US School Programs on Obesity Prevention Measures for Children of the 21st Century Essay Example for Free

US School Programs on Obesity Prevention Measures for Children of the 21st Century Essay Around 33% of American youngsters and 15% of adolescents are overweight or fat. (Heftiness, 2009) Many elements add to weight in youngsters including hereditary qualities, horrible eating routine, and absence of physical effort, condition, and ignorant guardians. Corpulence is an unfortunate collection of muscle versus fat that compromises the young people of our country. From the twentieth to the 21st century corpulence has expanded by a factor of four and keeps on becoming unchecked. Given the idea of our lives and how they have drastically changed from playing outside to playing computer games, from eating natively constructed food to cheap food, and the measure of innovation our childhood is presented to as of now corpulence is at an unequaled high. The examination will show our nation’s endeavors to address the young people of our country on weight, reasons for heftiness, and preventive activities to stoutness however school programs. The examination will show how stoutness is a developing scourge and what preventive advances can be taken to lessen the quantity of youngsters influenced by corpulence. This examination study will be restricted to youngsters no more established than fifteen and spotlight on the nation’s schools. The examination will concentrate on explicit U. S. reactions to reasons for heftiness from society, routine introduction to food use by guardians, dietary patterns, and cafeteria programs. With the advancement of the causes to corpulence the examination will likewise show the particular parts of tending to weight in youngsters however schools, guardians, dietary training and physical liveliness. Exploration will be led in membership databases, books, diaries, and instructive foundations dependent on 21st century information. This investigation will look at our nation’s preemptive measures in instructive mindfulness, parental mindfulness, and movement usage gave by our schools, government organizations, and state authorities. Weight by and large is correctable by the support of a legitimate and even eating routine comprising of the basic supplements and the satisfactory caloric admission important to advance development and continue the physiological necessities at the different phases of a child’s improvement. (Pediatric Nutrition, 2009) As youngsters create there are dietary needs that must be met and accommodated a sound beginning to life. Child rearing assumes an enormous job in a child’s preventive activities to stoutness. The exploration will address the instructive data accessible to guardians and its numerous sources. Fundamental discoveries bolster that our country is putting forth attempts to teach everybody on the significance of corpulence mindfulness and indications of stoutness. The country creates projects and movement rules for schools and carefully implements their utilization dependent on a scholastic worth required by the kids. The exploration will show how school programs supporting our kids will incredibly diminish the probability of a youngster being or getting stout. Heftiness is a national pandemic and if not tended to this issue in will always overwhelm and influence our kids and their lifestyles. Specialists from everywhere throughout the world concentrate on this ever-developing issue to guarantee that our childhood who are the future heads of our reality will be sound and have dynamic existences. We should make each quantify to guarantee that our kids are given the best chances to be solid by giving them the information and the legitimization of significance. We as a country must set aside the effort to teach, illuminate, practice, and oversee sound decisions to our kids and to ourselves we will strike an incredible hit to the decimation brought about by corpulence. The United States educational systems are right now occupied with an angry fight against youth heftiness. Youth weight is influencing a huge number of youngsters in America between the ages of 2 and 19 years old. Corpulence is characterized as a lopsidedness between the measure of vitality consumed and vitality utilized, along these lines bringing about a bigger measure of vitality coming in than what is being utilized. The appearance of this awkwardness has many contributing variables that can gather or be the immediate reason on their own, for example, hereditary qualities, and digestion. Youth Obesity is something that we as a country can change however our educational systems. I guarantee that our schools are the best devices to battle this developing scourge. Today youth weight has general wellbeing authorities in a condition of close to freeze. Around one-fourth of all youngsters from 2 to 5 years of age are overweight or hefty before they enter kindergarten (Lockhead, 2009). I further case that our Nation’s school dietary projects must be improved to battle this developing pandemic. Our youngsters are confronting life-threating wellbeing risks that must be address. Schools approach 95% of the kids in the United States and this gives a strong stage to improving the wellbeing and mindfulness inside our kids. I offer as proof the ongoing USDA’s declaration of Team Nutrition Training Grants to improve soundness of America’s kids (USDA, 2010). Group Nutrition is a piece of the USDA’s Food and Nutrition Service that will improve the schools dietary plans by actualizing the standards of the Dietary Guidelines for American and MyPyramid. This is a multi year program that will give instruction and help to staff working in the schools cafeteria’s and lounges. The design is to make dinners just as autonomous supper determinations more advantageous for youngsters. Through the span of the award, data and training will be given to guardians also. Guardians must assistance change and bolster good dieting propensities at home. Extra proof to help my contention originates from Tennessee where a planned school wellbeing program got acclaim for dropping corpulence by 2% from 2000 to 2006. Spending cuts about cost the school this awesome program, however the state wellbeing division had the option to gave financing. The program of not selling pop or natural product juice in Tennessee schools expanded from 26. 7 percent in 2006 to 74 percent in 2008. Furthermore, of these schools 64 percent don't sell â€Å"unhealthy items† on school property (McClatchy, 2010). The First Lady Michelle Obama herself likewise supports and addresses this pestilence on a national scale with her program Let’s Move! tending to Brock Elementary School. Above all else, were working with every one of you to get fresher, increasingly nutritious food into our schools. Also, we accept that probably the most ideal approaches to do this is through the HealthierUS Schools Challenge. This program has prodded schools all over the nation to increase their expectations and change their study halls and cafeterias into good dieting and learning labs for their understudies. That is the reason weve set an objective of multiplying the quantity of schools that take an interest in the HealthierUS Schools Challenge by June of 2011. What's more, we need to include an extra one thousand schools in every one of the accompanying two years too. So as to arrive at that objective, were making it simpler for schools to apply by moving our application on the web, and letting regions apply for every one of their schools with only one application. Were making it simpler for them to prevail by giving better specialized help and by interfacing them with proficient gourmet specialists through our Chefs Move to Schools program. As of now, about 1,800 expert gourmet experts have joined to offer almost 1,300 schools the master guidance they have to address this difficulty. What's more, when schools do succeed, were making that triumph only somewhat better, with new money rewards. Also, Ill be welcoming agents from each grant winning school to a gathering in their respect at the White House. At last, were attempting to expand interest in our school lunch program by 2,000,000 qualified youngsters, and to get another 3,000,000 children joined to begin accepting school morning meals by 2015. Since I figure we would all be able to concur that no youngster in America ought to be beginning school hungry every day. No kid ought to be abandoning the essential nourishment they have to learn, develop and succeed, in school and throughout everyday life. However, I need all things considered: we cannot do any of this except if we pass the Child Nutrition enactment that is before Congress at the present time. This bi-factional enactment bolsters basically required speculations to help a huge number of kids get the sustenance they should be solid. The Senate has just acted. What's more, I trust that the House of Representatives will do likewise before the month's over with the goal that we can get it marked into law. Obviously, we as a whole realize that smart dieting is just a large portion of the fight. Specialists suggest that kids get at any rate an hour daily of movement. In any case, we realize that huge numbers of our children arent in any event, approaching. That is the reason another key part of Lets Move! is to get our children going, to discover new ways for them to get and remain dynamic and fit. One of the key benchmarks were attempting to meet is to twofold the quantity of kids winning the Presidents Active Lifestyle Award. To procure this honor, understudies need to take part in physical action five days every week, for about a month and a half. Also, the thought is for this to become propensity framing. We need to demonstrate them how great it feels to be dynamic, so that theyll stay with it long after those a month and a half are finished. Well be working with afterschool programs and with competitors like Drew Brees and Dominique Dawes to advance this program. What's more, to show everybody how much fun it very well may be, in the coming weeks, Ill be attempting to acquire an Active Lifestyle Award myself. Furthermore, I need kids the whole way across the nation to go along with me. Sick be recording my advancement on the web, so in the event that I begin falling behind, I trust youll all send me a few messages to disgrace me into refocusing! So that is some of what were doing to help your work in our schools. Also, I trust that in the coming months and years, every one of you, and schools all over the nation will turn out to be considerably increasingly engaged with Lets Move!. I trust that more schools will get their children working t

Design Methods of Family-Centered Communication Coursework

Euthanasia ~ A Critique essays

Willful extermination ~ A Critique papers A Brief Summary: This article was composed as a scrutinize on the subject of Euthanasia. It contends willful extermination on three settings: a diary article, a Californian authoritative activity, and on open arrangement in the Netherlands. The diary article, titled It's finished, Debbie, discusses a sensational and passionate first individual record of willful extermination. The authoritative activity speaks to a gathering of Californians who attempted to make killing lawful, through the submission procedure. The activity, called the California Humane and Dignified Death Act, required 450,000 open marks, however just collected 130,000. The third setting was the open approach on willful extermination in the Netherlands. It discusses how willful extermination isn't in fact unlawful. It says that albeit slaughtering and murder is unlawful, doctors who perform killing on patients won't be rebuffed. An expected 5,000 to 10,000 patients get euthanized every year in the Netherlands. They creators characterize killing as: The intentional activity of a doctor to end the life of a patient. Proponents contend that patients whose ailments cause them excruciating enduring ought to be allowed to end their trouble by having a doctor perform willful extermination. They likewise contend that one of the privileges of the patient is to ask for and to get killing. In the wake of expressing the two significant cases of the advocates, the creators reply that the open great served by the restriction of willful extermination exceeds the private interests of the people mentioning it. The adversaries' contend can be separated into four significant classes of automatic willful extermination. The first is called crypthanasia (which means mystery killing). Rivals guarantee that some helpless patients are euthanized without their assent. The subsequent sort is called empowered willful extermination, where constantly sick or kicking the bucket patients might be forced to pick killing to save their families monetary and passionate strain. T... <!

