The White Tiger Essay Example for Free

The White Tiger Essay The importance of the Darkness and the Light in the book The White Tiger by Aravind Adiga The differentiation between the Darkness and the Light is frequently referenced in this book. The obscurity is portrayed as poor people and hopeless territories of the provincial India, while the light is the inverse. In the light there are frequently thriving urban areas slithering with business people and diligent employees. In The White Tiger one gets the opportunity to follow Balram Halwai’s venture from the dimness to the light. Obviously, India is a long way from the American dream. When you are naturally introduced to a specific kind of rank you will most likely go through your whole time on earth with a fixed situation in the social chain of importance. When Balram alludes to the murkiness he frequently specifies the neediness, obliviousness and in particular, the absence of training. â€Å"Me, and a large number of others in this nation like me, are silly, since we were never permitted to finish our schooling† - Balram Halwai Principally, what isolates the light from the murkiness is the degree of training. Numerous individuals from the murkiness wind up being workers or drivers for their lords from the light. Balram depicts different hirelings as uninformed and unengaged. In any case, what isolates Balram from the others is his readiness to learn. While driving, he gets a ton of fascinating data by spying on his lord, Mr. Ashok. With information comes the capacity to address and expanded aspiration, I think his expanded information is the thing that moves Balram to take the jump from the haziness to the light. Not at all like different workers he doesn't feel sub-par compared to his lord. â€Å"†¦ The story of how I was tainted from a sweet, blameless town fool into a citified individual brimming with intemperance, evil and wickedness.†-Balram Halwai In the large urban communities the customary virtues don't have any significant bearing any longer, rather cash talks. Defilement is boundless, going right from the base to the top in the social progressive system. Most urban areas in the light are conflicts ofâ western and indian societies. This implies realism has picked up the high ground in these parts. After some time, Balram gradually changes from the blameless town kid to the more egocentric city inhabitant. This is obviously demonstrated when he unexpectedly quits sending installments to his family and goes through this cash rather on liquor and lewdness. â€Å" I was searching for the key for a considerable length of time/yet the entryway was consistently open†-Iqbal, Pakistani artist I think this citation is one of the most topical for the book. Balram was discontent with his current circumstance and needed an exit from the chicken coop that he was caught inside. He in the end understood that the change began inside him, the entryway out of the coop was consistently open. All it took was somebody who stood apart from the rest/a white tiger to break out of the coop, which appeared as slaughtering his own lord. Notwithstanding, thusly, Balram satisfied his excursion from the dimness to the light and accordingly turning into his own lord. At long last, the haziness and the light separation India in two totally different classifications, outrageous neediness versus riches, or â€Å"small stomaches and large bellies† as Balram puts it. The differentiation between the dimness and the light is enormous to the point that in a similar nation individuals can live in houses with extravagance vehicles and numerous workers while others can just bear the cost of a water wild ox so as to get sustenance to endure. But, India has as of now a developing white collar class and a creating economy it despite everything has its social issues. Simply take a gander at what’s going on the present moment, ladies and youngsters get assaulted and left beyond words legal need. Despite the fact that I think these issues are difficult to manage since virtues are difficult to change, however by taking care of issues like these and the instructive holes that are delivered in â€Å"The White Tiger†, India can make a stride towa rds a progressively equivalent society and ideally eradicate the world that Balram alludes to as â€Å"the Darkness†.

School Days free essay sample

School Days This journal is tied in with thinking back on the entirety of my school days up until this point and recognizing the merchandise and awful occasions that IVe had during nowadays. The principal school I went too was the Knox church. The second school where I went through seven years at was Caudle Park rudimentary. During my simple years in Junior high were spent at A. J. Smeltzer. I dont recall a great deal about my days in preschool. I went to preschool at the Knox church. During that time my mom didnt have her permit so we needed to stroll there very morning. That is likely a most essential aspect concerning my time there. Getting up in the first part of the day and strolling 30 to 45 minutes to preschool where I would just go through 3 or 4 hours there. I had a ton of fun messing around and sports in the exercise center. I additionally recall one day where this irritating child continued taking everyones toys and when he approached take mine I pushed in on the ground and got a break. We will compose a custom exposition test on School Days or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page (He never took anyones toys again) I spent my grade school a very long time at Caudle Park rudimentary. These years were the absolute greatest long periods of my school life. My evaluation four instructor whom I overlook her name was by a wide margin my preferred educator IVe ever had. She generally revealed to us tales about her movements around the globe and played magnificent tunes pretty much the entirety of the various occasions tables. My least most loved educate was presumably my second grade educator. This was the main year in all my years that I didnt get An in math. She showed math by giving us many sheets toward the start of the year and we needed to hand them in toward the year's end. I would consistently request that her disclose it to me however she generally advised me to fgure it out all alone and not to request help from anybody, bringing about me scarcely completing numerous sheets. The least demanding school long periods of my life were spent at A. J. Smeltzer. I was in French emersion the three years that I spent there. In my first year there we had an entirely unpleasant educator showing the evaluation sevens French. She never truly showed us any French we generally Just watched motion pictures which were in English. Be that as it may, my English instructor then again compensated for it. She cherished practically the entirety of the accounts I composed regardless of how ludicrous they were. I had one educator for the most part each of the three years that I spent at A. J. what's more, that was Mr. Moyse. He was consistently feeling acceptable and was continually breaking jokes. He additionally stood apart a ton, for the most part since he was 611. My days in secondary school have been acceptable up until now. This year has been particularly simple therefore in having classes I appreciate and having next to zero schoolwork. I trust a greater amount of nowadays come and that I keep on recalling all the incredible occasions that IVe had during my years in school. By world_hunger

How Yoga Can Benefit Patients With Eating Disorders

How Yoga Can Benefit Patients With Eating Disorders Eating Disorders Treatment Print How Yoga Can Benefit Patients With Eating Disorders By Lauren Muhlheim, PsyD, CEDS facebook twitter linkedin Lauren Muhlheim, PsyD, is a certified eating disorders expert and clinical psychologist who provides cognitive behavioral psychotherapy. Learn about our editorial policy Lauren Muhlheim, PsyD, CEDS Medically reviewed by Medically reviewed by Steven Gans, MD on March 03, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on January 27, 2020 Thomas Barwick / Getty Images More in Eating Disorders Treatment Symptoms Diagnosis Awareness and Prevention As yoga has become mainstream in the West, its potential health benefits have become more widely recognized. Yoga is clearly more than a trendy diversionâ€"but does it have specific benefits for patients with eating disorders? General Benefits of Yoga According to the Yoga Alliance, “yoga was developed up to 5,000 years ago in India as a comprehensive system for well-being on all levels: physical, mental, emotional, and spiritual.” Although there are a wide variety of approaches to its practice, all approaches to yoga strive to improve health. Yoga practice most commonly combines stretching and physical postures with deep breathing, mindfulness, and meditation. Yoga can help improve fitness, strength, balance, and flexibility. It has been shown to reduce pain and help with adjustment to and symptoms related to medical conditions such as diabetes, asthma, multiple sclerosis, and cancer. It can also improve sleep and help reduce anxiety and depression. In addition, performing yoga in a studio offers the ability to connect with others and creates a feeling of belonging. Although the mechanisms by which yoga creates these benefits are not fully understood, research shows that yoga increases the levels of the brain neurotransmitter gamma-aminobutyric (GABA), which can help combat anxiety and depression. It also appears that mindfulness meditation, a common component of yoga, is associated with changes in the volume of certain regions of the brain believed to be involved in regulating emotional response. Brain studies have observed these brain changes amongst meditators who meditate for as little as 30 minutes a day for eight weeks. Reasons Why Yoga Might Be Helpful for Eating Disorders Residential eating disorder treatment centers have been increasingly adding adjunctive treatments such as yoga to their offerings. Many patients and treatment professionals have noted benefits from yoga, but at the current time there are only a number of formal studies: In one study, adolescents in outpatient eating disorder treatment who participated in yoga showed greater decreases in eating disorder symptoms.Another study showed that yoga combined with mindful eating reduced binge eating amongst adult female outpatients with binge eating disorder.A pilot study showed that adolescent girls who participated in yoga, in addition to standard multidisciplinary outpatient eating disorder treatment, had  decreased anxiety, depression, and body image disturbance.A study of adults showed that those who practiced yoga had higher levels of body satisfaction and those yoga practitioners with prior low body satisfaction showed greater increases.A study of adults with bulimia nervosa showed reductions in eating disorder psychopathology following yoga group treatment at posttest and at 6-month follow-up. There are reasons to believe yoga may be helpful for patients with eating disorders. Patients with eating disorders commonly experience negative and distorted body image. Yoga encourages self-acceptance and peace. It helps practitioners to experience their body in a different way. Rather than focusing on their external appearance, yoga helps practitioners to experience their bodies internally, mindfully, and non-judgmentally. Indeed, research has shown yoga is associated with a reduction in both body dissatisfaction and the drive for thinness. Yoga may help improve body image. Yoga incorporates the practices of relaxation, mindfulness, and breathing strategies. These practices are all empirically supported treatments for anxiety, which is a common component of eating disorders. Psychologist Robin Boudette, a proponent of yoga for the treatment of eating disorders, provides this qualitative description of benefits: Yoga also enables patients to experience their bodies in a new way. Living in a society that values how you look more than how you feel, eating disorder patients often relate to the body as an ornament; they suffer from a disconnection from the body, feelings, appetites, and inner experience...Many patients become much more aware of the body for how it feels, rather than how it looksâ€"which opens a window into a new experience of the body off the yoga mat. How to Get Started With Yoga One of the advantages of yoga is that it is widely available and affordable. However, it should be used as an adjunct to other more traditional treatments and not as a stand-alone treatment for an eating disorder. Please be aware that yoga may not be advisable for all patients with eating disorders. Over-exercise is a common symptom of eating disorders and individuals with eating disorders may approach yoga in an unhealthy, obsessive way. Any exercise undertaken during recovery should only be done in moderation and with permission from your treatment team. For many, but especially for those with restrictive eating disorders, it can be dangerous to exercise at all during early recovery. Lastly, the intensity of hot or Bikram yoga could be dangerous and may not offer the same mindfulness benefits as traditional yoga. If yoga is appropriate for you, it is important to find a yoga teacher and studio that supports the acceptance of a variety of body shapes and sizes. If you are in recovery from an eating disorder you should avoid teachers and studios that actively encourage the use of cleanses, fasts or restrictive diets. While these are sometimes associated with the yoga lifestyle, they are not traditionally a part of yoga and are incompatible with eating disorder recovery. Taken gently and with caution, yoga may help facilitate recovery and bring greater self-awareness and self-acceptance. The relaxation and mindfulness that can be learned from yoga practice may also be useful recovery tools. You can read a good intro to some basic poses to get started.

