracy rate, which in turn result in economic crisis in shape of high unemployment rate and below-par quality of labor. Moreover, the country suffers on social, political and technological front! There are hundred other problems which need attention but the core-issues need to be addressed as soon as possible. You can read my article Pakistan’s Educational System which is an overview of the education infra-structure within the country. In today’s world, the benchmark for excellence is education. Moreover, if a country has a distraught academic infrastructure, the chances to survive in current competitive world are petite. The illiteracy rate in Pakistan is alarmingly high which calls for critical attention. The federal and provincial governments need to work together towards elimination of flaws of education system in Pakistan. The first time I thought about education and its significance to this society was when I went on a field trip to a school set up by an NGO in the late 1990s. It is now a rightly famous NGO but back then during my sixth grade field trip it just seemed like a project of a group of cranky Karachi businessmen who had decided to spit against the wind of the government’s non-interest in providing education to its people. These rich grouches had  gotten together in the chaos of 1995 Karachi and seeing the government more interested in massacring hard-boiled militants than provide social services, they decided to simply pool their own money and build their own schools. How benevolent of them. I would love to see these rich men’s tax receipts. The citizens of a country shouldn’t be dependent on the benevolent charity of rich men. Through their own democratic political process, citizens must enforce upon their richest members the income taxes necessary to fund an education system that reaches every child in the state. The fact that Pakistanis have not done so points towards the weakness of their political system in dealing with its population’s educational needs. There is no real shortcut from the state actually enforcing a tax system that extracts the adequate revenue needed to fund the creation of a school near every human settlement in Pakistan. The goal I have described of having a school near every human settlement in Pakistan, is what Pakistan is obligated to do under its current international treaties and the simplest and most straightforward way it can be done. It is certainly not impossible. Pakistan has managed to make sure that no human settlement lacks a mosque. The same needs to be done for schools. Where we went wrong Nationalisation of schools, as was done by the Z. A. Bhutto administration, was a shortcut that cannot be used, and was actually instrumental in ruining government schools. The provincial governments that ran education departments became overstretched then to the point of breaking. The schools that were nationalised saw the prospect of future capital and human investment in them pointless, as the former owners were now dispossessed of their old stake in the schools. Good teachers left, rather than become government employees to be posted in far flung places, and the lack of good teacher training colleges, a necessity unacknowledged up until recently, saw little competent replacement. By nationalising the missionary (Christian), faith-based (Muslim) and private schools, an unwieldy, unplanned expansion of Pakistan’s school system reduced the status of government school teachers to the corrupted, incompetent, ineffective place it finds itself in today. Teachers do not come to classes, and if they do, they are ill-prepared to teach. It becomes difficult to weed out and penalise underperforming teachers because their status as government employees prevents them from being penalised as they would be in the private sector. As much as this rhetoric may sound similar to the United States, Pakistan’s teachers’ unions continue to shelter wildly incompetent teachers, who beyond being simply bad at teaching, many times do not even show up. Anti-participatory environment We are not helped either by large class sizes, low teacher to student ratios, non-production of teachers in a sufficient quantity and quality by the low number of Pakistani teacher-training colleges. Central to this remains the criminally low expenditure on education by Pakistan, and the failure to collect or divert enough revenue to the education sector. Taking the education emergency of Pakistan seriously would mean finding means to increase the amounts spent on education in Pakistan, on a war footing. Students cannot themselves push for an effective learning environment. Despite the fact that some students actually do want to learn, the environment that exists in classrooms, does not brook dissent. This discourages students from bringing up flaws in their educational setting. This anti-participatory environment in classrooms is facilitated by excessively large class sizes, which discourages teachers from having more individualised interactions with students. This anti-participatory trend in classrooms is complemented by an anti-democratic trend in schools, where no voting is done to elect new prefects or monitors, rather the relevant students are appointed by the school administration. Giving students an opportunity to actually vote for their school leaders might inculcate democratic and participatory values in them at an earlier age, and teach them the responsibility of making their own decisions. If and when these students reach Pakistani universities, they can adequately recognise the entrenched authoritarianism accumulated in many of Pakistan’s universities over the last three decades. Student politics This persistent anti-democratic trend within Pakistan’s educational establishments has reinforced the low academic quality of these institutions. There is little legitimate input from the student bodies on how their education is conducted. Since the 1980s student union elections have been either banned or delayed, witnessing unrest in a violent country like Pakistan ripple into campuses as violence, as opposed to measured  debate. The situation turned chaotic in the 1990s when the general mayhem of the city of Karachi coincided with violence on the Karachi University campus. The presence of such violence made the students of that decade disinterested in participatory politics. This suited the authoritarian and bureaucratic administrations of varsities, as well as the sclerotic, unelected leadership of Pakistan’s political parties. They did not mind that the students of Pakistan slid into political apathy. However, the importance of student politics was re-kindled in the 2007 lawyer-led movement against the dictatorship of General Musharraf. The importance of student politics was even acknowledged by the government that won against Musharraf in 2008, when it lifted the ban on student and trade union elections. However, the twist in the tale has been the glaring domestic democratic deficit of this government. The anti-participatory atmosphere on campuses has not lifted as no memorable student elections have been held. Neither have any well-publicised trade union elections been held. And most significantly, no internal party elections have been held in any party that maintains a decisive number of seats in parliament. What the lack of student democracy has to do with Pakistan’s state of education is that there is no feedback from students, who are the objects of education. There is no diminishment in the cruel authoritarian atmosphere of Pakistani government classrooms, where teachers, in negligent enough environments can still use sticks to punish students. I never really thought about education in society as a child. That would have been expected of any 11 year old. But when I visited a third grade NGO school classroom in the late ’90s and saw another 11 year old struggling with phrases I would read just for fun, it hit me how serious the problem of illiteracy was for Pakistani society. In a misbegotten decade as that one, beyond the Gordian knot we had witnessed of Karachi’s bloody politics, the reality of children’s mis-education struck me as a crueler fate, a dire issue that had to be resolved immediately. That’s because these ill-educated children would not remain children much longer. They would soon be badly-educated adults. And if this cruel act of omission by Pakistani society was not amended quick enough, then one more generation would see their adulthoods wasting away under the 21st century curse of illiteracy. Tax the rich, teach the kids. We have an education emergency on our hands. The Education System of Pakistan is divided into five levels 1. Primary level (Class 1 to 5) 2. Middle level (Class 5 to 8th) 3. Secondary level (S. S. C) 4. Intermediate level (H. S. C) 5. University level (Graduation, Masters and Research) Another division of Education System in Pakistan according to the School System 1. 