Impetus for Global Warming

In spite of the fact that the entire world knows about the worldwide worming issue and fears what its effects could do mother earth in the coming future, there are the individuals who despite everything accept worldwide worming is a fiction and doesn't exist. The a worldwide temperature alteration banter in numerous pieces of the earth is going more than previously. Numerous individuals state to the way that earth is risked by day by day human exercises that we can't manage without while doubters firmly keep on accepting that human exercises are not the reason to worldwide (Haldar, 2011). The greater part of the cynics don't see how human exercises are adding to an unnatural weather change. They don't understand that each time they turn on their electronic contraptions and drive vehicles they add to the issue. It is because of such numbness in the past that the issue has kept on crawling on us. Also, as much the same number of individuals comprehend that a dangerous atmospheric devation, is a difficult now; not very many comprehend that every decision they make add to the issue while considerably less don't comprehend that it is the obligation of each individual to take care of the issue by staying aware of their utilization decisions. An Earth-wide temperature boost depends on the thought that the earth temperatures are expanding because of human exercises, for example, consuming petroleum products. The expansion in temperatures is brought about by the expanding discharge of carbon dioxide, CO2, into the air that is related with catching warmth consequently the nursery impact. As indicated by Maslin (2007), human exercises that incorporate consuming of non-renewable energy sources are the fundamental driver of a dangerous atmospheric devation in our planet. The impact of expanding worldwide temperatures is the primary driver of changing worldwide atmosphere, which is the principle impact of an Earth-wide temperature boost (Haldar, 2011). This further influences distinctive climatic areas in various manners, for example, quicker liquefying of the icy masses in the cold, starvation and drafts, heavier precipitation in certain districts while others barely get any, hotter seas, loss of species and changing climate designs among others. Thusly, there is a squeezing need to ensure nature despite an Earth-wide temperature boost particularly in antagonistically influenced zones where climatic changes are happening quickly (Haldar, 2011). Contentions for Global Warming Right now, numerous contentions for the an Earth-wide temperature boost issue exist. The most settled upon contention is that human exercises particularly those that cause discharge of carbon dioxide are very high to be viewed as unimportant or insignificant, as doubters to a dangerous atmospheric devation would term them. The other contention is that worldwide temperatures are increasingly consistent and don't change over a brief time. Notwithstanding, the present increment in the worldwide normal temperatures is a marker of expanding nursery impact causing the an Earth-wide temperature boost. Further logical research demonstrate that over the previous century when the world has experienced a tremendous change into industrialization temperatures have expanded essentially particularly over the most recent fifty years. Besides, logical examinations concur that fluctuating temperatures are brought about by human exercises, yet in addition different exercises, for example, volcanic ejections and sun powered exercises among other reason (Biophile Magazine n. d). This demonstrates contentions for a dangerous atmospheric devation are upheld by logical research while doubter contentions are definitely not. Another contention for a worldwide temperature alteration is that carbon dioxide being one of the most significant ozone harming substances can't be expelled from the climate without any problem. It requires a great deal of time to expel from the air thinking about that we as of now produce it in immense sums. The present measure of carbon dioxide in the environment can keep going for the following 200 years regardless of whether we quit producing any into the air (Biophile Magazine n. d). This implies its rate in the environment will keep on expanding if no measures are taken to stop. A correlation of the earth’s atmosphere with its nearest planets can demonstrate how the impact of increment in carbon could endanger life. Mars, with a more slender climate has practically the entirety of its carbon dioxide in the ground keeping up its temperatures at - 50oC. Then again, Venus that is nearer to the sun has a thicker climate with 96% of it containing carbon dioxide. This keeps up its temperatures at +420oC. This is to imply that expansion in carbon suggests expanded temperatures (Maslin, 2007). Contentions against Global Warming While there are numerous contentions for a worldwide temperature alteration, it is astounding that there are the same number of contradicting sees particularly ones that are simply fiction. One of the major restricting contentions is that despite the fact that the earth is heating up, we can't without a doubt credit this to human exercises. A large portion of these restricting perspectives from the doubters ascribe a worldwide temperature alteration to common causes in spite of the way that logical examinations have shown the commitment of human exercises to a dangerous atmospheric devation. Therefore, numerous individuals are befuddled about whether a worldwide temperature alteration is a reality of fiction. Indeed, even a few researchers contend that a worldwide temperature alteration on the off chance that it exists is valuable since it permits longer developing seasons, productive water system conspires and makes more atmospheres that are helpful. In spite of the fact that this may be in part obvious, such impact is just for a brief period while the negative impacts are lasting. Another contention from the doubters is that carbon dioxide can be expelled from the environment rapidly, implying that we can switch the impact rapidly than it is changing (Biophile Magazine n. d). As previously mentioned, this isn't accurate and stays only a fiction. Further, they guarantee the unimportance of the human exercises in causing the issue. These are contentions without logical or rather than logical investigations, making the majority of them fiction. Be that as it may, regardless of whether fiction or not fiction, such contentions have the impacts of easing back the endeavors of alleviating the issue. Taking everything into account, it is apparent that different sides to the a dangerous atmospheric devation truth or fiction banter exist with many despite everything accepting that human exercises have nothing to do with an Earth-wide temperature boost. The contentions presents different sides, one with individuals who accept that human exercises are causing the a worldwide temperature alteration while the different accepts an unnatural weather change on the off chance that it exists is brought about by common causes. The different sides of view direct what one can do to keep the issue from exasperating. With the view supporting a worldwide temperature alteration, the advocates are bound to take up estimates that diminish carbon discharge particularly changing their utilization conduct while the rival side will simply sit idle. It is imperative to comprehend the two sides of the contentions so as to improve judgment concerning measures that can lessen an unnatural weather change.

Free Essays on Hamel As A Tragic Hero

Hamlet as a catastrophe In Shakespeare’s play Hamlet the inquiry on climate or not it falls into the class of a disaster. â€Å"Tragedies describe a person's defeat; they for the most part start high and end low (1)†. Concurring Aristotle a disaster is a play that ha a starting center and an end; a solidarity of spot and time; a terrible saint who experiences peripetia and anagnorisis. The primary issue of in the case of something is named a disaster is whether it contains a distinctive start, center and an end. The play at an opportune time uncovers that Hamlet’s father was killed and he contemplates how to approach looking for vengeance. The center of the play is recognized as the Hamlets â€Å"mouse trap,† getting Claudius right where he needed him. The end is recognized as Hamlets terrible defect prompting a mind-blowing finish yet not until Claudius, Leartes, and Gertrude are largely dead. (Act v scene ii) The following part of an exemplary disaster is an appalling saint. A grievous saint is somebody who prompts his/her ruin because of a deplorable defect. Hamlet’s shocking blemish is that he over examinations/considers some solution for his father’s murder all through the play. This defect predominately indicated whenever Hamlet has an ideal chance to slaughter Claudius while he is imploring (Act III scene iii), however Hamlet chooses to consider it. Hamlet confirms that in the event that he slaughters Claudius while he is imploring, that will send him to paradise. Consequently, Hamlet chooses to trust that Claudius will sin, and afterward execute him, sending him to damnation. This chance to hold up goes to be a terrible one that sends Hamlet into his own spiraling ruin. Another part of an exemplary catastrophe is the disastrous legend must experience peripetia or inversion of occasions. Hamlet encounters peripetia on his journey to England with Rosencrantz and Guildenstern. On the journey over, Hamlet discovers his execution order with his name on it to be conveyed to England. Hamlet, being the mastermind he is, chooses to re-compose I... Free Essays on Hamel As A Tragic Hero Free Essays on Hamel As A Tragic Hero Hamlet as a disaster In Shakespeare’s play Hamlet the inquiry on climate or not it falls into the classification of a catastrophe. â€Å"Tragedies relate a person's defeat; they for the most part start high and end low (1)†. Agreeing Aristotle a disaster is a play that ha a starting center and an end; a solidarity of spot and time; a disastrous saint who experiences peripetia and anagnorisis. The primary issue of in the case of something is named a catastrophe is whether it contains a distinctive start, center and an end. The play at an early stage uncovers that Hamlet’s father was murdered and he contemplates how to approach looking for retribution. The center of the play is recognized as the Hamlets â€Å"mouse trap,† getting Claudius right where he needed him. The end is recognized as Hamlets terrible defect prompting a mind-blowing finish however not until Claudius, Leartes, and Gertrude are on the whole dead. (Act v scene ii) The following part of a great disaster is an unfortunate saint. An unfortunate saint is somebody who prompts his/her defeat because of a grievous blemish. Hamlet’s awful imperfection is that he over examinations/contemplates some solution for his father’s murder all through the play. This imperfection predominately demonstrated whenever Hamlet has an ideal chance to slaughter Claudius while he is asking (Act III scene iii), however Hamlet chooses to consider it. Hamlet verifies that on the off chance that he slaughters Claudius while he is imploring, that will send him to paradise. Subsequently, Hamlet chooses to trust that Claudius will sin, and afterward execute him, sending him to hellfire. This chance to hold up goes to be a terrible one that sends Hamlet into his own spiraling defeat. Another part of an exemplary catastrophe is the grievous legend must experience peripetia or inversion of occasions. Hamlet encounters peripetia on his journey to England with Rosencrantz and Guildenstern. On the journey over, Hamlet discovers his execution order with his name on it to be conveyed to England. Hamlet, being the scholar he is, chooses to re-compose I...