Relationship Between Prior And Subsequent Learning...

Relationship to Prior and Subsequent Learning Experiences Students were introduced to expository text in a previous lesson and understand how it differs from narrative text. I used their science textbook to introduce the structure of expository text. The students know that when they are reading expository text, they are reading for information. Since structural components vary based on the text, we will continue to explore the components (cause/effect, compare/contrast, sequence, description, and problem/solution) throughout the rest of the school year. When students possess the necessary skills to identify the main idea, it aids their reading comprehension. Instructional Resources (for Day 1 and Day 2) - Main Idea Video link from WatchKnowLearn.org, brown lunch bags filled with picture cards, copies of the Thomas Edison passage Day 1 Learning Goals: I can identify the main idea of an expository text. I can identify at least three supporting details that support the main idea in expository text. Lesson Plan: Students are seated at their desks in their assigned quads. I am standing at the front of the classroom near the whiteboard. I begin the lesson by sharing the learning goals. Then we review and discuss what we know about expository text and how it differs from narrative text. I use a wait-time/think-time approach for students to raise hands to volunteer to respond. I am also keeping an eye out for the hands of ELL or quiet students who don’t normally respond. IfShow MoreRelatedEssay On Business Continuity Plan1474 Words   |  6 Pagesâ€Å"active/active† disaster recovery site in Rochelle Park, NJ after the first attack on the World Trade Center in 1993 (Parlons Affaires, 2012). In short, this stream calls attention to the potential usefulness of continuity planning in transforming previous experience of tragedy into effective responses to future tragedy. A third stream of literature on terrorism and international business has begun to explore the sources of resilience to attack, and the strategic advantages of developing such resilience. GenerallyRead MoreThe Impact Of Terrorism On International Business1268 Words   |  6 Pagesmeasurement of the dependent variable is the issue and not the conceptual model. Recommendations for practice and theory identified in our research are the firm learning or habituation that may occur between the interaction of organizational preparedness influences as well as the active learning from certain situations and codifying that learning in plans but also practice (to reduce erosion). From a practical perspective, this paper accentuates the heightening safety, economic and psychological implicationsRead MoreHow Development Is The Methodical Changes And Continuities Within The Individual That Occur Between Conception And Death1470 Words   |  6 PagesDevelopment is the methodical changes and continuities in an individual that occur between conception and death (Sigelman, Rider De George-Walker, 2013). There are seven domains of development: physical/biological, psychosocial, cognitive/learning, social, emotional, behavioural and moral/spiritual (AIHW, 2011). Development of these domains occurs in stages, where each stage gives rise to behaviour that is suitable for that stage (Schmidt Neven, 2010). These foreseeable changes are known as milestonesRead MoreThe Root Causes of Sexual Offending: Social Learning Theory1319 Words   |  6 Pagessocial learning theory has been proposed to account for sex offending behaviors. Specifically, the social learning theory, or victim-to-victimizer theory, suggests sexually abused children learn these behaviors and are much more likely to perpetrate abuse when they’re older (Seto Lalumiere, 2010). The following studies have provided substantial support for the social learning etiology. Through the use of a meta-analysis, Seto and Lalumiere (2010) concluded that sexual offending is tied to prior sexualRead MoreCognitive Learning Theory Essays1499 Words   |  6 PagesCognitive Learning Theory Psychology of Learning PSY 331 October 12, 2009 Abstract Cognitive learning theories emerged in the mid-1900s and were a dramatic departure from the behaviorist learning theories so popular at the time. The advent of the computer also contributed to the emergence of cognitive theories of learning because computers provided the first means to metaphorically conceptualize human cognition (Bates, 1999). Cognitive learning theories are based on the assumption thatRead More Theories of Child Development Essay1010 Words   |  5 Pagesbegins to be defined. 2. Preoperational stage (ages 2-7) – Concrete physical stimuli are needed in order for a child to develop new concepts. 3. Concrete operations (ages 7-11) – As a child accumulates experience with the physical world, he/she begins to conceptualize to explain those experiences. Abstract thought is also emerging. 4. Formal operations (beginning at ages 11-15) – Conceptual reasoning is present and the child’s cognitive abilities are similar to an adult’s (Atherton, 2010). Read MoreThe Transactional Theory Of Reading Essay1112 Words   |  5 Pageswith some sort of background knowledge. A students background knowledge will not only have shaped them as an individual but also their learning style and how they perceive new information; we call this schema. According to Canney Winograd (1979), A schema indicates the typical relations among its component parts; comprehending a thing, event, or relationship occurs when a sufficient number of slots in a schema are filled, or instantiated with particular examples of events (p. 2) In other wordsRead MoreUsing Mobile Technology For Farming And Economic Reasons1343 Words   |  6 PagesIndian government then asked why not create mobile learning through the use of cell phones? The Indian farmers were able to use mobile technology to solicit prospective crops sales around the various remote agricultural communities. The authors, Sampangi, Viswanath and Ashish Ray stated that the Indian government was really on to something â€Å"new† with the Indian culture. Does this application not â€Å"go beyond† what the theory claims? This writer contends that –â€Å"If You Build It They Will Come† (KinsellaRead MorePiaget s Theory Of Cognitive Development1325 Words   |  6 Pagesall children are born with a basic mental structure. He felt that their mental structure is genetically inherited and their learning evolved from subsequent learning and knowledge. Piaget’s theory is different from other theories and he was the first to study a child’s learning by using a systematic study of cognitive development. His theory was only concerning the learning of children, their development and not how they learn. He proposed stages of development marked more by qualitative differencesRead MoreAttention Deficit Hyperactivity Disorder ( Adhd )960 Words   |  4 Pagesand know how best to respond to patient’s questions and apprehensions regarding the disord er and subsequent interventions. This paper will attempt to summarize significant findings from recent research regarding ADHD and its treatment. What is ADHD? The current definition of attention-deficit/hyperactivity disorder (ADHD) has been recently updated in the DSM 5 to more precisely describe the experience of adults with ADHD. (American Psychiatric Association 2013). ADHD is a developmental disorder