1.  Public Schools or Government Schools These schools are managed and financed by the government. Unfortunately, the majority of the schools are in poor condition.  » There is no any merit system; teachers and other staff are appointed by the ministers on their own wishes.  » There is no any accountability; a large number of GHOST SCHOOLS AND GHOST TEACHERS are listed in the documents. They are receiving funds and pays, but, in reality they did not exists.  » In Rural areas, the buildings of public schools are mostly held by Waderas and Feudal. They use them as marriage halls, otaks, bethaks etc. â€Å"Public schools are the nurseries of all vice and immorality. † (Henry Fielding) 1. 2. Elite Class Schools (private schools) Due to badly failure of government in providing the Education, the Elite Class Education System in Pakistan got successes very quickly. Today, even poor prefer to send their child in these private schools but because of high fee structure many aspirants are unable to part this Education System. It is generally accepted that, the standard of Elite Class Education System is more reliable and first-rate than Public Schools and Madarsas. There is accountability, transparency and checking system. Generally, the students of private schools are more competent than those of public schools and Madarsas. The government should take lessons from this Education System. These are successive models for the government i. e. CITY SCHOOL, BEACON SCHOOLS, PAK-TURK SCHOOLS etc. 1. 3. Madarsas Madarsas are the largest NGOs of the world. Today in Pakistan about 8000 Madarsas are working. They provide not only Education but also accommodation and food. They provide Islamic as well as worldlyEducation. Mostly, poor parents who are unable to educate their child prefer this Education System. The government should introduce the reforms for the Madarsas and improve their standard. This will be helpful in two ways. Firstly, it will provide free of cost education to poor child. Secondly, it will lessen the burden the government. Before the 18th Amendment, the EducationSystem in Pakistan was the responsibility of Federal Government. The Ministry of Education at Federal level was responsible for formulating Policies, Planning and Promotion of Educational facilities across the country. But, after the passing of 18th Amendment, the responsibilities of Education System are divided among the Federation and the Provinces. The responsibilities of the Provinces 1. To set the Curriculum 2. To set the Syllabus 3. Standards of Education up to Grade 12 (F. Sc, H. S. C, I. Com, etc). 4. Islamic Education The responsibilities of Federation are following 1. Planning and Policy 2. External Affairs; Signing, implementation and monitoring of Bilateral and Multi-lateral Educational Agreements, Pacts, Protocols, MoUs 3. Controlling of Libraries, museums, and similar institutions 4. Federal agencies i. e. FATA 5. Special Studies 6. Inter-provincial matters and co-ordination. † 7. Legal, medical and other professions. 8. National planning and national economic coordination including planning and coordination of scientific and technological research. 9. National Education Policy and clear cut Domain over the following acts. 1. 1. Centres of Excellence Act 1974 2. Area Study Centres Act 1975 3. Pakistan Study Centres Act 1976 4. National Book Foundation Act 1972 5. Fed. Board of Intermediate & Sec Education Act 1975 6. Federal Directorate of Education Isb. [Article 142 (d)] 7. Federal Supervision of Curricula, Textbooks and Standards of Education Act 1976 8. National Education Foundation Ordinance 2002. Source: http://www. defence. pk/forums/national-political-issues/125588-education-system-pakistan-good-bad. html#ixzz2PKkMjbtM Flaws hovering over Pakistan’s education system Filed under ISSUES 0 According to the reports of Human development our country is placed at 136th with just 49. 9 percent educated population. There is lack of uniform education system. Private and Govt. educational institutions has different syllabus. The flaws in education system lead to sociopolitical, economic and ethical issues in our society. Our education system is based on uneven lines. Even the medium of education is different in private and public educational institutions. This inequality has divided people among two segments. Such a distressed educational infrastructure is a crucial cause of increasing rate of illiteracy in Pakistan. The regional discrepancy is also main reason illiteracy in Pakistan. The schools in largest province of Pakistan Baluchistan are not establish and sparked as schools in Punjab. There is lack of awareness among people about the significance of education. In FATA the literacy rate is very poor constituting 29. 5% in men and 3% in women. The gender discrimination is also one of the major causes of educational flaws in country which is projecting the boys and girls primary schools ratio 10:4 correspondingly. In the last few years many new primacy schools for girls and boys are established but still there is need to establish more and more primary schools to meet the educational needs of increasing population. In the last decade the growth of private sector schools is tremendously increased. The private schools trend not just harms the quality of education but also created a huge gap between rich and poor. The people of lower class couldn’t afford the fees of private educational schools and colleges. In public schools there is lack of quality education. There is also shortage of required facilities like qualified, train staff, furniture and school buildings etc. Our educational policy doesn’t focus on technical education. There are very few technical institutions and less technical trained people in country. The funds allocated for the education are not sufficient the funds are just about 1. 5 % to 2. 0% of total GDP. Although to promote the education the funds must be about 7 percent of total country GDP. With increased education budget the literacy rate in country will surely increased. The provincial and federal Government both need spend a larger portion of their income on promoting education. Author: Rizwan Ghani Posted On: Tuesday, August 02, 2011 Source/Reference: www. pakobserver. net Total Views :1320| After 18th Amendment, improvement of education in Pakistan to international standards can be done with help of international frameworks including Program for International Student Assessment (PISA), National Assessment of Educational Progress (NAEP) and boards like National Board of Medical Examiners (NBME). Federal and provincial governments have to address the issue of teaching language (English, Urdu or regional languages), standardization of curriculum, and dealing with two-track education system- Urdu and English medium to take local and international exams. These tested frameworks can bring the progress of decades in Pakistan while saving billions of dollars. Thus, Pakistan needs to adopt appropriate policies to raise education standards, sustain economy and earn foreign exchange. The political, social and education complexities of teaching language can be controlled with help of international frameworks. PISA does not require the member states to change curriculums, teaching languages and teaching methodologies. It allows governments to periodically monitor outcomes of national education systems within internationally agreed framework. It provides a basis for international collaboration in defining and implementing educational goals and skills that are relevant to adult life (professional and social). PISA reading, mathematics and general science frameworks help bring national education at par with international standards. Around half a million 15-year-olds from 75 countries representing 28 million students, participated in PISA 2009 assessments and surveys. Pakistan