Dehydration Causes and Symptoms

Dehydration Causes and Symptoms Addiction Drug Use Print Dehydration Causes and Symptoms By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Updated on January 07, 2020 RunPhoto/Moment/Getty More in Addiction Drug Use Cocaine Heroin Marijuana Meth Ecstasy/MDMA Hallucinogens Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery Dehydration is the loss of more fluid from the body than is replaced. Dehydration is a common problem among people who use drugs, both during the intoxication and the withdrawal phases, and sometimes requires medical attention. Extreme dehydration is dangerous, and can even cause death. There is a particularly high risk of developing dehydration if you are using drugs in hot environments such as crowded dance floors or summertime outdoor festivals. However, dehydration can also occur in people of all ages who are not using drugs. Causes Drug use can lead to dehydration through the effects of the drugs themselves, which can speed up breathing, increase sweating, increase urination, and cause vomiting and diarrhea, all of which can lead to dehydration. Drugs can also cause dehydration indirectly, for example, by stimulating people to be over-active, and interfering with their attention and body awareness, so that they ignore their bodys need for fluid. However, drug use isnt the only behavior that can lead to dehydration. Several other addictive behaviors and related disorders can lead to dehydration as well. For example, people who binge and purge are also vulnerable to dehydration through the fluid loss resulting from vomiting, or through inducing diarrhea through laxative over-use, while those with exercise addiction can become dehydrated through excessive sweating. Some of the controversial and dangerous pro-ana approaches advocate weight loss at any price, even if it means dehydrating the body to achieve it. This process is accelerated by diuretic pills and laxative pills, which are sometimes taken for this purpose. Both methods of weight loss â€" which dont actually result in any reduction of body fat â€" can also lead to dehydration. Whenever you lose too much fluid through excessive urination, sweating, diarrhea or vomiting, you are risking dehydration. Symptoms Symptoms of dehydration include a dry mouth, dry eyes, chapped lips, and feeling thirsty. As dehydration worsens, you could also experience pain in the bladder or kidneys, or suffer from constipation. However, attempting to replace fluid through drinking large amounts of pure water can be a mistake, particularly if you have also lost fluid through excessive sweating.   Replacing the water without replacing the minerals your body also loses through dehydration can lead to an imbalance of the electrolytes needed for proper fluid regulation in the cells of the body. In the worst cases, a condition called hyponatremia or water intoxication can result, which can lead to interference with brain function and even death. Avoiding Dehydration The best strategy for avoiding problems with dehydration and the risk of water intoxication is to not become dehydrated in the first place. Sip water regularly, rather than gulp it down, and make sure that you eat enough food containing salt to replace the salt lost through sweating. It doesnt take much â€" a handful of salted potato chips or nuts every so often would be enough. Energy drinks are touted as a great way to avoid dehydration, as they contain water, sugar, and electrolytes. But take care not to choose brands which contain a lot of caffeine, as this can lead to over-stimulation and a variety of other health risks. Overheating is a common problem with stimulant drugs such as ecstasy, amphetamines, and methamphetamine, cocaine, ketamine, and methoxetamine, particularly if you are also dancing for long periods, overexercising or if your body temperature rises as a result of drug use. When to Seek Medical Attention If you find that you get overheated after taking a stimulant drug even without much exercise or being in a particularly warm environment, it is a good idea to head to the emergency room. Occasionally, peoples bodies are unable to properly regulate temperature when it becomes elevated, and medical intervention is required. It is better to do this sooner rather than later, and the drug may also affect your consciousness and ability to clearly communicate to medical staff what you have taken. You can also avoid overheating and dehydration by cooling off rather than simply drinking a lot of water, and this will reduce sweating and the associated fluid and mineral loss. This is the reason that many dance events, raves, and clubs now have chill out areas so that dancers can take a break and cool down. Relaxing, although difficult when you are overstimulated, will also give your heart and lungs a break from working overtime, and will reduce the amount of fluid you are losing.

Evolution of the human race Essay - 550 Words

Evolution of the human race (Essay Sample) Content: Evolution of the human raceNameInstitutionEvolution of the Human Race Many archaeologists in conjunction with scientists have tried to describe and discover the origin of human beings. Several questions remain pending with no accurate answer; where did man come from. From what did we evolve? These are some of the questions that remain unanswered and without proof. From studies made and research done by various people such as Charles Darwin, the man is said to have evolved from apes. Over the years, through natural selection, survival for the fittest and adaptation man has been able to develop and evolve into what is seen today. In many ways, it is rather hard for us to imagine that, at some point in life, ancestors were solely hunters and gatherers, they lived in caves, and that there was no significant settlement instead they moved around the globe in search of food.An extra determinant of human evolution is the loss of wisdom teeth. According to Nardo (2005), former ancestors had jaws bigger than current human species. This helped them in chewing tough diets comprising nuts, roots and leaves. The meat they ate was torn apart with their teeth, which weakened the teeth. The wisdom teeth were molars, which were found to be an evolutionary answer, which helped, accommodate the eating habits of our ancestors. In the current times, food is cut using utensils and the meals are softer and easier to chew. The meals are also softer and chewable and thus the human jaws are significantly smaller. The wisdom teeth have become vestigial organs similar to the appendix since there is no room for them. Researchers prove the fact that humans still drink milk is among one of the determinants that evolution still takes place (Hawks, 2011). Historically, there was a shutdown in the genes, which regulated the ability of humans to digest lactose after they were detached from their mothers breast milk. When humans domesticated cows, sheep, goats, and they began to d rink milk, those with genetic mutations, which allowed them to digest lactose, were able to multiply their genes. Studies reveal that the tolerance for lactose was still developing over 30 centuries ago in East Africa. The genetic mutation, which helps digest milk, is now in more than 90 percent of European descendants (Bandit, 2006). Hawks (2012), in his study further reveals more findings to support the continuity of human evolution. One of the unrivaled examples is a study in evolution conducted in 2007, where the researchers discovered 1,800 genes which have become prevalent in the last forty centuries and are dedicated to fighting infectious diseases such as malaria. The disease targets humans early in life and due to this; strong pressure was exerted to evolve defenses against malaria. A variety of examples have come up showing defenses against malaria. Sickle Cell anemia is the most common known where this disorder deforms red blood cells into sickle shapes. These can impair blood flow and bring damages to the tissues. This defect prevents the parasi...

Definition and Examples of Semantic Narrowing

Semantic narrowing is a type of semantic change  by which the meaning  of a word becomes less general or inclusive than its earlier meaning. Also known as specialization  or restriction. The opposite process is called broadening or semantic generalization. Such specialization is slow and need not be complete, notes linguist Tom McArthur. For example, the word fowl is now usually restricted to the farmyard hen, but it retains its old meaning of bird in expressions like the fowls of the air and wild fowl (Oxford Companion to the English Language, 1992). Examples and Observations Narrowing of meaning . . . happens when a word with a general meaning is by degrees applied to something much more specific. The word litter, for example, meant originally (before 1300) a bed, then gradually narrowed down to bedding, then to animals on a bedding of straw, and finally to things scattered about, odds and ends. . . . Other examples of specialization are deer, which originally had the general meaning animal, girl, which meant originally a young person, and meat, whose original meaning was food.(Sol Steinmetz, Semantic Antics: How and Why Words Change Meanings. Random House, 2008)Hound and IndigenousWe say that narrowing takes place when a word comes to refer to only part of the original meaning. The history of the word hound in English neatly illustrates this process. The word was originally pronounced hund in English, and it was the generic word for any kind of dog at all. This original meaning is retained, for example, in German, where the word Hund simply means dog. O ver the centuries, however, the meaning of hund in English has become restricted to just those dogs used to chase game in the hunt, such as beagles. . . .Words may come to be associated with particular contexts, which is another type of narrowing. One example of this is the word indigenous, which when applied to people means especially the inhabitants of a country which has been colonized, not original inhabitants more generally.(Terry Crowley and Claire Bowern, An Introduction to Historical Linguistics, 4th ed. Oxford University Press, 2010)Meat and ArtIn Old English, mete referred to food in general (a sense which is retained in sweetmeat); today, it refers to only one kind of food (meat). Art originally had some very general meanings, mostly connected to skill; today, it refers just to certain kinds of skill, chiefly in relation to aesthetic skill - the arts.(David Crystal, How Language Works. Overlook, 2006)StarveModern English starve means to die of hunger (or often to be extre mely hungry; and dialectally, to be very cold), while its Old English ancestor steorfan meant more generally to die.​(April M. S. McMahon, Understanding Language Change. Cambridge University Press, 1994)Sand[M]any Old English words acquired narrower, more specific meanings in ME as a direct result of loans from other languages. . . . OE sand had meant either sand or shore. When Low German shore was borrowed to refer to the land itself along a body of water, sand narrowed to mean only the granular particles of disintegrated rock that covered this land.(C.M. Millward and Mary Hayes, A Biography of the English Language, 3rd ed. Wadsworth, 2012)Wife, Vulgar, and NaughtyThe Old English version of the word wife  could be used to refer to any woman but has narrowed in its application nowadays to only married women. A different kind of narrowing  can lead to a negative meaning  [pejoration] for some words, such as vulgar (which used to mean simply ordinary) and naughty (which u sed to mean having nothing).None of these changes happened overnight. They were gradual and probably difficult to discern while they were in progress.(George Yule, The Study of Language, 4th ed. Cambridge University Press, 2010)Accident and FowlAccident means an unintended injurious or disastrous event. Its original meaning was just any event, especially one that was unforeseen. . . . Fowl in Old English referred to any bird. Subsequently, the meaning of this word was narrowed to a bird raised for food, or a wild bird hunted for sport.​(Francis Katamba, English Words: Structure, History, Usage. Routledge, 2004)

The Battle Of The War I - 1627 Words

The sound of rapid gunfire. Innocent civilians fleeing from the scene. Many leaving loved ones behind. Helpless cries and soldiers risking their lives to defend these people. This is an image that comes to the average mind when thinking about war. Many American’s believe war is terrible and we should just stay out of it. John Stuart Mill once said, â€Å"but if other nations do not meddle with it, it will not meddle with them† (252). However, most of the time it is not that easy. Most common people do not know the major decisions behind the scenes of war. Americans mostly only think about one side of the war and not the bigger picture. Numerous people believe we should defend the innocent; while others believe everyone should just mind their own business. In fact, when World War I began, a conflict of views arose. The war began on July 28, 1914 in Europe. The main cause of the war was the assignation of Archduke Franz Ferdinand of Austria-Hungary. The leaders of Serbia killed him. The assignation led to Austria-Hungary declaring war on Serbia. There were two main sides during WWI, The Allied Powers and The Central Powers. The Allied powers consisted of Austria-Hungary, Bulgaria, Germany, and The Ottoman Empire (Now Turkey); While The Central Powers consisted of Belgium, France, Great Britain, Greece, Italy, Montenegro, Portugal, Romania, Russia, and Serbia, until 1917 when the United States joined. The U.S joined the war due to the German submarines attacking American MerchantShow MoreRelatedThe Battle Of The War I1244 Words   |  5 Pagesrecruiting men to fight in World War I, the British Army appealed to ideals of masculinity, bravery, patriotism and nationalism. This form of propaganda was intended to shape the public’s views, and shape their decisions to revolve around political, gender, and social identity. Thousands of young British men like Siegfried Sassoon went into World War I with this idealism. 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The Homeland Security And Risk Management Programs