Lexical Ambiguity Definition and Examples

Lexical ambiguity is the presence of two or more possible meanings for a single word. Its also called semantic ambiguity or  homonymy. It differs from syntactic ambiguity, which is the presence of two or more possible meanings within a sentence or sequence of words. Lexical ambiguity is sometimes used deliberately to create puns and other types of wordplay. According to the editors of the  MIT Encyclopedia of the Cognitive Sciences, True  lexical ambiguity is  typically distinguished from polysemy (e.g., the N.Y. Times as in this mornings edition of the newspaper versus the company that publishes the newspaper) or from vagueness (e.g., cut as in cut the lawn or cut the cloth), though the boundaries can be fuzzy. Examples and Observations You know, somebody actually complimented me on my driving today. They left a little note on the windscreen; it said, Parking Fine. So that was nice.(English comedian Tim Vine)Do you believe in clubs for young people? someone asked W.C. Fields. Only when kindness fails, replied Fields.(Quoted by Graeme Ritchie in The Linguistic Analysis of Jokes)Donald Ressler: The third guard, hes in the hospital. Berlin cut his hand off.Aram Mojtabai: No, no. Its a lexical ambiguity. He cut his hand off.Elizabeth Keen: Berlin cut off his own hand?(Berlin: Conclusion, The Blacklist, May 12, 2014)Outside of a dog, a book is a mans best friend; inside its too hard to read.(Groucho Marx)The rabbi married my sister.She is looking for a match.The fisherman went to the bank.I have a really nice stepladder. Sadly, I never knew my real ladder.(English comedian Harry Hill) Context [C]ontext is highly relevant to this part of the meaning of utterances. . . . For example, They passed the port at midnight is lexically ambiguous. However, it would normally be clear in a given context which of the two homonyms, port (harbor) or port (kind of fortified wine), is being used—and also which sense of the polysemous verb pass is intended. (John Lyons, Linguistic Semantics: An Introduction) Characteristics The following example, taken from Johnson-Laird (1983), illustrates two important characteristics of lexical ambiguity: The plane banked just before landing, but then the pilot lost control. The strip on the field runs for only the barest of yards and the plane just twisted out of the turn before shooting into the ground. First, that this passage is not particularly difficult to understand in spite of the fact that all of its content words are ambiguous suggests that ambiguity is unlikely to invoke special resource-demanding processing mechanisms but rather is handled as a byproduct of normal comprehension. Second, there are a number of ways in which a word can be ambiguous. The word plane, for example, has several noun meanings, and it can also be used as a verb. The word twisted could be an adjective and is also morphologically ambiguous between the past tense and participial forms of the verb to twist. (Patrizia Tabossi, Semantic Effects on Syntactic Ambiguity Resolution in Attention and Performance XV, edited by C. Umiltà   and M. Moscovitch) Processing Words Depending on the relationship among the alternative meanings available for a particular word form, lexical ambiguity has been categorized as either polysemous, when meanings are related, or homonymous, when unrelated. Although ambiguity is graded, for words that are at one or the other end of this spectrum and thus are easy to classify, polysemy and homonymy have been shown to have differing effects on reading behaviors. Whereas related meanings have been shown to facilitate word recognition, unrelated meanings have been found to slow processing times ... (Chia-lin Lee and Kara D. Federmeier, In a Word: ERPs Reveal Important Lexical Variables for Visual Word Processing in The Handbook of the Neuropsychology of Language, edited by Miriam Faust)

Fast Food Should Not Be Sold in Schools Free Essays

Byamba Mr. Cahill ENG 101 STLCC 11 October 2012 Fast food should not be sold in schools Fast food is a breakfast, lunch or dinner choice for many people on a daily basis. It is used as an option to save time, or to satisfy taste and portions. We will write a custom essay sample on Fast Food Should Not Be Sold in Schools or any similar topic only for you Order Now But, what about the health consequences? People know that fast food is not synonymous with healthy living, but many forget this thought process when they are at the counter. Unfortunately, eating fast food on a daily basis does have an adverse effect on children’s health, such as obesity and lack of nutrients. Therefore, fast food should not be sold in schools. Obesity surpasses smoking in healthcare costs and impact on chronic illness and is on the rise in every country in the world. It is spurred on by thousands of years of evolution that have crafted humans into beings that seek out sugar, fat and calories and is caused by a toxic food environment that offers up food as never before. The most startling victims are children. The food industry is granted free and free access to children. Every day, one-third of American children and youth eat fast food, and it contributes to close to one-fifth of their entire diets, according to research reported by the Robert Wood Johnson Foundation website. An article in Rolling Stone magazine states that 96 % of U. S. schoolchildren can identify Ronald McDonald; topped only by Santa Claus who is more widely recognized. This familiarity represents just how ingrained fast food is in the U. S. psyche. Early concern about childhood obesity centered on its role in the predicting adult obesity and hence adult diseases. The author of a book â€Å"Food fight† said seventy percent of obese children become obese adult; obesity in children is related to risk for disease as much as fifty years later. He also mentions that clustering of risk factors for heart disease known as insulin resistance syndrome, now identified in children as young as five years old. Children may be at risk for high blood pressure when eating salty junk food such as potato chips, French fries, pretzels, pizza and burritos. Junk food can lead to nutritional deficiencies when children eat it. Fast-food menus are big on too much protein, fat, sodium and sugar, which displace many of the beneficial nutrients that children need for health every day, including fiber. Dietary fiber is found in fruits, vegetables and grains, with only small amounts retained in refined grains, or white rice and white flour. Burgers, sandwiches, and breading for fried food incorporate refined white flour buns, rolls and bread crumbs. French-fried potatoes provide adequate fiber but too much fat and sodium. Common vegetable ingredients such as tomatoes and onions represent the low end of the fiber scale. Low fiber intake is linked with greater incidence of cancer, heart disease and constipation. In one sentence, eating fast food meals regularly may mean that you fail to meet your body’s requirement of eating 2 to 2 1/2 cups of fruits and vegetables and 3 cups of dairy. Vegetables and fruits give you vitamins and minerals, while dairy provides you with calcium and protein. Some people think that there is nothing wrong with selling fast food in schools. They say it is convenient, cheap and tasty. Convenience foods, or foods that require no preparation or traditional cooking by busy mothers trying to juggle a full time job with looking after a family are equally as unhealthy and unwholesome as the burgers and pizzas you get from fast food outlets. Foods that are processed and made into what can best be described as ready meals often contain few in any nutritional ingredients. They are bulked out with pasta, breadcrumbs, corn flour, processed potato, processed egg and milk products as well as hydrogenated vegetable oil, saturated fats, gums, sugar substitutes etc. and then made to taste good by the addition of herbs and spices, salt, monosodium glutamate and sugars. They also contain artificial colours and preservatives as well as some artificial flavorings just to complete the unhealthy package. Some people may think the dollar menu is cheap, but it isn’t cheaper to eat highly processed food: a typical order for a family of four, for example, two Big Macs, a cheeseburge r, six chicken McNuggets, two medium and two small fries, and two medium and two small sodas — costs about $28 at the McDonald’s. People can serve a roasted chicken with vegetables along with a simple salad and milk for about $14, and feed four people. If that’s too much money, substitute a meal of rice and canned beans with bacon, green peppers and onions; it’s easily enough for four people and costs about $9. In addition, eating fast food causes to increase obesity which leads to cost lots of money. Overweight individuals have 36 percent higher inpatient and outpatient and 77 percent higher medication costs. Food Fight, p45) It increases risk for many serious diseases, can be disabling, and has a very negative impact on the quality of person’s life. Also, fast food is a waste of money because you are buying a lot of calories, fat and sodium but getting very little nutrition in return. Apparently some people get addicted to the taste of popular fast food because it contains just the right mixture of fat, sugar and salt to set off the pleasure chemicals in the brain. Experiments carried out on lab rats showed that when they were fed a diet that consisted of 25% sugar and then the sugar is removed, the rats become anxious, their teeth start to chatter and they suffer with the shakes – not unlike people going through a nicotine or morphine withdrawal. (The New York Times, 2011)The researchers also noticed long lasting changes in brain chemistry of rats fed with foods that had a combination of sweet, salt and fat in, which led them to conclude that there was a possibility that people too could see brain changes and become physically addicted to eating fast food. Another article on The Washington Post states that: â€Å"Highly palatable† foods — those containing fat, sugar and salt — stimulate the brain to release dopamine, the neurotransmitter associated with the pleasure center, he found. In time, the brain gets wired so that dopamine pathways light up at the mere suggestion of the food, such as driving past a fast-food restaurant, and the urge to eat the food grows insistent. Once the food is eaten, the brain releases opioids, which bring emotional relief. Together, dopamine and opioids create a pathway that can activate every time a person is reminded about the particular food. This happens regardless of whether the person is hungry. (The Washington Post, April 27, 2009) Eating fast food once in a while, that is once or twice a month won’t matter at all, but having a habit of eating this kind of food can lead to serious consequences. The absence of healthy food alternatives is one of the factors leading to an alarming increase in childhood obesity rates across the United States. Schools would like to protect children instead must sell soft drinks and snack foods to function. For example, the cafeterias in the schools should offer to school children less bacon and more broccoli, fewer hot dogs and more whole grains, less ice cream and more fruits, less sodas and more water. This does not imply that children should never touch bacon, hot dogs, sodas, or ice cream, ut rather that changing the balance of some foods relative to others is a means of improving America’s health. Today, nearly one-third of children and teens are overweight or obese. Growing evidence suggests that strong, far-reaching changes—those that make healthy foods available in schools are working to reduce childhood obesity rates. Asking children to avoid fast food is like asking them to save money for retirement. Instead, we can bala nce it by limiting fast food consumption in schools. How to cite Fast Food Should Not Be Sold in Schools, Essays