can use PISA to improving national education standards in all provincial languages (www. pisa. oecd. org). Teaching in local languages can improve Pakistan’s education standards internationally. According to the 2011 Writing Framework for National Assessment of Educational Progress (NAEP) of America, good writing instruction empowers students to acquire new knowledge and to develop critical thinking skills. This is true of writing in all subject areas, not just English language http //www. state. nj. us/education/assessment/naep/results/writing/2011naep. PISA and NAEP framework rubrics allow student evaluations irrespective of language. Learning and teaching in mother tongue is a universal human right recognized by UN. China, was a top scorers in 2009 PISA testing http //www. nytimes. com/2010/12/07/education/07education. html. It shows education in mother tongue does not affect nation’s international competitiveness and national education standards. Since education is a provincial subject, therefore provinces should be free to impart education in local languages, make English and Urdu as optional languages. Provinces can issue degrees with pass/fail with English/Urdu or both to free the country from politics of language. It will allow students to continue higher education without passing compulsory languages, which is a major contributor to school and college dropouts. It will allow the students to join job market who do not wish to continue with further education. The employer can omit or consider language(s) pass/fail status of candidate at the time of employment. On the other hand, the higher education institutions can keep compulsory languages as part of admission criteria. In line with many American universities, a six months period can be given to first year university students to clear compulsory languages. In terms of syllabus, international frameworks and boards can help Pakistan’s policy makers develop required syllabuses, fulfill demands of local market, and meet national education objectives to bring national and international education at par. They allow improving exam testing and incorporating modern technology in reading and writing. In addition, they facilitate linking of national boards to international boards like NBME (www. nbme. org). NBME model allows state medical qualified doctors to take national level exams, upgrade national education and examination standards and link them to rest of the world. It allows tens of thousands of international medical graduates to take United States Medical Licensing Exam without actually studying in American medical colleges. It is equally true for British, Australian and New Zealand medical boards. This model can help cut cost of professional education and fight poverty in Pakistan. Based on these frameworks and models, federal and provincial governments of Pakistan should collaborate to standardize local education and bring it equal to international standards. Islamabad should hold annual summits with China and western countries in line with reports of annual Indo-US higher education summits planning collaboration of universities in both countries. In addition, Pakistan needs to allow private publishers to print books according to the contents of given courses. It will improve concepts of students, standard of books and education. The existing control of federal government on higher education needs to be changed by allowing provinces complete control of universities, scholarships, hiring, training etc. Federal government needs to become a regulatory body instead of controlling authority and facilitates provinces to standardize higher education, provincial education and bring it equal to international levels. Federal education setup should work with ministry of labor and manpower to identify and develop human resource for interprovincial and overseas market, work with foreign missions to issue annual forecast of overseas jobs and train foreign workers and students. Pakistan needs to organize education to cater to local and international needs, attract foreign investors and earn foreign revenue. Reportedly, America and Britain earned $31bn and ? 8 bn in 2010 from foreign students respectively. China is charging $5333 boarding lodging fee annually for a five-year MBBS and one-year internship. It is also offering seven-year specialization degree programs (5 years MBBS and 2 years specialization) in most medical fields. Beijing has gained international recognition through standardized tuition fees, transparency, qualified staff and allowing foreign students and teachers in local universities (http //www.4icu. org/cn/). The Chinese model can help Pakistan cut prices of professional education by 50 percent and train surplus number of local and foreign students to sustain domestic and international needs. In line with China, Pakistan should also take necessary steps to attract flocks of foreign students, interns and investors. Finally, a debate is going on in China on two-track system- one for national college entrance exam (the gaokao) and other for international exams. Imran Khan’s PTI is deliberating about single education system. Pakistan can overcome challenge of teaching language, two-track system (English and Urdu medium) and bringing local education at par with international with help of international frameworks, NBME and more freedom to provinces. | Pakistan’s Education System and Links to Extremism Author: Jayshree Bajoria October 7, 2009 * Introduction * A ‘Dysfunctional’ System * Government Reform Plans * The ‘Madrassa Myth? ‘ * Reforming Madrassas * U. S. Policy Implications. Pakistan’s poor education system has increasingly become a matter of international concern. Lack of access to quality education, which in turn limits economic opportunity, makes young Pakistanis targets for extremist groups, some experts say. The World Bank says nearly half the adult population of Pakistan can’t read, and net primary enrollment rates remain thelowest in South Asia. Experts say the system suffers from inadequate government investment, corruption, lack of institutional capacity, and a poor curriculum that often incites intolerance. In August 2009, chief counterterrorism adviser to the White House John Brennan, summing up a concern held by many U. S. terrorism experts, said extremist groups in Pakistan have exploited this weakness. â€Å"It is why they offer free education to impoverished Pakistani children, where they can recruit and indoctrinate the next generation,† he said. There have been some efforts by the Pakistani government, Western governments, and the World Bank to reform the system, but serious challenges remain. A ‘Dysfunctional’ System According to the Pakistani government’s National Education Policy 2009 (PDF), three parallel streams in education–public schools, private schools, and Islamic religious schools, or madrassas–have â€Å"created unequal opportunities for students. † Of the total number of students going to primary school (grades 1 to 5), 73 percent go to public or government schools, 26 percent to private schools, and less than 1 percent to madrassas, according to the Karachi-based policy research institute Social Policy and Development Center. Within the public and the private sector, there are elite schools catering to a small minority of students. The majority of students attend low-quality private and public schools with poor curriculum, limited teaching materials, and inadequate number of properly trained teachers, or in many cases absent teachers. â€Å"[N]o Pakistani leader has had the courage to implement serious [education] reforms†- Pervez Hoodbhoy The government-mandated curriculum is a major concern for Western observers who say it encourages intolerance and a narrow worldview. Except in some elite private schools, which do not follow the government-prescribed curriculum, all public schools and registered private schools have been required to teach Islamiyat, or Islamic studies, for nearly thirty years. In addition to Islamiyat, â€Å"many scholars have noted that the government curriculum uses Islam for a wide array of controversial ideological objectives,† writes C. Christine Fair in the 2008 book The Madrassah Challenge. A 2003 report on the state of curriculum and textbooks by the Islamabad-based independent Sustainable Development Policy Institute (SDPI) said that for over two decades.