The Homeland security has been faced with a multitude of threats as the United States encounters new enemies as well as ongoing natural disasters. Regarding the topic of risk management lays an intriguing question. This question is how to appropriately coordinate risk management programs while acknowledging elements of focus in regards to different assets and the manner in which these assets are used. The homeland security uses risk assessments on all areas, which this paper will be focusing on, to determine how to maintain the condition of an asset as well as assist it in maintaining its overall goal. This paper will discuss how the Homeland Security utilizes risk management programs, how this program benefits resource allocation/ grant awards and strategic planning. The risk management program has significantly aided in the homeland security mission acting as an effective algorithm. Homeland Security Risk Management The Homeland security agency uses the risk assessment to account for negative factors which may prove to be harmful to an asset. Given elements must be taken into account as well. For example, a company that may be operating overseas is more susceptible to possible threats such as terrorism, an unstable political system, religious or tribal conflict and even weather conditions (Decker, 2002). The Homeland Security directs, but is not limited to, these risk assessments towards the major private and public sectors it is responsible for, like D.O.E. or foodShow MoreRelatedRisk Management Within The Homeland Security1115 Words   |  5 Pages Risk management within the homeland security Dustin S. Smith American Military University Abstract The department of homeland security uses an equation that will assess our economy, actions, public affairs, natural occurrences, consequences, threat, and vulnerability of threats. 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If something was essentially risk free, there would be no room for error orRead MoreRisk Management Within The Homeland Security Enterprise1245 Words   |  5 PagesRisk Management within the Homeland Security Enterprise Risk has been defined as the likelihood of a specific outcome and the results or consequences of that specific outcome (Masse, O’Neil, Rollins, 2007). Risk is inherent to every facet of life. There are risks involved in the mundane of driving down the road or walking on a sidewalk. Certain factors are added which increases the risk of conducting these mundane tasks. For example, driving at a high rate of speed during a rain storm exponentiallyRead MoreThe Government Accountability Office : A Challenge For The Congress And The Administration1313 Words   |  6 Pagespractice of effective risk management is a challenge for the Congress and the administration. Risk management is a strategic process of helping policymakers to make decisions about assessing risk, and having limited allocating resources in taking actions under conditions of uncertainty (GAO, 2008). However, with the policymakers recognizing the risk management, it helps them to make informed decisions, while Congress and the administration have charged federal agencies to use a risk-based move to prioritizeRead MoreThe Department Of Homeland Security1258 Words   |  6 PagesPublic University System The Department of Homeland Security (DHS) Risk Lexicon (2010) states that â€Å"risk is a key organizing principle for homeland security strategies, programs, efforts, and activities† (p. 1). This means that risk management is a decision making tool that allows for the DHS to intelligently and efficiently make planning choices based on threat level priorities. Some of the choices that are made using risk management are where to allocate both physical and financial resourcesRead MoreManaging A Strong Risk Management Program Essay983 Words   |  4 Pagesinevitable. In in order to maintain resilience it is important to establish a strong risk management program. It can be difficult to conceptualize risk management as a program and a framework. It is first important to identify the critical infrastructure and key resources that require risk reduction and the mitigation of consequences. In this essay we will examine how risk management is used by the homeland security enterpri se, and how that use benefits such aspects as resource allocation, strategic

Genetic Engineering Paper 3. Long, Blond Hair, Bright,

Genetic Engineering: Paper 3 Long, blond hair, bright, blue eyes, genuine personality, athletic strengths, and intellectual brains: a flawless counterpart for any child being raised in today’s society. It’s a matter of time before the enhancement of human evolution is available to the world. Currently the question doesn’t begin with if but instead portrays the matter of when will genetic engineering be ready to manipulate the human nature. Genetic engineering, which includes the deliberate modification of human characteristics in a specific organism, causes controversy between people with difference in opinion (U.S.). Genetic engineering for the aspiration of designer babies is not right, however utility for medical reasons of a fetus†¦show more content†¦Researchers at the Oregon Health and Science University (OHSU) have produced five macaque monkeys, a type of forest-dwelling, medium-sized monkey, using the genetically engineered techniques. Accor ding to the scientists, all five monkeys appear to be healthy. The problem is it will take years to know how future generations will be affected. After experimenting the macaques, the researchers worked with fertilized human eggs. The research resulted in abnormalities found in the human zygotes, which are single cells formed by the merging of an egg and a sperm, that were not observed in the macaque’s fertile eggs. â€Å"It looks like human oocytes (eggs) are more sensitive,† the lead researcher and reproductive biologist, Shoukhrat Mitalipov said (Darnovsky) Even though there are abnormalities often found, there have been fewer. Cases of various solemn diseases due to the process of genetic screening. This process analyzes a group of embryos to determine genetic vulnerability to a specific disease. â€Å"Screening embryos is still highly controversial and even not allowed in some countries, but it appears to be a reasonable option for couples,† said the I nstitute s director, Yury Verlinsky (Horsey). Couples should acknowledge the diseases that their child could inherit, if there is a history of a serious disease in the family, the couple can consult about going through in-vitro fertilization. Doctor’s will strive, with the couple, to carefully designate a healthy embryo,Show MoreRelatedLogical Reasoning189930 Words   |  760 Pagesany way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier version of the book was published by Wadsworth Publishing Company, Belmont, California USA in 1993 with ISBN number 0-534-17688-7. When Wadsworth decided no longerRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesEdition Jones−George Driving Shareholder Value Morin−Jarrell Leadership, Fifth Edition Hughes−Ginnett−Curphy The Art of M A: Merger/Acquisitions/Buyout Guide, Third Edition Reed−Lajoux and others . . . This book was printed on recycled paper. Management http://www.mhhe.com/primis/online/ Copyright  ©2005 by The McGraw−Hill Companies, Inc. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publicationRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 Pagesreferences. ISBN 0-226-52130-3 (pbk.) 1. Motion pictures—Semiotics. 2. Motion pictures— Philosophy. I. Title. PN1995.M4513 1991 791.43 014—dc20 90-46965 C1P The French edition of Christian Metz s Essais sur la signification au cinema, volume 1, was published by Editions Klincksieck in 1971,  © Editions Klincksieck, 1968. ÃŽËœThe paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials

Math Observations Free Essays

string(143) " few students in setting up their number in rows and would have liked to see her maybe show the students first how to put the numbers in rows\." Kindergarten Math Observations Mrs. Miller, Antelope Elementary, Kindergarten Observed: Wednesday (9:00am-10:30am) 3/27/13 Classroom rotation- children went from one room to the next for separate subjects, also each group of kids had been evaluated and put into advanced, moderate, and standard levels. This was also known as 3rd level, 2nd level, and 1st level kids. We will write a custom essay sample on Math Observations or any similar topic only for you Order Now Advanced Group- 3rd level kids Classroom was set up into three separate group tables. Kids would move from work table to work table to complete different math activities. Before starting their groups the teacher first went thru math skills they had learned the previous week (adding the dots on a two sided domino). Then the teacher went on to this week’s concept (adding objects). She then read a story about a girl and a boy that wanted to see how many magnets they had together. The girl had 3 black magnets and the boy had 2 hand magnets. She then had the children add up (count) the total amount of magnets on the board. She then asked what they thought the math problem would be. They repeated 3+2= 5. She then asked if all students had understood why it was that and all answered with either the sign language symbol for I understand or yes. Group #1- Played a version of math bingo. Used math problems to find what number to put there chip on. The answer to that answer was where there chip was then placed. This game continued until all squares were filled. This group was assisted by Mrs. Joyce (a. k. a teacher’s assistant). When kids began to struggle with problems for example like: 3+4, the assistant slowed down the game and made sure each student recognized that 3+4 was 7 and then to place their chip on seven. Group #2- This group was with the teacher. This group worked through a worksheet paper with their teacher. The first side of the worksheet was about counting coins. Mrs. Miller first asked them the name of the coin (ex. Nickel). The children answered nickel. She then asked what the value of the coin was (ex. Nickel= 5cents). The children answered 5. She then asked the children to count by fives for each coin. She then asked the children if the answer was 15 cents or $15. They answered 15 cents. Example problem : (three nickels) 5†¦10†¦15 = 15 cents The second side of the work sheet was drawing what the story was saying as first a picture, or a visual, and then as an equation. Mrs. Miller first read the story. Then the students went thru drawing the picture with the teacher. Example problem: Tanya has 2 red balloons and 1 yellow balloon draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 2+1= 3. She then made sure that each student understood and had the correct answer before proceeding to the next problem. Example problem: Jamal has 3 blue squares and 2 green squares, draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 3+2= 5. She then made sure once again that each student comprehended the problem and why it was 3+2= 5. After about 15-20 minutes the groups switched and rotated to the other table. At 10:30 the children lined up at the door and went back to their homerooms for snack. (end of observations) Summary/ Reactions – Mrs. Miller, Antelope Elementary, Kindergarten I enjoyed observing this classroom over all. I really liked the way her classroom had been set up with not just desks in a row but the students were assigned tables and then they also had an assigned seat on the carpet. I was pleasantly surprised at the level of math the students were able to complete and comprehend. I considered in the back of my head what I had originally thought kindergarten was and remembered only learning my alphabet and finger painting. I really liked that the students had been assessed into different levels of comprehension and was glad to see that most of them succeeded more in the segregated math environments. I also liked that their math time had been split into two subgroups. I noticed that this helped the students get a break from the monotony of doing the same math problems over and over by also allowing them to improve on some of their other math skills simultaneously. There were a few differences within each group level that I would like to consider also. First I would like to talk about my reactions to the level three students. My initial reaction to the students was that they were all very focused mildly behaved kids for kindergarteners. The students had no problem and truly looked like they enjoyed playing the Math Bingo. I noticed Mrs. Joyce did not have to help them as much with adding the numbers together and seemed to compute the answers quite quickly. When the students were in the second group with Mrs. Miller they were asked more difficult questions such as the three factor problem (mentioned in observations). I was surprised to see that most of the students had no problem drawing and writing out the problem even though an additional factor had been added. Then when they moved on to counting the coins I liked that majority of the students could recognize the coin, the value of the coin, and then by using its amount counting up to find how much money they had. Over all, this group definitely showed they were advanced. Next I would like to talk about my reactions to the level two students. My initial reaction to the students was that they were a little less focused but comprehension wise were still fairly up there. I liked that the group activity had changed for group number one from math bingo to a more practice oriented group. I did notice that Mrs. Joyce had to help a few students in setting up their number in rows and would have liked to see her maybe show the students first how to put the numbers in rows. You read "Math Observations" in category "Observation essays" In Mrs. Miller’s group, or group number two, I noticed she didn’t really focus on the writing of the problems to match the stories. I noticed that the kids didn’t understand as much as the previous level why they got there answer as much as what their picture looked like. And then when the students went thru the coin side of the work sheet I thought that a few students answered more frequently first and then the other students would copy there answer. Over all, this group was slightly less advanced but also above the average kindergartener. Finally I would like to talk about my reactions to the level one students. My initial reaction to the students was that they were definitely a lot more easily distracted by the set up of the room and each other. I did like that Mrs. Miller went through the numbers 1-30 on flashcards with this group and that when they began to struggle she slowed down and went thru them again before starting the groups. I will definitely consider this strategy in my classroom. I appreciated when Mrs. Joyce took the time to show the students what their numbers should look like when in order by writing them on the board. This was a great reference and I noticed majority of the students used it as such. I noticed though with this group, more than the last group, Mrs. Joyce helped he students find each number instead of letting them find them on their own. I assumed that maybe she was just trying to save time. In group number one with Mrs. Miller I noticed the students would lose focus much easier and found coming up the answer much more difficult. I especially noticed that at one point on the front of the work sheet students were mostly blurting out guesses not actual thoughts. I would have liked to have scene maybe a break at this time to go back and explain why the answers were what they were, but I understand at the same time that the groups were on a time schedule. On the back of the work sheet I noticed majority of the students struggled when asked what the coins were even though examples of the same coins had been placed on the board. I would have probably reminded them of the pictures on the board. Over all, this group was definitely willing to learn, but lost focus the most often. In conclusion, observing this kindergarten class has really changed my outlook on what I used to think kindergarten was. I am now more willing to consider this grade level as a possible career. I saw a few things I would have maybe done differently, but over all my observations of Mrs. Miller’s kindergarten class were mostly positive and rewarding experience wise as well. Third Grade Math Observations Mrs. Shaffer, Metteer Elementary, Third Grade Observed: Thursday ( 10:00am- 11:00am) 3/28/13 Classroom setup: The desks were set up in groups of two. Each group had been strategically placed there because of their willingness to volunteer or the lack there of. For instance a student that answered questions a lot would be placed with another student that didn’t volunteer so much so as to make that student more willing to raise their hand and participate in discussion. The classroom was covered in inspiring posters and excellent art work made from each student. There was also a wall dedicated to the highest scored English tests. There were a set of classroom Do’s and Don’ts on the wall. Examples: Make good choices, Make the teacher happy, and Fallow direction quickly. Each rule had a hand signal. For example make good choices is taking your pointer finger and pointing to the side of your head. After the teacher went through each rule she then had each student teach it to their neighbor. There was a wall with small pouches on it with each students desk number on each and in each pouch was a green, yellow, and red card. When a student talked out of turn or was not fallowing directions the student was then instructed by the teacher to go â€Å"turn their card† or switch their card from green to yellow or from yellow to red. On the board there was a tally system set for when the class as a group were not on task or not fallowing directions. If the students were too loud they got a tally mark on the frowny face side, and if they quieted down and got focused again they received a tally mark on the smiley side. At the end of the day the tally marks were added up and if they had more smileys then frownys they got extra recess that week. Math: The teacher began by going back over 8ths. She drew a square on the board and asked the class how many individual squares made a whole square. The students replied by saying â€Å"16 squares†. She then cut the whole square in half and asked the students how many squares made up one half of the whole square. The students answered by saying â€Å"8 squares†. The teacher then cut one half the whole square in half and asked the students how many squares equaled one fourth of a whole square. The students answered by saying â€Å"4 squares†. The teacher then cut one fourth of the whole square in half and asked the students how many squares make up one eighth of the whole square. The students answered by saying â€Å"2 squares†. Then the teacher asked how many eighths would fit in the whole square. The students replied by saying â€Å"8†. The students were then told to get out there small square eighth work sheets. The work sheets were about eight square grids on a piece of paper. On each grid the students were instructed to creatively shop up the grid into sections so that it had eight equal parts, or eight eighths. Then after they had finished their mini squares they were instructed to trade them with their neighbor and grade each other on if they completed the assignment correct as it had been assigned. Then when their squares had been approved, they were then supposed to choose one square they thought looked the best and make draw that mini square pattern onto a bigger square grid. The teacher then made sure that each student understood that the squares needed to all be colored a different color so they would over lap and that they wrote one eighth on their pages as well. Summaries/Reactions – Mrs. Shaffer, Metteer Elementary, third grade. When I first arrived at the classroom, the students were already starting the day out to a rough start. Mrs. Shaffer was apparently not content in the way they had walked to the classroom after recess and had the students walk all the way back to the line up on the play ground and walk back to the classroom again. Although the students slipped up a bit the first time when they had to actually go back and walk it again, I noticed a significant change in their attitudes and their level of focus. Once in the classroom, the students level of attentiveness went down again but it was mostly because they had a new distraction in the room, me. The teacher started going through the class rules and the hand signals with the students. I noticed that they really enjoyed sharing with their neighbors what they knew and I feel like this simple activity helped them to better know their class mates and grow as group partners. Then the teacher began asking the students their fractions for eighths and writing the answers on the board. I noticed that not every student was completely paying attention or answering the questions as much as other students. I would have liked to have seen the teacher maybe redirect the focus of the whole class as she had done previously in the day, just to continue with consistency. Then the teacher had the students break off into their groups and finish their mini grid papers. I noticed with some of the groups the students were really excited to show their neighbors their squares and had excellent creativity in their designs. The only thing that I noticed did happen with a few of the groups was that they started to act as though the appraisal of whose square was the best was more important than actually completing the assignment. But when the students reached too loud of a level of noise, the teacher put a tally on the board on the frowny side and the students refocused. Then the students that were finished with the mini squares were then instructed to redraw their favorite design on the larger grid square that would be shown at their open house. I really liked that the students made it a point to make their fractions very personal and neat. I then made it a point for myself to ask each student why they chose the colors they did. Most students replied that the colors they chose were their favorite colors. One boy said that he chose the colors brown, green, grey, and black because it made his fraction look like camo print. All in all I had a really great experience while observing in Mrs. Shaffer’s classroom. Her techniques and her instruction were very unique and different. I hope to visit and or observe her class again someday. Sixth Grade Math Observations Mr. Smith, Metteer Elementary, Sixth Grade. Observed: Tuesday (9:30am-10:30am) 3/26/13 Classroom setup: The classroom had its own computers, two wipe boards, and a job board. The Job Board included little pouches with each child’s name on them and included job such as Lunch Helpers, Paper Gatherer, Desk Straitener, Mad Minute Man, Computer Monitor, Clean up Foreman, and Phone Person. On the walls there were several posters. The first one was a poster titled â€Å"How to write a good paper. † It had four colored circles on it. There was one green forgo write your topic, one yellow for slow down and give reason, one red for stop and explain, and finally another green for go back and restate your topic. The next poster was a transition poster that had lots of helpful transitions sentences for the students to use as a reference. The next poster was an Editors Marks Poster. It had signs such as the paragraph sign,  ¶. The student’s desks were all together in a hollow box shape with two desk partners in the center. Math: That day Mr. Gappa was having the students build a mummy tomb out of Banana and Apple boxes. He first asked the students’ how they should start. They started by finding the area of the Banana Boxes (Banana: 10† ? 20† = 200 inches squared). Then he asked them what they should do next. They replied that they should find out how many boxes and fit in their tomb space. Mr. Gappa then measured each dimension of the corner of the room where the tomb would be placed. Wall one was 100in long and 110in tall. Wall two was 160in long and 110in tall. He then asked the students what they noticed about the dimensions of the banana and apple boxes compared to the dimensions of the walls. They replied that the banana boxes and the apple boxes dimensions were factors of the wall dimensions. Then he asked what they should consider next. They replied that they didn’t know how many columns they still needed. Mr. Gappa told them that they would need two columns, but then asked how many boxes it would take to make the columns using the apple boxes (Apple: 20† tall). The students then started to write down all the data on the board. Then Mr. Gappa went around the room making sure each student understood their data for the tomb building. For their final blue prints they were to use graph paper, making sure that there boxes were equal to at least two squares on the graph paper. Mr. Gappa then made it clear that he wants all the blue prints to be neat and colorful because they were going to be submitted to the Pharaoh contractor. For each wall the students then went about figuring out how many boxes they would need using the formula, area= length? width. When they had finished with their walls, they all gathered at the front of the classroom and went back over the data with Mr. Gappa. Mr. Gappa then went around the room making sure that each student was using lots of color on their blue prints and were making sure they were very neat. He then mentioned a real life situational fact to the kids that they were going to be like little construction workers when they begin building the tomb. Summaries/Reactions First of all I would like to begin by saying how much I really liked the set up of the room. The kids were close enough together for quiet discussion during tasks but also when out of their seats had plenty of room to move throughout the classroom. This class was also the quietest sixth grade class I’ve ever seen. Even Mr. Gappa spoke quietly when giving direction to make sure that each student had to listen very closely just to hear what he said, I almost didn’t even hear what he said. Next I would like to discuss the math. I really liked that Mr. Gappa had taken the time to create a math project for all the kids that used all the math skills they had learned during the year to help in the making of a mummy tomb which was also a part of their history lesson that week. I liked that when going over the data Mr. Gappa didn’t just give the students the answers but made them figure them out on their own. This to me showed the true attentiveness and memorization skills that the students had obtained that year. The last thing I liked was the student teacher relationship that Mr. Gappa had with all his students. He was serious when he needed to and the students switched modes as well and truly respected him as an authority. Yet at other times he could laugh and joke with the students about how the music that he played was really old. He also reminded me of the High School teacher Mr. Null in the sense that he called all the pretty girls fat and ugly, as to not let them get an ego in his class. All in all, I truly enjoyed observing this class. Their attentiveness to direction and the bond that they had with their teacher was to me very insightful. I will definitely consider using some of his teacher technics in my own classroom someday and hope to go back and observe his classroom someday as well. How to cite Math Observations, Essays