Corporate Social Responsibility Approaches-Samples for Students

Question: Briefly define CSR with reference to its purpose. To what extent should ethics be the basis of CSR decisions? Answer: Introduction: Corporate social responsibility has emerged as a priority that is inescapable for business leaders in every country. It is an approach contributing to sustainable development by providing social, environmental and economic profit to all stakeholders. Activities involved in social responsibility are a platform of innovation, prospect and competitive advantage. For this purpose, corporations are required to use the framework guiding core business activities for analyzing the social responsibility prospects. The current corporate social responsibility approaches are disconnected in the sense that greatest opportunities for providing benefit to society is uncertain (Hansen et al., 2016). Companies considered factor of being socially responsible after they were surprised of public issues being a part of business responsibilities. Enlightened self-interest is appealed by sustainability principles that invoke the foundation line of social, economic and environmental performance. Discussion: Ethics of business incorporates responsibilities that are within cultural, environmental and social structure of communities along with the factors inside workplace. In many areas, ethical responsibilities have exemplified through acceptable standards of social practice of company. The operations of company might have impact on environmental, social and financial aspects of society that are mainly regarded as ethical issues as it involves obligations and responsibilities to all stakeholders along with environment and society. Environmental issues such as property rights, liability and negligence and basic ethical concepts such as responsibilities and rights influence businesses (Wood Logsdon, 2016). Ethics is regarded as one of corporate social responsibility approaches, which focuses on ethical aspects rather than generating the profits from engaging in socially responsible activities. It is believed by the supported of ethical approach to CSR that organization should engage in such activities as it is considered as morally right thing to do. Moral consideration is one of the issues that take precedence over factor of companys interest in an event of conflict between narrow economic interest of company and moral considerations. The ethical approach to corporate social responsibility necessities that company for some moral reasons accepts potential loss for profit. The reason is attributable to the fact that sometimes the demands for profits are overridden by ethical demands such as interest concerns. As per Utilitarianism theory, interests of all stakeholders is taken into account by company indicates that they should consider the interest of groups such as local community as i mportant as faraway strangers (Mason Simmons, 2014). The core process of organization integrates corporate social responsibility factor and it is argued that resource dependency theory of firm form the basis of CSR. Business case approach to social responsibility leads to creation of opportunism that will favor the most profitable cases of CSR. Factor that are considered profitable are regarded as ethically desirable on part of CSR. A severe ethical detachment and ethical complacency risk might be created by business case model that leads to deficiency in CSR direction. CSR should be included in broader terms in decision making of company due to increasing public debate and globalization. Market dynamics of competitors helps in determining the success strategy of the social responsibility (Shaukat et al., 2016). Such approach help in embedding the social responsibility factor into entire business process so that related issues are triggered to all level in organization and people act and communicate on the same. Changing the mindset of corporate will help in initiating CSR activities on part of employees and acts in a more responsible way and creating long-term benefits for organization (Christensen et al., 2014). Business case approach can be regarded as self-determination theory that can be used to motivate people within organization who are skeptical about CSR. Furthermore, organization should take efforts to legitimize using instrumental arguments for increasing corporate profits. However, there are inherent limitations to approach of business case CSR because it leaves institutional blockades and results in opportunism because of social issue agenda. It is essential for organization to make the combination of orientation and economic constraints towards collective and individual moral values and integration of such values in decision-making process of organization (Porter Kramer, 2006). The article provides with the implication of stage model of CSR and the last stage of the model emphasize on addressing the moral foundations of social responsibility. With the evolvement of social standards and progressing of science, the force of operations of company on society changes over time. Difference in competitive positioning in any industry is attributable to different cut of social issues. Issues relating to corporate social responsibility can be important for business locations and units that offer opportunities for undertaking CSR initiatives. Apart from strong leadership, integrating of business with social requirements requires good intention. For prioritization and identification of social issues, some companies have engaged operation management into the process. The management of CSR efforts incorporates philanthropy and has embedded social responsibility into social dimension. If the corporate philanthropy were embedded in the efforts of social responsibility, it would help business in generating profit if consistent investment is made using the socially responsible principle. Strategic CSR is considered as far more effective that helps in addressing the social harm created by business activities (Schrempf et al., 2016). Social issues that affect the performance of company is categorized into standard social issues, social impacts of value chain and social dimensions of concepts that are competitive in nature. Business will be required to think in a dynamic way for perceiving social responsibility. Creation of shared values will help in addressing social issues as it will help in brining self sustaining solutions that are independent of government or private subsidies. Organization can create positive influence on society in the form of purchasing of goods and capital investment (Nijhof Jeurissen, 2010). Increased awareness of social issues would result in boarder level of employee engagement and considering environmental care as crucial part of their working life. There are some ethical challenges confronted that business leaders confronts when revising and constructing policy of CSR. In this regard, companies face dilemma whether they focus actively doing right things or they should focus on avoiding harmful actions. Economic and social values are created within organizations using powerful tools such as addressing of constraints to social competitiveness and pioneering innovations of value chain (Hansen et al., 2014). Conclusion: Ethics is not regarded as matter of choice that is to be exercised by company and top management cannot preach it. The basis of ethical organizations is leadership and ethical decision-making. In order to make progress in area of CSR, workforce group should be willing to commence change on social front. Analysis of article depicts that exits paradox between mechanisms for removing institutional blockades and development of CSR framework on intrinsic employee motivation. Organization that works in a competitive environment has the prerequisite of paying attention to economic constraints. In order to embed CSR into the corporate framework, economic constraints should be combined with ethical and moral values. It has been ascertained from the analysis of article that organization that uses business case approach on CSR front will help in addressing a range of broad social and ethical issues faced by company. Strategic CSR employed by companies go beyond the mitigation of value chain imp acts and corporate citizenship. Therefore, strategic CSR will help in monitoring environmental and social consequences of activities. References list: Christensen, L. J., Mackey, A., Whetten, D. (2014). Taking responsibility for corporate social responsibility: The role of leaders in creating, implementing, sustaining, or avoiding socially responsible firm behaviors.The Academy of Management Perspectives,28(2), 164-178. Hansen, S. D., Dunford, B. B., Alge, B. J., Jackson, C. L. (2016). Corporate social responsibility, ethical leadership, and trust propensity: A multi-experience model of perceived ethical climate.Journal of Business Ethics,137(4), 649-662. Herrera, M. E. B. (2015). Creating competitive advantage by institutionalizing corporate social innovation.Journal of Business Research,68(7), 1468-1474. Huang, C. C., Yen, S. W., Liu, C. Y., Huang, P. C. (2014). The relationship among corporate social responsibility, service quality, corporate image and purchase intention.International Journal of Organizational Innovation (Online),6(3), 68. Mason, C., Simmons, J. (2014). Embedding corporate social responsibility in corporate governance: A stakeholder systems approach.Journal of Business Ethics,119(1), 77-86. Nijhof, A. H., Jeurissen, R. J. (2010). The glass ceiling of corporate social responsibility: Consequences of a business case approach towards CSR.International Journal of Sociology and Social Policy,30(11/12), 618-631. Porter, M. E., Kramer, M. R. (2006). Strategy and society: the link between corporate social responsibility and competitive advantage.Harvard business review,84(12), 78-92. Schrempf-Stirling, J., Palazzo, G., Phillips, R. A. (2016). Historic corporate social responsibility.Academy of Management Review,41(4), 700-719. Shaukat, A., Qiu, Y., Trojanowski, G. (2016). Board attributes, corporate social responsibility strategy, and corporate environmental and social performance.Journal of Business Ethics,135(3), 569-585. Wood, D. J., Logsdon, J. M. (2016). Social issues in management as a distinct field: Corporate social responsibility and performance.Business Society, 0007650316680041.