Case Study Regency Grand Hotel Essay

Introduction: The Regency Grand was Thai owned and operated. It was a profitable and successful company during it 15 year existence with very high morale within the company. Employee’s worked according to management’s instructions. Employees were not allowed to be innovated and creative. All decisions were at management level. When Regency was bought out by a US Hotel chain, the general manager decided to retire early. The American based company then appointed John Becker as general manager. John has 10 years experience with the American company. John was appointed due to his previous success integrating newly acquired hotels in the US. In most previous acquisitions, Becker took over operation with poor profitability and low morale. After he implemented changes the employees morale decline, absenteeism increased, customer complaints increased, and poor ratings in the media. 1. Culture–The US based company failed to research or invested in any culture changes that might affect employees when they acquired the Regency Hotel. 2. Change–John made sweeping changes that once worked in the past for fledging acquired hotels. Becker failed to plan and implement change. He did not involve any staff in the change process nor did he have a change agent to help oversee the change process within the newly acquired hotel. John based his decisions off what was successful in the past in American style business. He failed to consider the Regency was already successful and profitable with high employee morale. 3. Communication–John empowered employees to make minor decisions while only elevating major decisions to management. John failed to communicate expectations of what are minor decisions and what are major decisions. He also encouraged employees to be innovative and creative. * Problem Statement: There are several issues with this case, but the three main problems in this case are Culture, Change, and Communication. The American based company provided no culture training to John Becker or the staff at the Regency. John Becker had no plan for changes he implemented.  Lastly, but most important was the poor communications within the entire company. Even with the best plan; if it is not communicated properly then it will fail. * Analysis and Evaluation: During his staff meeting with management John did not communicate his expectations, nor did he ensure every manager understood the tool empowerment. Using the MARS model under roles perception, if tasks such as John expectations, standards, rules, and definitions such as the difference between major and minor issues were properly communicated then managers would not over turn employees decisions. Employees would have job satisfaction, high morale and a sense of purpose. Employee’s decisions were over turn by management led to increases in absenteeism, turnover, and customer complaints resulting in the decline of service in the media’s eye. Using the Expectancy Theory of Motivation, provide role clarity and increase reward with desired outcomes. ABC of Behavior Modification can be use to set effective goals use the Specific, Measurable Achievable Relevant Time-frames Exciting Reviewed (SMARTER) Alternative actions to improve the performance are 1- Build a manager/employee guide to communicate the standards, rules, expectations, and define what major/minor decisions are. Hire a SIGMA 6 facilitator to oversee the process. Provide comment boxes for suggestions of improvement, feedback, and open communication. In addition to employees Performance appraisals, provide a 360 scoring of managers/employees such as online surveys. 2- In addition to the first choice, open lines of communication within the organization such as the open door policy. Get the whole team involved in the decision making process through meetings gear to meeting their needs both for management and the employees. Provide employees an avenue to voice concerns (anonymous if needed), and address issues on an individual bases. * Recommendation: The best of the alternatives listed above is 2. This alternative provides open communication, training to the entire staff, and both managers/employees handbooks that outlines expectations, rules, and standards. It also provides an expert to oversee the process. This  alternative also fights for feedback both from management and employees. You must communicate the change to the entire staff, listen to the concerns, and allow for anonymous feedback. After meeting with management to explain the change, have a facilitator oversee this process. After the management team is onboard. You should involve the employees with the same concept as the management. Get the whole team involved in the development ideas for the guide. Assign certain team both management and employees with the task of creating the guides. This should be implementing immediately.