Stock Prices of HSBC

Question: Describe about the Stock Prices of HSBc? Answer: In the above chart stock prices of HSBC are compared with SP500. After years of continuous declines, industry revenue is expected to finally pick up in 2015 as the US economy strengthens. The Federal Reserve in its most recent minutes has provided positive forward guidance regarding interest rates, which are expected to rise by mid-2015. Consequently, borrowing activity is expected to increase prior to the spike in interest rates as consumers and businesses try to lock-in lower rates on loans. Furthermore, an increase in interest rates is expected to generate higher income for industry operators by increasing the spread between the rate the banks pay on deposits and the rates at which they lend money. An improving economy is also releasing pent-up demand for credit. Auto loans are on the rise, and access to credit is expected to increase 6.5% in 2015. This is the highest year-on-year increase over the five years to 2015. A recovering credit market is expected to boost the industry's interest and noninterest income as banks are anticipated to earn more revenue in fees due to a greater volume of loan origination. Consequently, IBISWorld expects revenue to increase 1.2% over 2015. The government spent billions of dollars to prop up the Commercial Banking industry and the economy during the recession, but the consumer credit market has continued to thaw slower than anticipated. The Federal Reserve has tried to stimulate the economy by adjusting interest rates, which still remain at all-time lows, hovering between 0.0% and 0.3%. However, because credit markets are subject to continued economic uncertainty due to the European sovereign debt crisis and Standard Poor's downgrade of US so vereign debt in August 2011, these low interest rates remain unappealing to depositors and borrowers alike. In addition, volatile capital markets, coupled with sluggish income growth, have increased US consumers' uncertainty, which has only caused more struggles for the credit market. Consumers have continued to remain uncertain about the economy and therefore cautious with their spending. Consequently, an increasing number of consumers have been putting money into banks or government treasuries. According to the FDIC, industry deposits have grown at an annualized rate of 7.0% in the five years to 2014 (latest available data) to about $9.3 trillion. While cash flow into banks has increased, there has also been a large decline in the outflow of funds in the form of loans. Nonetheless, signs of improvement have persisted in 2014 and 2015, especially from the automobile sector. Recently, the largest commercial banks have been meticulous about granting refinance requests. Typically, homeowners must have substantial equity in the house, good credit and a reliable source of income to receive refinancing. Since the recession, many consumers have been unable to meet these requirements, which have prompted government institutions, such as Fannie Mae and Freddie Mac, to ste p up and help borrowers by backing their refinanced loans. Between 2009 and 2012, Freddie Mac helped more than 5.4 million homeowners refinance their mortgages, while also assisting about 700,000 homeowners in avoiding foreclosure. Since many commercial banks are Freddie Mac-approved lenders, they benefit from these institutions' efforts to help distressed homeowners.

Introduccion Essays - Visual Arts, DraftIndustrializacin Japonesa

Introduccion En los ultimos anos, en el Ecuador, los proyectos de obra civil publicos han tenido un papel relevante en comparacion a anos anteriores. Esto se debe al incremento de inversion en obra publica por parte del gobierno central, entre ellos los destinados a la generacion de capacidades. Los programas de inversion en infraestructura educativa tienen como objetivo asegurar a la poblacion estudiantil el acceso a la educacion universal, dotando espacios acordes para el proceso de ensenanza y aprendizaje. Los fines claros para la realizacion de los proyectos de obra publica, son que dicho producto garantice que cumplira con parametros de eficiencia y eficacia segun lo planteado en las consultorias y estudios tecnicos para la posterior etapa operativa del proyecto. Para cumplir con esta meta, los proyectos de obra civil, de cualquier magnitud, deben contar con la documentacion suficiente para su construccion (planos, permisos, financiamiento, etc.). La responsabilidad tecnica del proyecto esta a cargo de los profesionales destinados a cada especialidad o disciplina tecnica que la obra requiera, ademas de los responsables de la residencia de obra, la fiscalizacion y la administracion del contrato que daran seguimiento al proceso de construccion. El inalcance de los objetivos iniciales del proyecto se debe reiteradamente a la falta de conocimiento y/o aplicacion, por parte de los involucrados, de las acciones que permiten resolver tecnicamente la gestion de los proyectos de obras civiles. Esto ademas conlleva a productos finales no compatibles con las consultorias planteadas inicialmente, causado por el cambio de alcance por parte de los actores que disponen de poder, economico y politico, disponiendo mayor tiempo de ejecucion y utilizando mayores recursos que los presupuestados inicialmente. Los casos de estudio "Repotenciacion del colegio provincia de Tungurahua y del colegio tecnico industrial Febres Cordero" pertenecen al programa planteado por el Ministerio de Educacion, con sede en la Subsecretaria de Educacion de Guayaquil. El siguiente trabajo pretende identificar de manera objetiva esta problematica, contando con las herramientas de analisis como el Marco Logico. Se pondra en ponderacion los casos de estudio para tomar en cuenta los factores que determinan el problema y permitan determinar las vias de solucion. Finalmente, se plantearan estrategias que permitan llegar a niveles de eficacia de las empresas tanto a los contratantes como los contratistas, para reducir las perdidas en construccion y llegar a los niveles de calidad deseados. Tema MODELO DE GESTION PARA EL MONITOREO DEL COSTO Y PRESUPUESTO EN OBRAS PUBLICAS. CASO PRACTICO: "INTERVENCION PARA LA REPOTENCIACION DEL COLEGIO PROVINCIA DE TUNGURAHUA Y DEL COLEGIO TECNICO INDUSTRIAL FEBRES CORDERO EN LA CIUDAD DE GUAYAQUIL, PROVINCIA DEL GUAYAS." Planteamiento del problema Bajo la situacion actual, la no aplicacion de las experiencias ganadas en obras anteriores, provoca que se comenten este tipo de errores reiterativamente en los procesos de planificacion y operacion de las obras. Lo cual reduce los niveles de eficiencia y calidad esperados, ocasiona perdidas presupuestarias, y disminuye la confiabilidad hacia la empresa contratista y la entidad publica contratante. Cuya finalidad principal es otorgar un servicio publico eficiente a los beneficiarios. Un proyecto que alcanza sus objetivos planteados inicialmente en un contexto y en un periodo de tiempo determinados no produce automaticamente los mismos efectos positivos, ni obtiene el mismo impacto, que proyectos que culminan su ejecucion en periodos no contemplados o en situaciones distintas. Actualmente se considera comun presenciar fracasos de proyectos por llevar a la practica intervenciones basadas en repeticiones anteriores. Este error puede ser objeto de una misma metodologia, convenientemente aplicada a cada caso concreto. Justificacion La planificacion estrategica para la formulacion y ejecucion de proyectos es un tema que ha sido tratado con gran interes en comisiones internacionales. La CEPAL, se ha encargado de generar una serie de manuales y lineamientos orientados a la creacion de licitaciones publicas, con el fin de integrar los procesos de contratacion en un modelo generalizado en America Latina. Sin embargo, cada caso en concreto responde a una realidad contextual. En el caso de Ecuador, las metodologias utilizadas normalmente han demostrado que los proyectos presentan una serie de situaciones imprevistas, sean de presupuesto, involucrados o condiciones externas, que han derivado en impedimentos para el alcance favorable de los objetivos en la mayoria de los casos. Por lo cual, es importante plantear una evaluacion de las metodologias

Personal Characteristics Essay Samples

Personal Characteristics Essay SamplesIf you're like many people, then you might have to write a personal characteristics essay. In other words, you'll be writing about a specific aspect of your life and choosing to explore it through an essay. A personal characteristics essay can actually be as short as fifteen minutes or as long as an hour.In most cases, you'll simply begin by choosing one of the sample essays available to help you get started. You'll be asked to give a short description of your interests, the time period you're writing about, and you'll probably have to include a section or two about how you came to this area of interest in life.When you have chosen a sample essay that suits your style, you'll have some work to do. First, you'll need to write out the outline of the essay. Make sure that you include all of the aspects of your topic that are important to you.Next, you'll want to break down the major points of your essay into their own paragraphs. In many cases, this is simply going to be a list of each point, such as, 'I enjoy the variety and excitement of a vacation.' Once you've organized the essay for this simple purpose, you'll be ready to move on to the more involved writing parts.There are several ways that you can use sample essays in the composition of your personal characteristics essay. One way is to use them as the basis for developing your own essay.Take the example essay, 'My Bachelor's in History.' In this example, you can actually examine each detail from that same perspective, which will give you a more thorough overview of the topic. By examining each part in a similar manner, you'll not only better understand the problem you are addressing, but you'll also have a more complete look at your own history as well.As with any writing sample, essay samples are used to help guide the development of your essays. The same holds true with these samples as well. In other words, you'll benefit greatly by following the exact structure of the sample essay.

Ida Tarbell - Taking on the Trust essays

Ida Tarbell - Taking on the Trust essays Although John D. Rockefeller and Ida B. Tarbell had seemingly little in common, their paths epically crossed over time. John Rockefeller, co-founder of Standard Oil, and Ida Tarbell, investigative journalist, became intertwined in a conflict not only involving Standard Oil, but also the financial well-being of citizens and businesses in America. Through Idas writing, John D., and many other American citizens, realized that journalism plays an exceptionally important role in politics and government. Ida used her passion for journalism and the truth to uncover the deceptive and unlawful business tactics used by John D. Rockefellers company, Standard Oil. Ida B. Tarbell, daughter of Franklin and Esther Tarbell, was born on November 5, 1857 in Eerie County, Pennsylvania. Ida Tarbell attended school to the college level, despite the wide-spread racial inequality of that era. During the 1850s, the presence of women in any workplace was unusual. Ida Tarbell went against the odds, as she did not depend on a man for income, or submit to virtually any of societys norms. Ida Tarbell had a passion for learning, which eventually contributed to her great success as an investigative journalist. Ida did not let the desires or stereotypes of society stop her from publishing what she saw fit to share with the general public. As Ida B. Tarbell grew up in Pennsylvania, she became increasingly exposed to the effects the discovery and usage of oil had on Americans. Although her father, Franklin Tarbell, found work in this field, Ida was well aware of the dangers it held. Oils hazardous nature caused explosions, killing people by the dozens. Idas adolescence was greatly hindered by her close proximity to an oil well. Living in an oil boomtown held little joy for curious children; just about everything interesting seemed to be off limits because of the potential danger (Weinburg, 57). Her mother, Esther Ta...