The Climb Towards Tenacity free essay sample

It was three in the morning when the black van pulled up to the hotel. A tall man with crazy hair climbed out and greeted us. Half asleep, I clambered into the car, and hours later; I awoke to the sight of the desert and the driver swerving through the barren road. He pulled into a parking lot and I unsteadily got out of the car and stared at the mountain. â€Å"Come on, yalla! Let’s go!† He shoved a water bottle into my hand as we started the climb. I knew the stories and facts about the landmark. In the final accords of the First Jewish-Roman War, a siege of Masada by the Roman army led to a mass suicide of the Jews living on the mountain. It is one of the Jewish people’s great symbols, an ironic icon of survival in the face of adversity. The guide reminded me of the story as I stepped over rocks and stumbled up the narrow stone steps. We will write a custom essay sample on The Climb Towards Tenacity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As we dragged on, I learned more about the guide. His name was Avi Goren—a medal-winning soldier who fought in the 1973 Yom Kippur War. He drove tanks throughout the war; every tank he drove was attacked and the soldiers inside injured. In many of these instances, Avi was the only survivor of the attack. Injured, he repeatedly left the tank into open fire to retrieve bodies for proper burial. As he told the story, I could see the emotions and hardships he was carrying with him. He is the bravest man I know, for, regardless of what he went through, he continues on with courage and selflessness. He finished his story as we reached the top of Masada and we sat down to watch the sunrise over the Israeli desert. When the sun reached the top of the sky we toured the ruins of the ancient mountaintop fortress. We moved through the beautiful architecture of the bathhouse and the aqueducts and I tried to imagine the difficult choice my ancestors had to make. As the story goes, the Rom ans seized the fortress and instead of allowing themselves to be captured and enslaved, the Jewish people inhabiting the fortress took their own lives as an act of defiance. They realized that to surrender their freedom would be worse than death. By keeping the Jewish flame alive, they became a symbol of triumph of the Jewish spirit. After the tour, we started the grueling walk down the mountain. The sun was at full height, raising the temperature to 110 degrees. With my next step, my ankle rolled and I fell to the ground. I felt the prickle of tears and I nursed the searing pain in my foot as two options flashed before my eyes: turn around and take the cable car, or, continue my pilgrimage regardless of my injury. I thought of the perseverance that the people of Masada and Avi had in the face of adversity, and knew I simply had to continue. After many painful steps, I limped over to the car and replayed the last few hours in my head. Perseverance in the face of affliction: the Jew ish people are always overcoming hardships, and as we move forward and celebrate the Hanukkah miracle or being saved from slavery in Egypt, we must remember the importance of maintaining the Jewish light and spirit. As I finished my climb of Masada, I started a new climb towards strength and courage as my Jewish ancestors and heroes did before me.

The Field Written by John B. Keane

The Field Written by John B. Keane The Field is a play written by John B. Keane. The play is set in a small village of Southwest Ireland. The main character, Bull McCbe, is a man who transforms a barren rocky piece of land to a fertile field. Years of commitment, hard labor, and dedication enabled him to achieve all these.Advertising We will write a custom essay sample on The Field Written by John B. Keane specifically for you for only $16.05 $11/page Learn More He cultivated this land for a very long time. He even considered owning it. The owner of the plot finally decided to sell it through public auction. To McCbe, this was an opportunity to own the field. Somehow, McCbe succeeded in keeping the town people out of the bid. This disappointed Mick Flanagan, the auctioneer. Much of this was through intimidation. The arrival of William Dee surprised McCbe. The American was on the mission of acquiring land in order to be accepted as part of the societal member. Together with his son, McCbe set out on a mission to convince the stranger to withdraw his bid. Their encounter ended fatally because the stranger was killed. Subsequently, villagers covered-up the story. McCabe was so concerned with his farming to an extent that he did not care about his family. The play explores the importance of land to the people of Ireland during the 20th century. This is observed in the beginning of the play when the father claimed that land was what mattered. He advised the son to acquire huge tracts of land before marrying. He even sacrificed his life for land. He advised his son not to marry a woman who did not own land. Though the actions of MacCbe appeared cruel and violent, they should be understood in a positive way. He was fighting to keep the land because it was a source of livelihood. Moreover, land was important to his children. John Keane uses strong narrative lines that create suspense. In spite of his intimidating character, the villagers still supported him. They beat up the st ranger and killed him, but vehemently protected the McCabe family. The villagers did not trust the legal institutions at all. This is seen from the way they addressed the sergeant, the father, and the Bishop. When Leamy accused McCabe of being a bully, his mother labeled him a weak man who was very different from the rest of men. However, Leamy claimed that the whole village would forget the injustices meted out to innocent people, but his experiences would be remembered forever. This is associated with events that develop later in the play. The death of the son resulted from his father’s stubbornness. The father did actions that really put the son in a compromising position. Tadgh McCabe was always in agreement with his father’s decision. For instance, they had teamed up with his father at night to formulate the ways through which they could kill the stranger. His father’s stubbornness aimed at stopping anybody from interfering with his interests.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More His main interest was acquisition of land. Tadgh and his father McCabe succeeded initially to convince the town people to support them. The truth, however, came out later and contributed greatly to the death of Tadgh. The son died while trying to protect his land from perceived grabbers. This was because of his father’s stubborn teachings. The father informed the priest about the death of the villager, who reported the case to the widow. What was happening in that village was not in line with the international norms and standards. Technology was everywhere and could not be stopped. The society described in the text was lagging behind culturally because marriage could be sacrificed for land. The son could not subscribe to his father’s ideas. In other words, everything they did involved land, which forced the son to escape with his lover.

Assess the extent to which governments shape the global oil economy Essay - 1

Assess the extent to which governments shape the global oil economy. In your analysis, consider the respective roles of nature, industrial structure and war - Essay Example Often, governments use regulatory policies such as tax exemptions to encourage private companies to drill oil in the region. The Iraqi government pays oil-drilling companies a fee per barrel, as an incentive for them to meet the unrealistic quotas it sets (Muttitt 2012, p. 1-2). Corruption amongst government officials remains the biggest challenge of oil production in the region. For example, the two ruling families of Kurdistan destabilize oil production in the region through indiscriminate trading of oil through corrupt means (Muttitt 2012, p. 1-2). Generally, any form of conflict, be it external or internal adversely affects a country’s economy. Jones (2012, p. 208) infers that successful oil production in the Middle East peaked US’ interest, which in turn led to the latter invading the former. Years of war adversely affected the Middle Eastern states especially their economic output. Muttitt (2010, p. 1), states that nine years after the withdrawal of US troops from Iraq resulted in increased oil output whereby in 2011, Iraq ranked second among other countries affiliated with OPEC. In conclusion, civil war, unfavorable government policies, and the limited nature of natural resources adversely affects oil production across the globe. Weeding out corruption in government, adoption of renewable (alternative) sources of energy, and preventing the onset of war are factors likely to improve the global oil

West Nile Virus Research Paper Example | Topics and Well Written Essays - 500 words

West Nile Virus - Research Paper Example Over the next few years, this virus had spread across the whole of North America and the Caribbean, increasing the risk of new infections. While this virus does not commonly affect human beings, cases of infections are on the increase as this virus spreads globally. The first step, in the contamination process, takes place when a female mosquito bites an infected bird. This mosquito obtains the virus while consuming the bird’s blood and in the process, the virus is passed on to it. The infected female mosquito then spreads the virus through their bites to humans and most of the infections occur among the elderly and people who have impaired immune systems. There is also a high possibility of this virus to be spread to those people who live in areas where there are mosquitoes. According to the National Institute of Allergy and Infectious Diseases, people who get the virus display mild symptoms as fever, headaches, body aches, skin rash, and swollen lymph glands, but in cases where the virus enters the brain however; it can cause inflammation of the brain (encephalitis) or inflammation of the lining of the brain and spinal cord (meningitis). Most of the deaths caused by WNV have been among birds with few human cases, an example of which is in 2009, where there were 720 human cases of the disease in the United States amongst, which only thirty-two were fatal. There are currently no vaccines or treatments for the human WNV disease and now, scientists have accelerated the research on developing the tools necessary for its treatment and prevention. According to Margulies (47), the best way to prevent the virus is by continuously testing for it so that it can be detected early and steps taken to prevent its further spread. Furthermore, it is advisable to frequently used mosquito repellent on exposed skin so that the possibility of being bitten is reduced. Those living in areas where mosquitoes of any species