Aircraft fuel system Coursework Example | Topics and Well Written Essays - 1750 words

Aircraft fuel system - Coursework Example The most optimum engine operation can be realized by supervisory engine management since it enables the pilot to select the most appropriate thrust setting quickly and accurately. Irrespective of the changes in atmospheric conditions, the engine thrust can be maintained at a level predetermined and set by the pilot who can change again the thrust settings to his requirement by changing the thrust lever angle, in which case, the engine adjusts to the new thrust setting without overshooting of N2 or temperature. Thrust is not controlled directly by supervisory control unit, which calculates the value of the main control parameter (N1 or EPR) corresponding to the demand thrust to obtain N1 command or EPR command. This function is called ‘power management’ and the calculating unit is called ‘power management control’ (PMC) (Diesinger 89). Supervisory engine management is used in proven hydro-mechanical fuel control to obtain complete control over all engine func tions and is characterized by a mechanical backup which monitors engine control in case of failure of the electronic control. Supervisory engine management systems, thus, perform functions necessary for engine operation and protection enabling reduction of crew work load and maintenance costs and constitute the last designs using hydro-mechanical control systems (Diesinger 89). The FADEC engine management system uses an electronic control system with a digital computer as the only control unit. The FADEC engine management has taken over all steady state and transient control intelligence replacing most of the hydro-mechanical and pneumatic elements of the supervisory engine control system (Maclsaac and Langton 70). The capability of the digital computer to process a large number of parameters is fully utilized by the FADEC system. The FADEC engine management system provides engine system regulation and scheduling for thrust control in addition to

Threat Management Of Terrorism Essay Example | Topics and Well Written Essays - 750 words

Threat Management Of Terrorism - Essay Example Most of the terror outfits in recent times have an ulterior political motive, and comprises of a very large and complex social network. One of the key measures of counter-terrorism strategies is to disrupt these terror networks by gaining corroborative evidence against its operations and pressing for military and/ or criminal proceedings against the culprits by way of seeking intervention of international bodies such as the North Atlantic Treaty Organization (NATO); International Police for Cooperation against Terrorism (Interpol); and the United Nations counter terrorism activities (Fraser, 2003; Deflem, 2004). This paper on ‘Threat management of terrorism’ discusses the various ways in the issue of global terrorism can be addressed and approached. Risk Calculation It is extremely crucial for decision makers to take calculated risks while undertaking counter-terrorism measures. This is because most of the time, the information collected regarding the terrorist activitie s, may result in poor judgments and hence poor decisions. Although the fact that no amount of planning and preparation on the part of counter-terrorism agencies can foretell or foresee all the terror attacks on a nation, a deterrence strategy based on defensive principles will, nonetheless, contribute significantly in restricting the extent of damage or at the most, prevent the dissipating of scarce national resources (Lebovic, 2007). Risk calculation might not help in completely averting the attack but it does play a key role in quantifying the extent of damage to human life and property and take pre-emptive measures to support and / or contain the aftermath. Today, due to the increasing use of technological aids and computer simulation it has become easier to calculate with accuracy, the degree and extent of damage likely to be caused by a certain act of terror. One of the most critical aspects / aftermath of such attacks is the number of casualties and economic loss. The risk cal culation strategies prove to be highly useful in mitigating the damage through development of counter-terrorism methods, evaluating the risk implications, and implementing crisis management strategies, in the most cost-effective manner possible (Larche, 2008; Dixon, 2007). Furthermore, strategies such as red-teaming and blue-teaming exercises which refer to the process of defining the weaknesses of a system and developing methods to mitigate the resulting vulnerabilities, can be implemented as an effective countermeasure (Carter, 2002). Reducing risk: Reducing the risks associated with terrorist attacks is perhaps one of the most crucial aspects of threat management. Thanks to the ever increasing technological developments, reducing such risks has become easier and cost-effective, over time. One of the key strategies to ensure reducing the terrorism risks is to enhance the level of security. Care must be taken to install effective special protection technology which helps in avertin g and detecting potential risks, particularly at places which are highly vulnerable to terror strikes and prone to such attacks. Some of the most commonly used technological vigilance aids include installing of CCTV cameras in places of high risk, deploying of security guards and metal detectors; using intensive

Question Essay Example | Topics and Well Written Essays - 250 words - 4

Question - Essay Example I think, however, that this does not necessarily do a very good job of illustrating her point. When you boil it down to the fundamentals, the similarities in the scene consist of a person a) having two black bags and b) rushing to meet a deadline. The differences, however, are significant. The deadlines are different – a lecture and an airplane. The person in the play has a big black bag in addition to the carry on, instead of just the carry-on. If someone did a poll of all plays written, there would certainly be many instance of someone rushing somewhere with a black bag. And that Lewis chose to highlight this particular scene means that it seemed especially flagrant to her – one usually selects the best evidence to support one’s point. So, while the broad sweeps of this play seem to copy her life significantly, if the details are no closer than this I would say that it is possible the play is in fact original, and uses her life in acceptable

Physical and environmental Essay Example | Topics and Well Written Essays - 250 words

Physical and environmental - Essay Example There is also luxurious, spacious club house structure with open terraces and breathtaking news. All these features a snack bar, a lounge bar, a pool with a spectacular view. All these make Mexico a country with good facilities for storage and transportation of materials (Schmidt, 270). Mexico’s Riviera Maya golf club is an impressive architectural design with easy access to technology (Kenna, Michael and James, 179). It is designed with a magnificent view and fixed with the latest technology which includes the use of GPS which makes it easy to use when calculating distances and score. It also makes it possible for participants to request any additional services during the game. Kenna, Michael and James (221). The physical environment in the city of Machu Picchu in Mexico was constructed with a view down to two valleys and a nearly impassable mountain at its peak. There is an ample supply of water, enough land and food. This provides a good environment for the game as well as energy, space required for the recruitment and training of more players (Schmidt, 311). Therefore Mexico provides a good country for the marketing of the golf club products since it has all the technicality required, environment and facilities required for the game. Kenna, Michael, and James, Snow. "The US golf association turfgrass and environmental research program overview." ACS SYMPOSIUM SERIES. Vol. 743. Washington, DC; American Chemical Society; 1999, 2000.