Iron Curtain Speech by Winston Churchill

Iron Curtain Speech by Winston Churchill Nine months after Sir Winston Churchill failed to be reelected as Britains Prime Minister, Churchill traveled by train with President Harry Truman to make a speech. On March 5, 1946, at the request of Westminster College in the small Missouri town of Fulton (population of 7,000), Churchill gave his now famous Iron Curtain speech to a crowd of 40,000. In addition to accepting an honorary degree from the college, Churchill made one of his most famous post-war speeches. In this speech, Churchill gave the very descriptive phrase that surprised the United States and Britain, From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the Continent. Before this speech, the U.S. and Britain had been concerned with their own post-war economies and had remained extremely grateful for the Soviet Unions proactive role in ending World War II. It was Churchills speech, which he titled The Sinews of Peace, that changed the way the democratic West viewed the Communist East. Though many people believe that Churchill coined the phrase the iron curtain during this speech, the term had actually been used for decades (including in several earlier letters from Churchill to Truman). Churchills use of the phrase gave it wider circulation and made the phrase popularly recognized as the division of Europe into East and West. Many people consider Churchills iron curtain speech the beginning of the Cold War. Below is Churchills The Sinews of Peace speech, also commonly referred to as the Iron Curtain speech, in its entirety. The Sinews of Peace by Winston Churchill I am glad to come to Westminster College this afternoon, and am complimented that you should give me a degree. The name Westminster is somehow familiar to me. I seem to have heard of it before. Indeed, it was at Westminster that I received a very large part of my education in politics, dialectic, rhetoric, and one or two other things. In fact we have both been educated at the same, or similar, or, at any rate, kindred establishments. It is also an honour, perhaps almost unique, for a private visitor to be introduced to an academic audience by the President of the United States. Amid his heavy burdens, duties, and responsibilities- unsought but not recoiled from- the President has travelled a thousand miles to dignify and magnify our meeting here to-day and to give me an opportunity of addressing this kindred nation, as well as my own countrymen across the ocean, and perhaps some other countries too. The President has told you that it is his wish, as I am sure it is yours, that I should have full liberty to give my true and faithful counsel in these anxious and baffling times. I shall certainly avail myself of this freedom, and feel the more right to do so because any private ambitions I may have cherished in my younger days have been satisfied beyond my wildest dreams. Let me, however, make it clear that I have no official mission or status of any kind, and that I speak only for myself. There is nothing here but what you see. I can therefore allow my mind, with the experience of a lifetime, to play over the problems which beset us on the morrow of our absolute victory in arms, and to try to make sure with what strength I have that what has been gained with so much sacrifice and suffering shall be preserved for the future glory and safety of mankind. The United States stands at this time at the pinnacle of world power. It is a solemn moment for the American Democracy. For with primacy in power is also joined an awe-inspiring accountability to the future. If you look around you, you must feel not only the sense of duty done but also you must feel anxiety lest you fall below the level of achievement. Opportunity is here now, clear and shining for both our countries. To reject it or ignore it or fritter it away will bring upon us all the long reproaches of the after-time. It is necessary that constancy of mind, persistency of purpose, and the grand simplicity of decision shall guide and rule the conduct of the English-speaking peoples in peace as they did in war. We must, and I believe we shall, prove ourselves equal to this severe requirement. When American military men approach some serious situation they are wont to write at the head of their directive the words over-all strategic concept. There is wisdom in this, as it leads to clarity of thought. What then is the over-all strategic concept which we should inscribe today? It is nothing less than the safety and welfare, the freedom and progress, of all the homes and families of all the men and women in all the lands. And here I speak particularly of the myriad cottage or apartment homes where the wage-earner strives amid the accidents and difficulties of life to guard his wife and children from privation and bring the family up in the fear of the Lord, or upon ethical conceptions which often play their potent part. To give security to these countless homes, they must be shielded from the two giant marauders, war and tyranny. We all know the frightful disturbances in which the ordinary family is plunged when the curse of war swoops down upon the bread-winner and those for whom he works and contrives. The awful ruin of Europe, with all its vanished glories, and of large parts of Asia glares us in the eyes. When the designs of wicked men or the aggressive urge of mighty States dissolve over large areas the frame of civilised society, humble folk are confronted with difficulties with which they cannot cope. For them all is distorted, all is broken, even ground to pulp. When I stand here this quiet afternoon I shudder to visualise what is actually happening to millions now and what is going to happen in this period when famine stalks the earth. None can compute what has been called the unestimated sum of human pain. Our supreme task and duty is to guard the homes of the common people from the horrors and miseries of another war. We are all agreed on that. Our American military colleagues, after having proclaimed their over-all strategic concept and computed available resources, always proceed to the next step- namely, the method. Here again there is widespread agreement. A world organisation has already been erected for the prime purpose of preventing war, UNO, the successor of the League of Nations, with the decisive addition of the United States and all that that means, is already at work. We must make sure that its work is fruitful, that it is a reality and not a sham, that it is a force for action, and not merely a frothing of words, that it is a true temple of peace in which the shields of many nations can some day be hung up, and not merely a cockpit in a Tower of Babel. Before we cast away the solid assurances of national armaments for self-preservation we must be certain that our temple is built, not upon shifting sands or quagmires, but upon the rock. Anyone can see with his eyes open that our path will be difficult and also long, but if we persevere together as we did in the two world wars- though not, alas, in the interval between them- I cannot doubt that we shall achieve our common purpose in the end. I have, however, a definite and practical proposal to make for action. Courts and magistrates may be set up but they cannot function without sheriffs and constables. The United Nations Organisation must immediately begin to be equipped with an international armed force. In such a matter we can only go step by step, but we must begin now. I propose that each of the Powers and States should be invited to delegate a certain number of air squadrons to the service of the world organisation. These squadrons would be trained and prepared in their own countries, but would move around in rotation from one country to another. They would wear the uniform of their own countries but with different badges. They would not be required to act against their own nation, but in other respects they would be directed by the world organisation. This might be started on a modest scale and would grow as confidence grew. I wished to see this done after the first world war, and I devoutly trust it may be done forthwith. It would nevertheless be wrong and imprudent to entrust the secret knowledge or experience of the atomic bomb, which the United States, Great Britain, and Canada now share, to the world organisation, while it is still in its infancy. It would be criminal madness to cast it adrift in this still agitated and un-united world. No one in any country has slept less well in their beds because this knowledge and the method and the raw materials to apply it, are at present largely retained in American hands. I do not believe we should all have slept so soundly had the positions been reversed and if some Communist or neo-Fascist State monopolised for the time being these dread agencies. The fear of them alone might easily have been used to enforce totalitarian systems upon the free democratic world, with consequences appalling to human imagination. God has willed that this shall not be and we have at least a breathing space to set our house in order before this peril has to be encountered: and even then, if no effort is spared, we should still possess so formidable a superiority as to impose effective deterrents upon its employment, or threat of employment, by others. Ultimately, when the essential brotherhood of man is truly embodied and expressed in a world organisation with all the necessary practical safeguards to make it effective, these powers would naturally be confided to that world organisation. Now I come to the second danger of these two marauders which threatens the cottage, the home, and the ordinary people- namely, tyranny. We cannot be blind to the fact that the liberties enjoyed by individual citizens throughout the British Empire are not valid in a considerable number of countries, some of which are very powerful. In these States control is enforced upon the common people by various kinds of all-embracing police governments. The power of the State is exercised without restraint, either by dictators or by compact oligarchies operating through a privileged party and a political police. It is not our duty at this time when difficulties are so numerous to interfere forcibly in the internal affairs of countries which we have not conquered in war. But we must never cease to proclaim in fearless tones the great principles of freedom and the rights of man which are the joint inheritance of the English-speaking world and which through Magna Carta, the Bill of Rights, the Habe as Corpus, trial by jury, and the English common law find their most famous expression in the American Declaration of Independence. All this means that the people of any country have the right, and should have the power by constitutional action, by free unfettered elections, with secret ballot, to choose or change the character or form of government under which they dwell; that freedom of speech and thought should reign; that courts of justice, independent of the executive, unbiased by any party, should administer laws which have received the broad assent of large majorities or are consecrated by time and custom. Here are the title deeds of freedom which should lie in every cottage home. Here is the message of the British and American peoples to mankind. Let us preach what we practise- let us practise what we preach. I have now stated the two great dangers which menace the homes of the people: War and Tyranny. I have not yet spoken of poverty and privation which are in many cases the prevailing anxiety. But if the dangers of war and tyranny are removed, there is no doubt that science and co-operation can bring in the next few years to the world, certainly in the next few decades newly taught in the sharpening school of war, an expansion of material well-being beyond anything that has yet occurred in human experience. Now, at this sad and breathless moment, we are plunged in the hunger and distress which are the aftermath of our stupendous struggle; but this will pass and may pass quickly, and there is no reason except human folly of sub-human crime which should deny to all the nations the inauguration and enjoyment of an age of plenty. I have often used words which I learned fifty years ago from a great Irish-American orator, a friend of mine, Mr. Bourke Cockran. There is enough for all. The eart h is a generous mother; she will provide in plentiful abundance food for all her children if they will but cultivate her soil in justice and in peace. So far I feel that we are in full agreement. Now, while still pursuing the method of realising our overall strategic concept, I come to the crux of what I have travelled here to say. Neither the sure prevention of war, nor the continuous rise of world organisation will be gained without what I have called the fraternal association of the English-speaking peoples. This means a special relationship between the British Commonwealth and Empire and the United States. This is no time for generalities, and I will venture to be precise. Fraternal association requires not only the growing friendship and mutual understanding between our two vast but kindred systems of society, but the continuance of the intimate relationship between our military advisers, leading to common study of potential dangers, the similarity of weapons and manuals of instructions, and to the interchange of officers and cadets at technical colleges. It should carry with it the continuance of the present facilities for mutual security by the joint use of all Naval a nd Air Force bases in the possession of either country all over the world. This would perhaps double the mobility of the American Navy and Air Force. It would greatly expand that of the British Empire Forces and it might well lead, if and as the world calms down, to important financial savings. Already we use together a large number of islands; more may well be entrusted to our joint care in the near future. The United States has already a Permanent Defence Agreement with the Dominion of Canada, which is so devotedly attached to the British Commonwealth and Empire. This Agreement is more effective than many of those which have often been made under formal alliances. This principle should be extended to all British Commonwealths with full reciprocity. Thus, whatever happens, and thus only, shall we be secure ourselves and able to work together for the high and simple causes that are dear to us and bode no ill to any. Eventually there may