Auditory processing in Speech Production

Auditory processing in Speech Production The integration of auditory feedback from self generated speech sounds into upcoming motor commands is important for the stability and control of speech production. For example, children with profound hearing impairment experience greater difficulty acquiring and maintaining speech than their normal hearing peers (Campisi, Low, Papsin, Mount, Harrison, 2006; Kishon-Rabin, Taitelbaum-Swead, Ezrati-Vinacour, Hildesheimer, 2005; Moeller, Hoover, Putman, Arbataitis, Bohnenkamp, Peterson, Lewis et al., 2007; Moeller, Hoover, Putman, Arbataitis, Bohnenkamp, Peterson, Wood et al., 2007). Also, adults with acquired hearing loss show a gradual degradation of their previously proficient articulatory ability that is partially restored after cochlear implantation (Kishon-Rabin, Taitelbaum, Tobin, Hildesheimer, 1999). The importance of auditory feedback for speech motor control in normal speakers has been demonstrated via perturbation studies. Various studies have shown the compensatory impact perturbing the volume (Bauer, Mittal, Larson, Hain, 2006), pitch (Burnett, Senner, Larson, 1997), phonetic accuracy (Houde Jordan, 1998) and timing (Jones Striemer, 2007) of auditory feedback has on the kinematic and acoustic outcomes of speech production in normal speakers. Computational neural network models of speech production have also been used to demonstrate the importance of auditory feedback for articulatory control (Guenther, Husain, Cohen, Shinn-Cunningham, 1999; Perkell et al., 2000). Perturbing the timing of auditory feedback in people who are fluent is known to induce a variety of articulation disturbances. Specifically, delayed auditory feedback varied between 200 ms and 400 ms during reading aloud results in a reduced number of correct words, increased total reading time, monosyllabic sound substitutions, omissions, insertions and additions including repetitions (Fairbanks, 1955; Fairbanks Guttman, 1958; B. S. Lee, 1950; B. S. Lee, 1951; Stuart, Kalinowski, Rastatter, Lynch, 2002; Yates, 1963). Conversely, delayed auditory feedback has been shown to positively influence speech fluency in people who stutter (Adamczyk, 1959; Kalinowski, Stuart, Sark, Armson, 1996; Ryan Van Kirk, 1974; Soderberg, 1968; Stuart, Kalinowski, Armson, Stenstrom, Jones, 1996; Stuart, Kalinowski, Rastatter, 1997). The degree of fluency enhancement varies depending on a number of variables (e.g. delay duration, feedback intensity), the context and the individual (Armson, Kiefte, Ma son, DeCroos, 2006; Wingate, 1970). As a result of the variable responses reported in the literature, the clinical effectiveness of altered auditory feedback as a treatment tool remains controversial (Antipova, Purdy, Blakeley, Williams, 2008; Lincoln, Packman, Onslow, 2006; ODonnell, Armson, Kiefte, 2008; Pollard, Ellis, Finan, Ramig, 2009; Stuart, Kalinowski, Rastatter, Saltuklaroglu, Dayalu, 2004; Stuart, Kalinowski, Saltuklaroglu, Guntupalli, 2006; Wingate, 1970). The basis for the variable response of adults who stutter to delayed auditory feedback is not known. Various theories have been put forward to describe how delayed auditory feedback induces fluent speech in some individuals who stutter. It has been proposed that delayed auditory feedback results in speech improvement by forcing the person who stutters to assume a new pattern of speech movement (Goldiamond, 1965). The new pattern is claimed to be established and maintained via operant learning principles with the delayed auditory feedback functioning as aversive negative reinforcement. As pointed out by Wingate (1970), the conceptualization of this process is unclear and incomplete. However, there is some evidence to support the claim that a new speech pattern is learned (Ryan Van Kirk, 1974). It has also been proposed that the delayed auditory feedback is corrective in nature thereby improving fluency. However, the contrary that delayed auditory feedback is distorted feedback seems to be obvious (Wingate, 1970). Some authors have posited that the key to delayed auditory feedback’s effectiveness is the reduction of meaningful feedback (Wingate, 1970) denying the person who stutters the ability to rely on this potentially inefficient control system. This assertion is somewhat supported by the observation that masking of auditory feedback also induces fluent speech in some individuals who stutter (Sutton Chase, 1961; Wingate, 1970). Lastly, it has been proposed that delayed auditory feedback is effective because of the tendency of individuals to slow their speech rate, prolong vowel duration and increase vocal intensity and fundamental frequency (Wingate, 1970). However, changes to speech characteristics such as a slower rate cannot be the only reason that delayed auditory feedback is effective, as it has been demonstrated to have similar fluency enhancing effects even at fast rates of speech (Kalinowski et al., 1996; Stuart et al., 2002). The effects of altered auditory feedback on speech fluency in people who stutter demonstrate the importance of auditory processing in the disorder. Advancing our understanding of the role auditory processing plays in the speech production of people who stutter may begin to elucidate the mechanisms behind fluency inducing altered auditory feedback. 1.5.2 Auditory processing in normal and stuttered speech production: Behavioural studies of auditory processing in adults and children who stutter have yielded evidence of central auditory processing differences in these populations relative to fluent age-matched peers. Rousey, Goetzinger and Dirks (1959) reported that 20 stuttering children showed below normal performance on sound localization. Lack of sound localization skills may be indicative of temporal lobe disorders (Jerger, Wekers, Sharbrough, Jerger, 1969). Various studies have employed batteries of audiometric tests to behaviourally evaluate central auditory processing in adults children who stutter. Rousey, Goetzinger and Dirks (1959) reported that 20 stuttering children showed below normal performance on sound localization. Hall and Jerger (1978) reported that adults who stutter performed poorly relative to fluent adults on a subset of such tests. They concluded that the results suggested the presence of a subtle central auditory processing deficit in adults who stutter. Anderson, Hood an d Sellers (1988) conducted a similar study and found that adolescents who stuttered performed poorly on only one subtest as compared to a group of age-matched control participants. They similarly concluded that if a deficit exists it is subtle. Evidence of a subtle central auditory processing deficit has also been demonstrated in children who stutter. For example, children who stutter have been found to have higher thresholds on backward masking tasks than children who do not stutter (Howell, Rosen, Hannigan, Rustin, 2000). Howell et al. also found a positive correlation between backward masking thresholds and stuttering severity in children who stutter. In a follow-up study Howell and Williams (2004) investigated children who stutter on a battery of audiometric tests including backward masking tasks. Based on the profile of performance on the audiometric battery of tests, Howell et al. (2004) reached the conclusion that children who stutter had a different developmental pattern of central auditory processing abilities relative to their fluently speaking age-matched peers but they did not specify the nature of that difference. More recently, central auditory functioning was evaluated behaviourally and with electroencephalography in adults who stutter (Hampton Weber-Fox, 2008). Behaviourally, adults who stutter performed less accurately and demonstrated longer reaction times in response to the prompt tone in a standard oddball paradigm. However, a small subgroup of adults who stutter was found to be driving the results. The same subgroup of poor performing adults who stutter also demonstrated abnormal evoked auditory waveforms. Hampton and Weber-Fox (2008) concluded that this subgroup demonstrated deficient non-linguistic auditory processing. Objective tests like AEPs are valid and useful measures to study auditory processing in persons with stuttering as they reflect changes in auditory system as stimuli is processed.