Oil drilling in the ANWLR Essay Example | Topics and Well Written Essays - 250 words

Oil drilling in the ANWLR - Essay Example The necessity of oil in driving the local economy cannot be understated. Many Americans need it for fuelling their vehicles, farm and industrial machinery. According to the ANWR website, a majority of Americans continue to experience the burden of expensive gasoline prices. This ironically occurs in a country with over 21 billion barrels of unexploited oil reserves but still spends billions of dollars in importation of oil (Arctic Power). However, past polls conducted by the ‘Dittman Research Corporation’ among the Alaskan populace, showed that over 78% are in support of oil exploration and development in the ANWR (Arctic Power). The opponents against oil drilling in ANWR argue that it would destroy and deface the natural landscape as well as threaten wildlife survival (Natural Resource Defense Council). However, the argument is further from the truth due to several reasons. Foremost, technology advancement has led to the development of oil drilling equipment that cause less â€Å"footprints† on the surface. Consequently, oil drilling in Prudhoe Bay would affect less than 60% of the natural landscape (Arctic Power). Moreover, the argument on disturbance or extinction of wildlife is fallacious since past drilling projects on Alaska have not harmed wildlife in the area. Furthermore, the drilling plans for ANWR are scheduled to occur during winter months when wildlife activity is scarce (Corne & Gelb). The other alternative proposed to oil drilling has been the investment in alternative and renewable sources of energy by Congress. It is a fact that investment in renewable energy is far much cheaper compared to oil exploration and development. However, the possibility of Congress devoting more investment to renewable energy at the expense of oil is quite a challenge. Foremost, a significant portion of Congress members benefit from oil

Fashion provides one of the most ready means Essay

Fashion provides one of the most ready means - Essay Example The paper "Fashion provides one of the most ready means" explores what fashion is, from several perspectives, and highlights a number of difficulties in equating fashion with the expression of individual identity. The term â€Å"fashion† derives from the French verb faire which means simply â€Å"to make,† and it came to be used at first by the upper classes of Europe who began to mingle more freely with each other and exchange influences during the Industrial revolution. This connection with class, and with expanding European capitalism, continues into modern discourses about globalization and the dominance of Eurocentric ideas in the modern world. There is something about travel that encourages waves of imitation to cross from one culture to the next. It became obvious that different countries â€Å"fashioned† their everyday objects differently, and so the adoption of a â€Å"fashion† which imitated that of a distant place became an indicator of wealth a nd sophistication. An English aristocratic woman’s purpose in buying the latest pattern for dressmaking or interior design in Paris was therefore a celebration of difference, setting the owner apart from others of her own circle, and creating an insurmountable social gap between those who could afford such luxuries, and those servants and workers who could perhaps glimpse such wonders but never hope to ever own them. Already, then, it is obvious that the adoption of new fashions, from whatever source, is a complex undertaking that involves economic and social factors.

Identifying a Problem and Developing a question Assignment

Identifying a Problem and Developing a question - Assignment Example Once a patient has a catheter placed in his or her system, the level of risk rises significantly to a daily incidence of 3-10% of bacteriuria. As such, nearly 10% to 30% of the patients that undergo short-term catheterization, between two to four days, develop bacteriuria, and similarly become asymptomatic. According to Friedman and Rhinehart (1999), nearly 90% to 100% of the patients who undergo long-term catheterization equally develop bacteriuria. Nearly 80% of nosocomial urinary tract infections relate to catheterization. Currently there is little knowledge about CA-UTIs judging with its vast prevalence, especially among the women. Urinary tract infection comes up through a number of complications, such as sexual intercourse, poor personal care, diabetes, bowel incontinence, pregnancy, problems emptying the bladder completely, and the blocked flow of urine, having a urinary catheter, as well as kidney stones. This problem is diverse across numerous places because of the lack of knowledge of the disease (Gould, 2014). Most health practitioners are usually unaware of the risks that may arise due to the patient’s long-term or short-term catheter usage. Consequently, this lack of information may promote the development and prevalence of the disease within the community. This possibility of an education deficit brings about more challenges to the treatment and management of the problem. The scope and impact of the problem is far worse than it projected because most of the cases are not always recorded. Elphern (2009) argues that the urinary tract infections (UTIs) are some of the most common nosocomial infections. In fact, CA-UTI accounts for nearly forty percent of the reported infections especially for patients under acute care hospitals (Elphern, 2009). In addition, nearly 80 percent of the UTIs are more associated with the presence of an indwelling urinary catheter. In most cases, a catheter associated UTI increases the

Factors Influencing Supply and Demand of Food Research Paper - 1

Factors Influencing Supply and Demand of Food - Research Paper Example It highlights the main reasons for some of these factors such as food scarcity, prices and volatility. Food scarcity is a significant issue affecting economies globally as they strive to maintain healthy communities. As population increases, pressure on arable land has mounted leading to reduced soil fertility and pasture for livestock production. Potential land for food production is no longer available for farming as a human settlement has continued to expand. FAO (2012) postulated that a 60% increase in food production will be required to sustain the global population by 2050. Many other forces are influencing the availability of food. Climate change and global warming have led to negative changes that have occurred in areas that formed part of the global food basket but no longer support farming as a result of reduced rainfall and desertification. Desertification in Africa, Asia and Southern Australia, arid areas of Spain, Northern and Southern America has caused significant food shortages. Poor farming methods, overgrazing and deforestation of vast areas have accelerated desertif ication to the current crisis leading to dire food shortage globally (Kendall & Pimentel, 2010). Among other dynamics, demand for food is influenced by socio-economic factors that influence people’s food habits. For example, improved incomes globally as more people are able to participate in gainful employment has increased the demand for expensive food such as fast foods and chicken that require more energy to produce compared to the conventional foods. Culture and religion influence what people believe to be edible and hence lower or increase demand for particular foods (Kendall & Pimentel, 2010). Nutzenadel & Trentmann (2008) argue that malnutrition and global food scarcity can be curtailed by discouraging prohibitive beliefs and promoting acceptance of a wide variety of food materials  especially animal proteins that are not eaten by members of certain religious and cultural groups such as pork consumption among communities in the Middle East and beef consumption among the Hindu. Many insect species have been found to be important protein sources but people have not accepted them as food sources (Brouver & Staveren, 2006).  