come- I feel eventually there will come- the principle of common citizenship, but that we may be content to leave to destiny, whose outstretched arm many of us can already clearly see. There is however an important question we must ask ourselves. Would a special relationship between the United States and the British Commonwealth be inconsistent with our over-riding loyalties to the World Organisation? I reply that, on the contrary, it is probably the only means by which that organisation will achieve its full stature and strength. There are already the special United States relations with Canada which I have just mentioned, and there are the special relations between the United States and the South American Republics. We British have our twenty years Treaty of Collaboration and Mutual Assistance with Soviet Russia. I agree with Mr. Bevin, the Foreign Secretary of Great Britain, that it might well be a fifty years Treaty so far as we are concerned. We aim at nothing but mutual assistance and collaboration. The British have an alliance with Portugal unbroken since 1384, and which produced fruitful results at critical moments in the late war. None of these clash with the general interest of a world agreement, or a world organisation; on the contrary they help it. In my fathers house are many mansions. Special associations between members of the United Nations which have no aggressive point against any other country, which harbour no design incompatible with the Charter of the United Nations, far from being harmful, are beneficial and, as I believe, indispensable. I spoke earlier of the Temple of Peace. Workmen from all countries must build that temple. If two of the workmen know each other particularly well and are old friends, if their families are inter-mingled, and if they have faith in each others purpose, hope in each others future and charity towards each others shortcomings- to quote some good words I read here the other day- why cannot they work together at the common task as friends and partners? Why cannot they share their tools and thus increase each others working powers? Indeed they must do so or else the temple may not be built, or, being built, it may collapse, and we shall all be proved again unteachable and have to go and try to learn again for a third time in a school of war, incomparably more rigorous than that from which we have just been released. The dark ages may return, the Stone Age may return on the gleaming wings of science, and what might now shower immeasurable material blessings upon mankind, may even bring about its total destruction. Beware, I say; time may be short. Do not let us take the course of allowing events to drift along until it is too late. If there is to be a fraternal association of the kind I have described, with all the extra strength and security which both our countries can derive from it, let us make sure that that great fact is known to the world, and that it plays its part in steadying and stabilising the foundations of peace. There is the path of wisdom. Prevention is better than cure. A shadow has fallen upon the scenes so lately lighted by the Allied victory. Nobody knows what Soviet Russia and its Communist international organisation intends to do in the immediate future, or what are the limits, if any, to their expansive and proselytising tendencies. I have a strong admiration and regard for the valiant Russian people and for my wartime comrade, Marshal Stalin. There is deep sympathy and goodwill in Britain- and I doubt not here also- towards the peoples of all the Russias and a resolve to persevere through many differences and rebuffs in establishing lasting friendships. We understand the Russian need to be secure on her western frontiers by the removal of all possibility of German aggression. We welcome Russia to her rightful place among the leading nations of the world. We welcome her flag upon the seas. Above all, we welcome constant, frequent and growing contacts between the Russian people and our own people on both sides of the Atlantic. It is my duty how ever, for I am sure you would wish me to state the facts as I see them to you, to place before you certain facts about the present position in Europe. From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia, all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject in one form or another, not only to Soviet influence but to a very high and, in many cases, increasing measure of control from Moscow. Athens alone- Greece with its immortal glories- is free to decide its future at an election under British, American and French observation. The Russian-dominated Polish Government has been encouraged to make enormous and wrongful inroads upon Germany, and mass expulsions of millions of Germans on a scale grievous and undreamed-of are now taking place. The Communist parties, which were very small in all these Eastern States of Europe, have been raised to pre-eminence an d power far beyond their numbers and are seeking everywhere to obtain totalitarian control. Police governments are prevailing in nearly every case, and so far, except in Czechoslovakia, there is no true democracy. Turkey and Persia are both profoundly alarmed and disturbed at the claims which are being made upon them and at the pressure being exerted by the Moscow Government. An attempt is being made by the Russians in Berlin to build up a quasi-Communist party in their zone of Occupied Germany by showing special favours to groups of left-wing German leaders. At the end of the fighting last June, the American and British Armies withdrew westwards, in accordance with an earlier agreement, to a depth at some points of 150 miles upon a front of nearly four hundred miles, in order to allow our Russian allies to occupy this vast expanse of territory which the Western Democracies had conquered. If now the Soviet Government tries, by separate action, to build up a pro-Communist Germany in their areas, this will cause new serious difficulties in the British and American zones, and will give the defeated Germans the power of putting themselves up to auction between the Soviets and the Western Democracies. Whatever conclusions may be drawn from these facts- and facts they are- this is certainly not the Liberated Europe we fought to build up. Nor is it one which contains the essentials of permanent peace. The safety of the world requires a new unity in Europe, from which no nation should be permanently outcast. It is from the quarrels of the strong parent races in Europe that the world wars we have witnessed, or which occurred in former times, have sprung. Twice in our own lifetime we have seen the United States, against their wishes and their traditions, against arguments, the force of which it is impossible not to comprehend, drawn by irresistible forces, into these wars in time to secure the victory of the good cause, but only after frightful slaughter and devastation had occurred. Twice the United States has had to send several millions of its young men across the Atlantic to find the war; but now war can find any nation, wherever it may dwell between dusk and dawn. Surely we should work with conscious purpose for a grand pacification of Europe, within the structure of the United Nations and in accordance with its Charter. That I feel is an open cause of policy of very great impor tance. In front of the iron curtain which lies across Europe are other causes for anxiety. In Italy the Communist Party is seriously hampered by having to support the Communist-trained Marshal Titos claims to former Italian territory at the head of the Adriatic. Nevertheless the future of Italy hangs in the balance. Again one cannot imagine a regenerated Europe without a strong France. All my public life I have worked for a strong France and I never lost faith in her destiny, even in the darkest hours. I will not lose faith now. However, in a great number of countries, far from the Russian frontiers and throughout the world, Communist fifth columns are established and work in complete unity and absolute obedience to the directions they receive from the Communist centre. Except in the British Commonwealth and in the United States where Communism is in its infancy, the Communist parties or fifth columns constitute a growing challenge and peril to Christian civilisation. These are sombre facts for anyone to have to recite on the morrow of a victory gained by so much splendid comradeship in arms and in the cause of freedom and democracy; but we should be most unwise not to face them squarely while time remains. The outlook is also anxious in the Far East and especially in Manchuria. The Agreement which was made at Yalta, to which I was a party, was extremely favourable to Soviet Russia, but it was made at a time when no one could say that the German war might not extend all through the summer and autumn of 1945 and when the Japanese war was expected to last for a further 18 months from the end of the German war. In this country you are all so well-informed about the Far East, and such devoted friends of China, that I do not need to expatiate on the situation there. I have felt bound to portray the shadow which, alike in the west and in the east, falls upon the world. I was a high minister at the time of the Versailles Treaty and a close friend of Mr. Lloyd-George, who was the head of the British delegation at Versailles. I did not myself agree with many things that were done, but I have a very strong impression in my mind of that situation, and I find it painful to contrast it with that which prevails now. In those days there were high hopes and unbounded confidence that the wars were over, and that the League of Nations would become all-powerful. I do not see or feel that same confidence or even the same hopes in the haggard world at the present time. On the other hand I repulse the idea that a new war is inevitable; still more that it is imminent. It is because I am sure that our fortunes are still in our own hands and that we hold the power to save the future, that I feel the duty to speak out now that I have the occasion and the opportunity to do so. I do not believe that Soviet Russia desires war. What they desire is the fruits of war and the indefinite expansion of their power and doctrines. But what we have to consider here to-day while time remains, is the permanent prevention of war and the establishment of conditions of freedom and democracy as rapidly as possible in all countries. Our difficulties and dangers will not be removed by closing our eyes to them. They will not be removed by mere waiting to see what happens; nor will they be removed by a policy of appeasement. What is needed is a settlement, and the longer this is delayed, the more difficult it will be and the greater our dangers will become. From what I have seen of our Russian friends and Allies during the war, I am convinced that there is nothing they admire so much as strength, and there is nothing for which they have less respect than for weakness, especially military weakness. For that reason the old doctrine of a balance of power is unsound. We cannot afford, if we can help it, to work on narrow margins, offering temptations to a trial of strength. If the Western Democracies stand together in strict adherence to the principles of the United Nations Charter, their influence for furthering those principles will be immense and no one is likely to molest them. If however they become divided or falter in their duty and if these all-important years are allowed to slip away then indeed catastrophe may overwhelm us all. Last time I saw it all coming and cried aloud to my own fellow-countrymen and to the world, but no one paid any attention. Up till the year 1933 or even 1935, Germany might have been saved from the awful fate which has overtaken her and we might all have been spared the miseries Hitler let loose upon mankind. There never was a war in all history easier to prevent by timely action than the one which has just desolated such great areas of the globe. It could have been prevented in my belief without the firing of a single shot, and Germany might be powerful, prosperous and honoured to-day; but no one would listen and one by one we were all sucked into the awful whirlpool. We surely must not let that happen again. This can only be achieved by reaching now, in 1946, a good understanding on all points with Russia under the general authority of the United Nations Organisation and by the maintenance of that good understanding through many peaceful years, by the world instrument, supported by the whole strength of the English-speaking world and all its connections. There is the solution which I respectfully offer to you in this Address to which I have given the title The Sinews of Peace. Let no man underrate the abiding power of the British Empire and Commonwealth. Because you see the 46 millions in our island harassed about their food supply, of which they only grow one half, even in war-time, or because we have difficulty in restarting our industries and export trade after six years of passionate war effort, do not suppose that we shall not come through these dark years of privation as we have come through the glorious years of agony, or that half a century from now, you will not see 70 or 80 millions of Britons spread about the world and united in defence of our traditions, our way of life, and of the world causes which you and we espouse. If the population of the English-speaking Commonwealths be added to that of the United States with all that such co-operation implies in the air, on the sea, all over the globe and in science and in industry, and in moral force, there will be no quivering, precarious balance of power to offer its temptation to ambition or advent ure. On the contrary, there will be an overwhelming assurance of security. If we adhere faithfully to the Charter of the United Nations and walk forward in sedate and sober strength seeking no ones land or treasure, seeking to lay no arbitrary control upon the thoughts of men; if all British moral and material forces and convictions are joined with your own in fraternal association, the high-roads of the future will be clear, not only for us but for all, not only for our time, but for a century to come. * The text of Sir Winston Churchills The Sinews of Peace speech is quoted in its entirety from Robert Rhodes James (ed.), Winston S. Churchill: His Complete Speeches 1897-1963 Volume VII: 1943-1949 (New York: Chelsea House Publishers, 1974) 7285-7293.