Love is Pain Essay

â€Å"Then almighty Juno, pitying her long agony and painful dying, sent Iris down from heaven to release her struggling soul from the prison of her flesh.† – The Aeneid, Book 4, line 693   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Book four of the Aeneid, the selection narrates the tragic story between the protagonist of the story, Aeneas and Dido, the queen of Carthage. Although Aeneas and Dido’s relationship only spans a small chapter in the entirety of the Aeneid, it still represent striking themes on love, betrayal, and omnipotent interference of the gods in the affairs of human beings. The story of Aeneas and Dido is a classic symbolism of love; the man, compelled by duty, sheds love that he could never have while the woman scorns for her downcast state yet finds retribution with death as she escapes her mortal prison full of pain and anguish.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After the death of her husband, Dido swears that she will not marry again. However, the interference of Venus and her son Cupid causes the love of Dido for Aeneas to grow as she listens to his tragic tales. Dido’s sister Anna consoles the queen and reassures her that by marrying Aeneas, Carthage’s military power will increase since Trojan warriors loyal to Aeneas will follow him. Juno, the wife of Jupiter and the goddess of marriage, sees that Dido’s love for Aeneas has consumed her and plots to prevent Aeneas from going to Italy. Juno convinces Venus to aid her into getting Dido and Aeneas together so that they could be alone together. Juno promises a storm so that they could take shelter in a cave. In doing so, the Trojans and Tyrians would forge a truce and the two goddesses will end their squabble. The following day, the queen of Carthage and the Trojan warrior leave the city to go hunting. In the middle of the forest, Juno brings down the promised storm and the couple takes refuge under a cake. The two enjoy a moment together and openly declare their love for each other as they returned to Carthage. Dido considers their experience together as a married couple yet to be consecrated in ceremony. Meanwhile, rumors spread around the mismanaged city that couple submitted themselves to lust and began to neglect their duties as rulers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jupiter learns of the situation of Dido and Aeneas and sends Mercury to convey a message to Aeneas to remind him of his duty and must immediately leave for Italy. Aeneas is shocked but obeys the command. Yet he is in dilemma; compelled by his divine responsibilities, he is left to think by himself on how would explain his leave to Dido. Aeneas commands his men to secretly prepare the ship for departure but Dido catches him in the act. Dido’s anger is unexplainable as she began to insult Aeneas and accusing him for stealing her honor. Aeneas is torn by regret, yet he pushes aside his emotional burden for his greater responsibility with fate. Dido sends her sister Anna to persuade Aeneas to stay, but the Trojan warrior has made up his mind.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Amid a period of distress, love, and anger, the queen appears one day calm and replete and quietly orders her sister to start a fire the courtyard. By starting a fire, she can get rid of Aeneas memory by burning all his clothes and things that he left. Dido’s grief causes her a sleepless night while Aeneas dreams of Mercury again and sends him another message that he has lingered too long and must leave soon. With this, Aeneas leaves the city of Carthage.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The queen sees Aeneas fleet depart and falls into emotional disrepair. Running to the roaring flames burning all their memories together, she turns it into her own funeral pyre. In her grief, she takes a sword and stabs herself while cursing the departing Aeneas. Her sister and their servants run up to the dying Dido and Juno takes pity and sends Iris to redeem Dido’s struggling soul from her mortal prison.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dido and Aeneas’ story of love is only for a brief moment as Aeneas leaves for Italy, leaving Dido behind. As implied by the introductory passages, Dido is already torn between her emotions and better judgment as early as her relationship with Aeneas begins to grow. â€Å"But the queen, long since smitten with a grievous love-pang, feeds the wound with her lifeblood and is wasted with fire unseen† (IV, 1). Her character is put to the test between the coming of Aeneas and the recent death of his husband. The use of lifeblood in the sentence implies that Dido already hides her emotional scars and attempts to restart a new life. Dido mentions, â€Å"He who first linked me to himself has taken away my hear; may he keep it with him, and guard it in the grave!† (IV, 6). Dido engulfs herself in her own grief, denying her change in rekindling love and an opportunity for happiness. It can be deduced from the passage that she has suffered a number of painful experiences with love and has lost the will to love again. Consequently, the goddess Juno sees Dido’s love for Juno grows to a point that it could kill her: â€Å"Soon as the loved wife of Jove saw that Dido was held in a passion so fatal, and that her good name was now bar to her frenzy†¦Ã¢â‚¬  (IV, 90). This means that her love for Aeneas was true and real, so true that if ever she has her heart broken again, it would cause her a tragic death. Dido already gave all her love to a man who she knew in herself that she would love forever. Dido’s tragedy is reflected her own love; she was unable to see past the consequences of the choice she was making because of her already miserable state.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With help of Juno and Venus, Dido’s love grows and plans to set the couple alone during the hunt. The goddesses’ plan may be mistaken as pity in the case of Dido but she is only a distraction for Aeneas to not embark on his journey. Dido and Aeneas are unaware of this ploy and enjoy happiness for a short period of time. As the couple goes hunting, Dido and Aeneas finally have the time to be alone together as they shelter themselves in a cave against a violent storm. The two make love and Dido is satisfied and happy â€Å"†¦for no more is Dido swayed by fair show or fair fame, no more does she dream of a secret love: she calls it marriage and with that name veils her sin† (IV, 160). Dido at last experiences true happiness and Aeneas feels the same for her. Their love was no longer a subject of suspicion and their acts in the cave made Dido feel that they were already married and only to be ‘officialized’ by a formal ceremony. For a brief moment of time, Dido and Aeneas find happiness with each other, finally separating themselves from their tragic lives even though only quantified with physical pleasure.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, Aeneas receives a message from Jupiter to remind him of his duty to Italy. He is torn with regret. â€Å"He burns to fell away and quit that pleasant land, awed by that warning and divine commandment. Ah, what to do? With what speech now dare he approach the frenzied queen?† (IV, 279). Aeneas tragic trait falls under his burden of fate but not of choice. Aeneas immediately considers his divine responsibility without any choice of disregarding his duty. He is bound to his fate without means of escape. Based from his initial reaction, he immediate thinks on how to address his fate to Dido, who is hopelessly in love with him. Dido, upon hearing of the news, flies into a maddening rage and confronts Aeneas: â€Å"False one! Did you really hope to cloak so foul a crime and to steal my land in silence? Does neither our love restrain you, nor the pledge once given, nor the doom of a cruel death for Dido?† (IV, 305). Her love causes her madness, torn between the idea of her kingdom’s fate without a strong army and her blinded love for Aeneas. It can be observed in the passage that she cannot contain her emotion anymore and says what she truly feels. Aeneas, in turn, replies: â€Å"Now, too, the messenger of the gods sent from Jove himself – I swear by both our lives – has borne his command down through the swift breezes; my own eyes saw the god in the clear light of day come within our walls and these ears drank in his words. Cease to inflame yourself and me with your complaints. It is not by my wish that I make for Italy† (IV, 331). Aeneas is compelled by his duty and tries to explain his situation to Dido, making her understand. Dido, enraged by her loved and fear, retorts: â€Å"Truly, this is work for the gods, this is care to vex their peace! I detain you not†¦Yet I trust, if the righteous gods have any power, that on the rocks midway you will drain the cup of vengeance and often call on Dido’s name. Though far away, I will chase you with murky brands and, when chill death has severed soul and body, everywhere my shade shall haunt you† (IV, 362). Dido’s love causes her uncontrollable rage and he imparts Aeneas a haunting thought for him before leaving. Clearly, she is angered over this development and curses Aeneas from being adamant in his quest. She even favors her sister to persuade the Trojan hero from leaving as a last resort.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the end, Dido prays for her death. She instructs her sister to construct a fire that would burn all her memories of Aeneas: clothes, weapons, armor, etc. â€Å"I want to destroy all memorials of the abhorred wretch, and the priestess to directs† (IV, 474). Driven by madness of love, regret, and bitterness, she throws herself into the pyre and stabs herself with Aeneas’ sword.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aeneas’ has the greatest tragedy as a character. He spurns the love of Dido, compelled by his duty to Jupiter and his quest to Italy. After a night thinking about Dido, he falls asleep and in his dream, he sees the messenger of the gods hastening him with his journey. Without any other thought, he calls his men and leaves the ports of Carthage that same night. He feels no remorse or regret as shown in this passage: â€Å"Thus indeed Aeneas, scared by the sudden vision, tears himself from sleep and bestirs his comrades. ‘Make haste, my men, awake and man the benches! Unfurl the sails with speed! A god sent from high heaven again spurs us to hasten our flight and cut the twisted cables†¦Ã¢â‚¬â„¢ The same zeal catches all at once; with hurry and scurry they have quitted the shore; the sea is hidden under their fleets; lustily the churn the foam and sweep the blue waters† (IV, 571). Aeneas cares nothing about his feeling or his emotions once the divine gods imperiously command his return. He is more fearful of his life and fate rather than his love for Dido.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For Dido, her most tragic trait was her selfless love for Aeneas. She did not once waver in her love, yet she was driven by madness. After a fruitful experience with Dido, she viewed their relationship beyond physical pleasure. Aeneas also felt exactly the same way, but he considered his duty before love. Consequently, Dido’s painful and bitter remark represented her regret, anger, and sorrow at the same time: â€Å"At least, if before your flight a child of yours had been born to me, if in my hall a baby Aeneas were playing whose face, in spite of all, would bring back yours, I should not think myself utterly vanquished and forlorn† (IV, 305). This is probably her ultimate sacrifice and the cause of her eventual downfall. Dido was ready to establish a new life with Aeneas. Yet, after all her love and sacrifices, she feels betrayed by Aeneas sudden departure. She feels a mixture of fear, anger, sorrow and hopelessness in her part. The passage implies her most tragic trait – torn by love yet a memory of him survives in form of his child is alive to remind her of a tragic and painful love from the past. Works Cited Virgil. â€Å"Eclogues, Georgics, Aeneid.† trans. Fairclough, H. Loeb Classical Library Volumes 63 & 64. Cambridge, Mass: Cambridge University Press, 1916.   