Science Fair Necessities for Project Essay Example for Free

Science Fair Necessities for Project Essay 1. Fill each of the plastic cups  ¾ full with potting soil and plant each seed  ½ inch deep in the soil. 2. Cut a pie-sized hole in each side of each box and leave the top open – cut the flaps off the top so it cannot be closed. 3. Label each box and tape two layers of the desired color of cellophane on four of the boxes over the holes and over the top. Make sure you are able to get at least one of the corners of cellophane up for watering later. 4. You should now have five boxes, four of them covered with red, blue, yellow and green cellophane and one without cellophane, each with a plastic cup holding a bean plant seed. The box with no cellophane will get no colored light and will be used as the control. 5. Place the boxes in a designated area that gets plenty of sunlight during the day. Water each plant with a  ¼ cup distilled water each day, watering at night so the plants are not exposed to light other than the light filtered through the cellophane. 6. Continue watering plants for four to six weeks. Note You can take pictures if you wish, as photos will better illustrate the growth quality of the plants. Observation Keep a record of the plants’ growth every day, taking measurements and noting color when the plants begin to germinate. Descriptions of the plants fullness, leaf size, etc. are key when jotting down information in the journal or log book. Result The plants will grow best under the red and blue light, as the hypothesis predicted. The green light will hinder plant growth as plants naturally reflect green wavelengths of light and therefore, the plants absorb absolutely no light.

Similarities between Christianity and Shinotoism

Similarities between Christianity and Shinotoism Undoubtedly, a person craving to comprehend the spiritual and the religious has served as the drive for the sustained expansion and progression of religious communication. Consequently, when a person reflects on the amount and range of the worlds religions, it is not shocking to discover that there are overabundances of religious principles that have been formed. Bearing this in mind, this analysis reflects on the capacities of religious inquisition that has been fashioned. Particularly, this analysis evaluates Christianity and Shintoism. Through a close reflection of what has been written regarding these religions, and through a personal interview that was conducted, it will be feasible to present an explanation of the backgrounds and similarities and differences of the religions. In order to start this analysis, it is first accommodating to think about the essential background of both religions. First, examining the basic doctrines and evolution of Christianity, it becomes apparent that this religion developed from the Jewish tradition as depicted in the Old Testament. The difference is, however that Christianity firmly believes in the resurrection of Jesus Christ. Christianity concerns the capacity of God to resurrect the dead, just like He did for Jesus. Through finding faith in Christ, the followers are given the ability to guarantee that they could live a life that would give them eternal salvation (New Advent, 2009). The New Testament offers detailed depictions of how Jesus lived and insights into his resurrection. When examining Christianity, it becomes very clear that the magnitude of the resurrection is momentous to the development of the religion. In general, the resurrection is the most significant characteristic that expresses Christianity. Through the resurrection, a person is given salvation from God an eternal life. Even though the precise circumstance of the resurrection is what separates Christianity Judaism, there is a drive to recognize why Christianity has become so dominant to its followers. One of the reasons why it has become so dominant is the result of many of its followers believing that through faith, God will guard and supply. It is now obvious why Christianity is such a distinguished religion; it is because of the assurances that it gives its followers. Every person goes into a covenant with God when s/he accepts the teachings of Christ (New Advent, 2009). Through this procedure, a person is assured to be given eternal deliverance for his or her labors in living a life that is based on the principles of Christ. Despite the consequences of how tricky life is, a person must constantly stick to the larger agenda of his teachings. By doing this, they will basically be resurrected in the afterlife (New Advent, 2009). The assurance of this resurrection gives the followers a belief that life goes on after a person dies. In order to conduct my interview and obtain information about Shintoism, I decided to perform an Internet search to see where the closest Shino center was. It turned out the closes center was located at 300 W. 55th St, 20B, New York, NY which wasnt terribly difficult for me to go to. It is called the International Shinto Foundation (New York Center). It was, however, very difficult for me to get in touch with a representative, so I decided to simply make an unannounced trip there in expectation that I would be able to speak to someone who had a strong grasp on Shintoism. My efforts were certainly rewarded; I was able to connect with an English-speaking man who was responsible for maintaining the tea ceremony room. He gave me a great deal of valuable information, and it is with this information that I am able to offer a summary of the religion, in addition to being able to compare and contrast it to Christianity and draw up a conclusion. Shintoism is a very old Chinese religion which advanced around 500 BC (Personal Interview, 2009). Exact details of Shintoisms origins is very difficult to receive because of the fact that that there are no official texts or leaders within this movement. As a result, Shintoism is defined as a set of values and principles that developed in the larger framework of Japanese society (Personal Interview, 2009). This belief system has grown in conjunction with Buddhism. Actually, many scholars believe that in early Japanese history, both Shintoism and Buddhism could not be distinguished from each another. Even though Shintoism expanded from a Buddhism framework, it has been recognized as a separate religion and spiritual way of living. The fundamental element of Shintoism concerns deities or Kami, who are accountable for the construction of Japan and the expansion of a variety of tribes that reside in the region (Handbook of Todays Religions, 2009). In general, the Kami that exist in Shintoism are benevolent gods that play a constructive role in the growth of humanity. Accordingly, Shintoism does not dwell on the framework of divine intervention as it pertains to day-to-day living. Instead, Shintoism centers on the growth of life that is lived in search of additional supercilious social standards (Personal Interview, 2009). In many situations, Shintoism uses a large amount of its basic principles from the Confucian tradition. Even though Shintoism is extremely interlaced with both Confucian and Buddhist ideologies, it has been noted that there are dissimilar components of the practices which undoubtedly distinguish them. For example, Shintoism believes that ancestors are extremely respected and even worshipped. Also, all people are thought of as Kamis child (Personal Interview, 2009). In addition, there are four assertions that are significant in Shintoism, and include elements of tradition, love, hygiene, and worship (Personal Interview, 2009). Shintoism was established through these values. All of components of Shintoism center on the growth and founding of an optimistic relationship between a person and his or her environment. Shintoism looks to smooth the progress of the progress of man as it pertains to nature in a harmonious association. This harmony has the potential to be attained through intense worship; however, it can also be attained through ceremonial offerings of both money and food. A large amount of followers are occupied in the offer a meal movement, which is basically when a person skips a meal on a monthly basis and instead donates his or her money to their religious institution for worldwide liberation and analogous activity (Personal Interview, 2009). After evaluating the general attraction of Shintoism to an individual disciple, it is an all-purpose way of life that authorizes that the follower to follow a life that is Godly in nature. Even though the term Shinto is not easy to convert into English, the elementary translations that have been accepted entail that the follower lives a life that follows the ways of the Gods. Because of this, Shintoism is a spiritual element that encompasses the day-to-day life of an individual follower. It supplies the foundation for the progression of action and requires that all followers take on actions and ideologies that are proportionate with how the Gods would act in a comparable situation. Therefore, Shintoism is not necessary tempting to indulge in because of what it guarantees the follower in the afterlife; instead, Shintoism is tempting to be part of because it gives its followers numerous methods to connect with God in multiple ways. When the fundamental structures of both Christianity and Shintoism are evaluated against one another, it seems, at least initially, that there are definitely more noteworthy variations between the two religions than there are similarities. For example, Christianity is based upon the wisdom and labors of Christ, as outlined in the New Testament. However, Shintoism in actuality has no real texts, or even a religious set of guidelines that are to be followed by its followers. In addition, Christianity primarily focuses on devotion to God through living a meaningful life that is supported by the teachings of Christ. Shintoism, on the other hand, does not have a fundamental leader that has served as the foundation for the general growth and expansion of the religion (Shintoism, 2009). Actually, as alluded to above, Shintoism was founded on an extended practice of harmonizing spiritual values that have been sustained in the framework of other religions such as Confucianism and Buddhism. Even though there are obviously distinguishable variations between the two religions, there actually appears to be one prominent resemblance that really should be taken into account for when evaluating these two religions. In spite of of the texts, in regards to the principles and leaders that are both living or not living within the framework of the religion, both Christianity and Shintoism call for paving a pathway of existence that will ultimately show the way for a better life. When it comes to Christianity, a person could successfully dispute that this religion primary deals with the teachings of Christ as an essential method of bringing a person closer to God. Christ guaranteed his followers that if they lived a life that pursued his teachings, they would, in turn, become closer to God and the Gods Kingdom. If a person closely examines the teachings of Christ as depicted in the New Testament, it is obvious that Christ desired for his followers to be in love with and take pleasu re in all of humanity. This message is obvious, as Jesus promotes that followers feel affection for God and their neighbors in the same capacity. In regards to Shintoism, it is obvious that the conduit that followers are supposed to attribute to is one that also cultivates a conduit that will ultimately show the way to God. Even though it seems as though Shintoism deals more with a persons connection with nature, the bond that is fashioned is comparable: man needs to live in agreement withÂÂ  the environment that is around him in order to achieve an advanced existence and successfully come nearer to God. In Christianity, the corridor that a person is supposed to follow is essentially written in the scripture; however, in Shintoism, the corridor that a person needs to follow is sustained through practice and admiration for the magnificence and majesty of nature. In both of the religions, however, the objective is to make certain that a person follows a corridor that ultimately brings them to God. This fundamental principle is one that is the foundation for the growth and foundation of both of these religions. Even though both Christianity and Shintoism primarily emphasize on following a conduit that will in due course lead to connecting with God, as time has progressed, Christianity seems to have taken on an exclusive element that particularly separates it from the fundamental foundation of Shintoism. The principles of Shintoism, when properly implemented by the follower, become an essential component of every-day life. Shintoism is not a religious order that can be taken control of or divided from a person (Shintoism, 2009). As such, Shintoism has been distinguished to have a spiritual aspect that establishes it as a crucial element in the day-to-day life of a person. Even though Christianity seems to convey a comparable message-that a person needs to undertake on a daily basis in the same way in which Christ would-the development of modern Christianity has gotten rid of the day-to-day impact of Christ on the individual person. Christianity seems to have become an observance that happens outside of the non-spiritual life of the person. A person attends church on a weekly basis in order to worship in Christs name. Even though Christ is considered to be an essential element of a persons life, this appropriation of the spiritual makes it very hard for the person to maintain Jesus as an encouraging element that encourages certain behaviors on a daily basis. Even though both Christianity and Shintoism present themselves as a tool for the spiritual progression of a person, the transformation of Christianity seems to have had an unconstructive effect on separating religion from the daily activities of a person. Notwithstanding, Christianity seems to have remained among the most well-known worldly religions. Consequently, even though some amount of transformation has taken place, Christianity still remains appealing to a majority of people. When the fundamental principles of both Christianity and Shintoism are look at in detail, the general petition of each of the religions seems to come from a more widespread plan of action for an individual. Under the principles of both Christianity and Shintoism, the individual follower is provided with a pathway to pursue. In most occasions, this pathway gives the follower a way for them to live a godly existence that will ultimately bring them closer to Him. This important element is what makes both of the religions so interesting for their followers.

Centre of Mass Impact on Roll of Dice

Centre of Mass Impact on Roll of Dice Harrison Back In physics, the centre of mass is defined as The unique part in an object or system which can be used to describe the systems response to external forces and torques (Center of Mass, Hyperphysics.com). It references the overall average mass of an object and assigns that average to a point on or within the object, usually near the centre. This can be seen in Figure 1. Changing the location of the centre of mass affects how the object reacts to external forces. This can be seen though the objects rotational axis. An objects rotational axis is the theoretical line drawn through an object to show how it will rotate. Unless an axle is deliberately created, an object will attempt to rotate around its centre of mass. This can be shown in Figure 2. As pictured, the bats centre of mass is closer to the end than it is the handle. As the path it draws as it circles through the air traces the travel of the centre of mass, the bat appears to spin around in an erratic manner. The path drawn shows the bat circling its rotational axis, which is in the same position as its centre of mass. Another result of the location of the centre of mass of an object is its stability. The closer to the ground an objects centre of mass is, the susceptible to being tipped over it is. This is why professional fighters always recommend you get down low to the ground. In order for an object to successfully be tipped over, its centre of must be moved to a position in front of the base of an object. This can be seen in Figure 3. When it comes to (fair) dice, the centre of mass is in the exact centre of the object. This means all the faces are equidistant from it. The result of this is, after a roll, every face has equal opportunity to come up. However, if the centre of mass is moved from the geographical centre of the dice, then the axis of rotation is changed, and the dice is no longer fair. This is known as weighting the dice, as it is done by making one face effectively heavier than another, causing the opposite face to roll more frequently. In the following experiment, the degree to which weighting two dice affects their average roll. The centre of mass of a cube with uniform density is at the geographical centre of the cube. Because of this, only relatively simple math is necessary to locate it. If the dice edge length is equal to 10 centimetres, then the following reasoning would indicate the geographical centre: a2 + b2 = c2 52 + 52 = 7.0712 52 + 7.0712 = 8.6602 This means that the diagonal length between two opposite corners is equal to 8.66 centimetres, and as the geographical centre falls at the midway point on that line, the centre of mass for that object would be exactly 4.33 centimetres along the longest diagonal line. As the dice being discussed in this experiment are 1cm3, the above calculations can be scaled back by one decimal place to give an end result of 0.433cm along the diagonal line. Unfortunately, these calculations only hold true in the situation where the object has uniform density. As melting the dice will change the density throughout the dice, it is nearly impossible to find the exact centre of mass of the adjusted dice, as one would need to know exactly how dense any portion of the dice is. As the centre of mass is moved further from the middle of the dice, the effectively lighter face will roll upwards more often than not.       Firstly, two six-sided dice were rolled 100 times by the same person to record a baseline to compare against. The same dice were used throughout the experiment for consistencys sake, and the same person rolled the dice every time so as to keep a relatively continuous roll style. After this control was set, the dice were placed one side-down on an oven tray, so as to make that side heavier and thus theoretically cause a six to be rolled more frequently. They were then moved into an oven which had been preheating at 180 ° Celsius for five minutes and left to bake for an additional five minutes. These times were chosen because, in the case of the former, five minutes provided adequate time for the oven to get to temperature, while also not expending unnecessary time, and in the case of the latter, 5 minutes supplied ample time for the dice to become viscous enough to change their centre of mass, while still maintaining a somewhat cubic shape. Of course, they couldnt be expected t o remain perfectly cubic, however, they were to remain cubic enough that they could be easily mistaken as such by a casual onlooker. After the heat treatment, the same dice were rolled by the same person 100 times and the average roll was determined. This was then compared against the initial control group and a conclusion was drawn thusly. .Average: 3.46 Average: 3.22 Unexpectedly, melting the dice so as to lower their centre of mass did not yield the expected result. In fact, even though it was expected that the melted dice would roll a six more frequently, the opposite occurred instead; ones were rolled more frequently than before the melting. This can be seen through the lowered average after the melting, from 3.46 to 3.22. Every piece of background research would suggest that lowering the centre of mass would cause that side to roll downwards more frequently. This means that it was most likely not a flaw in the hypothetical realm, rather one in the practical. The various uncontrollable variables, as well as recommendations should this experiment be repeated, will be discussed further below, in the Evaluation portion of this report. There were many instances in this experiment which could have corrupted the results and caused the hypothesis to not be supported. These include, but are not limited to, the fact the dice were melted by a relatively uncontrollable heat source, the method by which they were rolled, the surface on which they were rolled, and the fact that the dice were not preserved perfectly as they were during the time between the initial, pre oven rolls, and the final, post oven rolls. As the only apparatus available for use with melting dice that was available was a standard kitchen oven, its use could have caused unexpected results. The temperature was not perfectly monitored; rather it was presumed to be approximately 180 ° Celcius. The surfaces the dice were rolled on varied between their pre-oven and post-oven states. Before they were melted, the dice were rolled on a hard, synthetic laminate, while, afterward, they were rolled onto a softer, malleable desk mat made from fabric and a pla stic polymer. This could have resulted in differing roll averages, as the softer surface absorbed more kinetic energy from the falling dice, thus reducing the duration of their roll. During the time between where the dice were unchanged and where they were, they were kept in one of three places. These included a compartment in a school bag, the pocket of a pair of formal pants, and open on a glass desk. This resulted in the dice being moved frequently, interacting and possibly reacting with surrounding elements, as well as each other. The throes of everyday wear could very well have caused minute damages and changes in the dice which could have lead to inaccurate results from them.In summary, if this experiment were to be replicated, several changes would have to be made to the methodology. Firstly, a finely controlled and monitored oven would have to be used. This would result in a more deliberately variable melt; one could precisely decide how much the dice should be exposed to th e heat. Also, a robotic arm should be used in place of a human one. The dice should have specific receptacles by which their roll begins the exact same way every time, and the arm (while still having some degree of variability) would be far more specific with its rolling method. The dice should remain in an airtight, pressurised container. This would function to keep the dice in as pristine condition as possible, and reduce interaction with eroding compounds to a minimum. The dice should be rolled onto a specific surface, and its properties should be closely documented and monitored. Lastly, the experiment should be done in one sitting, as prolonging it increases the risk of a change occurring in any of the many points of failure throughout the procedure. As a result of the experiment being performed in such imprecise ways, the results were different to what was expected. However, as is the case with many high school science experiments, the necessary precision required for this kind of procedure caused inaccuracies in the experimental process and resulted in an unsupported hypothesis. As the background research supported the aforementioned hypothesis, the only plausible fault is as a result of the imperfect nature of the experiment. Work Cited   Ã‚   (Center of Mass)Center of mass. Hyperphysics.phy-astr.gsu.edu. N.p., 2017. Web 8 Feb. 2017 (Center Of Mass)Center Of Mass. En.wikipedia.org. N.p., 2017. Web 1 Mar. 2017 (Torque And Angular Momentum | Physics | Science |Khan Academy)Torque And Angular Momentum | Physics | Science |Khan Academy. Khan academy. N.P., 2017. Web. 1 Mar. 2017 (Socratic.org, 2017)Socratic.org, (2017). Why is the center of mass important in physics> | Socratic. [online] Available at: https://socratic.org/questions/why-is-the-centre-of-mass-important-in-physics [Accessed 1 Mar. 2017]. (Bbc.co.uk, 2017)Bbc.co.uk. (2017). BBC GCSE Bitesize Science Moments : Revision, Page 4. [online] Available at: http://www.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/using_physics_make_things_work/moments/revision/4/ [Accessed 1 Mar. 2017]. Farside.ph.utexas.edu. (2017). Centre of mass. [online] Available at: http://farside.ph.utexas.edu/teaching/node102.html [Accessed 18 Mar. 2017]

Postmans Amusing Ourselves to Death Essay -- Amusing Ourselves Death

Postman's Amusing Ourselves to Death I have just read Postman's Amusing Ourselves to Death. Postman states that the age of typography has been replaced by the age of television. This has changed the way we look at the world and the way we think, which in turn has almost made us less intelligent. Postman speaks his opinions freely, and really gives the reader a new perspective on media, and the effect it has on society. To often we think nothing of what we see and read in the media, but after reading this book you see things a lot differently. Postman believes that the culture is shaped by how its media is conducted. In the age of typography, for example, politicians spoke of how people wrote. In today?s society the news is broadcasted in bits and pieces, and the unrelated topics are all thrown up and tied together with the phrase 'Now and This'. Our culture, he states, now functions best when focused on tiny bits of unrelated material. We believe that things should come in unrelated bits, continuously, and with lots of flash. To us it doesn't seem weird that commercials interrupt our programs every few minutes, though to someone who has never seen television, it would seem very odd indeed. Postman says that televisions have changed everything in our culture; politics and teaching. Politics have conformed to the ways of television. An example is how debates are conducted in modern politics. Before debates lasted many hours and contained many long thought out res...

The Doctrines of Kurt Vonnegut Essay -- Biography Biographies Essays

The Doctrines of Kurt Vonnegut The writing of Kurt Vonnegut exhibits perception without restriction and imagination without limitation. It surpasses mountains of ignorance and rivers of innocence to extend emotions for society to sympathize with reality. He incorporates his knowledge and view-points into a variety of literary genres for everyone to learn of his inquiries and philosophies. To draw readers into his sphere of influence, Kurt Vonnegut administers an inflection on the present to state other tenses (Schatt 148). From government to technology, he applies his ideas to all subject matters, allowing all readers to comprehend his beliefs (Nichol 602). The literature of Kurt Vonnegut coincides with his sentiments appertaining to human substantiality, altruistic love, and Post-existentialism. A primary interrogation Vonnegut predominately accentuates is the meaning of human existence; "What is the purpose of life?" (Holland 54) Man must feel that he is "serving some purpose," that his life has substance and significance (55). To find an answer to this question, Vonnegut unwinds into the pages of his works, man's search for substantiality, and his attempt at changing his destiny to obtain answers through power. Human nature possesses man to hunger for control, and without dominance, man feels purposeless. By making him "powerless to alter his destiny in any way," Vonnegut stresses an exploration for usefulness, and the question of life's poignancy is seen w... ...sp; all he could to make our marriage a happy one. EPICAC gave me anniversary poems for Pat- enough for the next 500 years (Vonnegut, Welcome to the Monkey House 284). EPICAC knew that fate did not allow him and Pat to be together. His happiness came from the happiness he gave to her and sacrificed for his best friend. Feelings and beliefs do not necessarily need to come from emotions, and in many of Vonnegut's work, it comes f