Examine Hamlet’s Relationship with Gertrude Essay

At the beginning of the play, during Hamlet’s first soliloquy, Hamlet contemplates suicide because he is so furious with his mother for marrying Claudius within a month of his father’s death. This is when Hamlet comments, ‘frailty thy name is woman’ to express his bitter feelings towards his mother for not only the speed of her remarriage and betrayal of his father, but the ‘dexterity to incestuous sheets’. The situation, and Hamlet’s reaction to it, is a trigger of an increasing negative attitude towards all women, viewing them as weak. It is shown through his relationships with Gertrude and Ophelia. The audience learn through the other characters that Hamlet has shown affections towards Ophelia; whether they are genuine and lasting feelings is uncertain as Leartes advices Ophelia that they are not. Leartes asks Ophelia to ‘hold it a fashion, and a toy in blood;/ A violet in the youth of primary nature.’ Leartes not only says that Hamlet’s feeling towards Ophelia is short-lived nonsense of his youth but highlights that ‘for he himself is subject to his birth’. Polonius also echoes a negative portrayal of Hamlet’s relationship with Ophelia as he advises her to ‘be somewhat scaner of your maiden presence’. Ophelia sees that Hamlet’s feelings are genuine as he ‘hath importuned me with love / In honourable fashion’ and ‘hath given countenance to his speech†¦ with almost all the holy vows of heaven’. However, she is obedient and follows the wishes of her brother and father to ‘keep as watchman to my heart’ or to not ‘give words or talk with the Lord’. The rejection of Hamlet by Ophelia is a significant influence in him believing that ‘frailty thy name is woman’ as Ophelia could be seen as weak for following the orders of others who assumed that Hamlet’s affections could not be trusted when she, herself, believed them to be true. Hamlet’s reaction to Ophelia’s rejection is extreme and she is ‘affrighted’ by his state of ‘knees knocking each other†¦ with a look so piteous in purport/ As if he had been loosed out of hell’. His bitterness has been exaggerated by the ‘antic disposition’ that he has adopted since learning that his father was murdered by his uncle from his father’s ghost. This would make him feel even more anger towards his mother for marrying Claudius. He is manipulated by the Ghost who encourages his frustration for her when he says, ‘ shameful lust/ The will of my most seeming-virtuous Queen’. Hamlet is in a vulnerable position as he is shocked by the revelations and is still grieving his father; it is comforting to ally his own feelings with his father’s in his resent towards Gertrude for marrying Claudius so soon after the King’s death and is quick to believe that he is a murderer. Hamlet follows the Ghost’s orders to not seek revenge on Gertrude but to ‘leave her to heaven’. Hamlet’s despise for Gertrude festers within him through the play and with it, his views of women. Hamlet follows the Ghost’s wishes not to take action against Gertrude and as a result he makes Ophelia suffer for his hatred of his mother. The extreme behaviour which Ophelia reports to her father leads Polonius to believe that he is ‘mad’ with the ‘very ecstasy of love’. Ophelia was obedient to her father’s wishes and ‘did repel his letters, and denied/ His access to me.’ In contrast to Hamlet’s ‘mad’ behaviour a letter written by him to Ophelia shows his strong feelings of affection towards her as he says, ‘To the celestial and my soul’s idol, the most/ beautified Ophelia’. The language is passionate in a very exaggerated style and shows that Hamlet had powerful emotions for her, and a rejection would cause an exaggerated reaction also. In conversation with Polonius, Hamlet’s bitter feelings towards women come out through quick and crude puns: ‘Let her walk not I’ th’ sun. Conception is a blessing, but not as your daughter may conceive’. This echoes Hamlet’s comment that ‘frailty thy name is woman’ as the punning suggests women are improper and easily influenced. In Hamlet’s next meeting with Ophelia he is harsh towards her and denies sending her letters but speaks abruptly to her, making connections between chastity, beauty and immorality. He repudiates Ophelia, the woman he once claimed to love, in the harshest terms and urges her to go to a nunnery as she ‘wouldst thou be a breeder of sinners’ and comments unfavourably on the flirtatious tricks of women such as ‘lisp’ and ‘nickname’. Hamlet says ‘we will have no more marriage’, this is not only because he believes women make ‘monsters’ of their husbands but the resent of his mother’s marriage to Claudius is also implied. When Rosencrantz and Guildenstern are sent to find out what is troubling Hamlet he feels betrayed his mother as his mother and Claudius are together plotting together ways spying on Hamlet; his mother is being led by Claudius. He goes on to say that he has lost all interest in life, ‘Man/ delights not me; no, nor woman either’. He talk of men and women separately suggesting that they are different creatures. During the play Hamlet is cold towards both Gertrude and Ophelia, when his mother asks him to sit by her he refuses as ‘metal more attractive’. He comments, ‘how cheerfully my mother looks, and my father died within these two hours’, and speaks of ‘country matters’ crudely to Ophelia. Hamlet is thinking about the way his mother has acted and as he cannot confront her he offends Ophelia. Even though it is not suggested that Gertrude connived at her husband’s murder, but by marrying Claudius she is guilty by association, â€Å"None wed the second but who killed the first’. It reminds the audience the way in which the circumstance has changed him to believe ‘frailty thy name is women’. Once the play has been stopped, Gertrude asks to speak to Hamlet which is when he confronts her about his feelings as before he had to ‘hold my tongue’. He tells her that it was Claudius ‘blasting his wholesome brother’. He asks why she would desert his father for his uncle and aggressively shames her ‘in the rank sweat of an enseamed bed/ Stewed in corruption, honeying, making love/ Over the nasty sty’. The audience recognise the crude language that he used when speaking to Ophelia as he condemns the ‘frail’ women. Gertrude is convinced mainly by Hamlet’s insistence and power of feeling, which illustrates her ‘frailty’ and tendency to be dominated by powerful men and her need for men to show her what to think and how to feel. Ophelia is driven mad by her father’s death and it contrasts strongly with Hamlet’s, differing primarily in its legitimacy: Ophelia does not feign madness to achieve an end, but is truly driven mad by the death of her father. After Polonius’s sudden death and Hamlet’s subsequent exile, she finds herself abruptly without any of them. She is obsessed with death, beauty, and an ambiguous sexual desire, expressed in startlingly frank imagery: ‘Young men will do’t, if they come to’t, By Cock, they are to blame. Quoth she ‘Before you tumbled me, You promised me to wed.’ Shakespeare has demonstrated her chaste dependence on the men in her life; similar to Gertrude’s character. Ophelia is in such a ‘frail’ state when in the same situation as Hamlet – their fathers both murdered – she commits suicide, which Hamlet also contemplated in his first soliloquy. Ophelia is associated with flower imagery from the beginning of the play. In her first scene, Polonius presents her with a violet; after she goes mad, she sings songs about flowers; and then she drowns amid long streams of them. The ‘fragile’ beauty of the flowers resembles Ophelia’s own ‘fragile’ beauty, as well as her nascent sexuality and her exquisite, doomed innocence. Despite Hamlet’s harsh treatment of Ophelia, Hamlet is grief-stricken and outraged when declaring in agonised fury his own love for Ophelia. He fights with Laertes, saying that ‘forty thousand brothers / Could not, with all their quantity of love, / make up my sum’. This shows that his despise of women could not overcome his love for Ophelia in the same way that Hamlet had trusted his mother to believe he is not mad but not tell Claudius that is an act, even though he had felt betrayed by her throughout the play. Therefore, Hamlet was shattered by his mother’s decision to marry Claudius so soon after her husband’s death, Hamlet becomes cynical about women in general, showing a particular obsession with what he perceives to be a connection between female sexuality and moral corruption. This motif of misogyny, or hatred of women, occurs sporadically throughout the play, but it is an important inhibiting factor in Hamlet’s relationships with Ophelia and Gertrude. He urges Ophelia to go to a nunnery rather than experience the corruptions of sexuality and exclaims of Gertrude, ‘Frailty, thy name is woman’. Gertrude seems to have a powerful instinct for self-preservation and advancement that leads her to rely too deeply on men much like Ophelia who is also submissive and utterly dependent on men. As these are the only two significant women in Hamlet’s life it is easy for him to conclude that ‘frailty thy name is women’.

Human Immunodeficiency Virus Hiv And Aids - 1935 Words

Human Immunodeficiency Virus, better known as the acronym HIV is a virus that destroys the immune system and can evolve into an infection. HIV is known a as pandemic because the immune system can fight off the infection but can never clear the HIV out of the body. â€Å"HIV is spread through contact with the blood, semen, pre-seminal fluid, rectal fluids, vaginal fluids, or breast milk of a person infected with HIV.† [AIDS] According to AIDS.info, in the United States, the virus is usually contracted through vaginal sex, anal sex, and the sharing of injection required drug equipment with a person that is already infected with HIV. It can be misconstrued that HIV and AIDS are the same thing but they are not. In fact, some individuals have HIV†¦show more content†¦AIDS is a set of symptoms you get when you are in the last stage of Human Immunodeficiency Virus. An individual is assumed to have AIDS once their immune system is too weak to fight off the infection, which in return leads to death if left unattended. HIV and AIDS are not to be toyed with. In writing this essay, I discovered a lot of information that I did not know at once. As black people, we must be educated in our health, especially college students. Everyone thinks that â€Å"It can’t be me to get it.† while in actuality, anyone can get the virus. Like Myth Two of â€Å"Tools for Fighting the AIDS Pandemic† by Alexander Irwin, Joyce Millen and Dorothy Fallows, removing promiscuous sex is not the only thing that will prevent you from attaining HIV. The AIDS and HIV prevalence rate in selected populations refers to the percentage of people tested in each group who were found to be infected with HIV. An example would be finding the percentage of all African Americans in North Carolina who have HIV and then taking the percentage. Prevalence is used to help Policy Makers and Health Officials figure out what region or type of people are suffering from the pandemics more than others, or to figure out who needs to be tended to most. â€Å"HIV incidence is expressed as the estimated number of persons newly infected with HIV during a specified time period (e.g., a year), or as a rate calculated by dividing the estimated numberShow MoreRelatedHuman Immunodeficiency Virus ( Hiv ) / Aids1278 Words   |  6 PagesHuman immunodeficiency virus (HIV)/AIDS is a pandemic problem affecting global health. At the end of 2015, 36.7 million people were living with HIV/AIDS globally. The rate of incidence is more prevalent in Sub-Saharan Africa wi th almost 1 in every 24 adults living with HIV/AIDS. In the united states, HIV/AIDS is a diversified health problem affecting all sexes, ages and races and involving the transmission of multiple risk behavior. However, with the introduction of various prevention programs andRead MoreHiv / Aids : An Acronym For Human Immunodeficiency Virus971 Words   |  4 Pageswith no vaccine or cure. That disease is HIV/AIDS. A disease that is so powerful its position in our society has moved from epidemic to pandemic. In this paper we will explore HIV/AIDS and my one-day journey at one of Delaware County’s largest full service HIV/AIDS providers and how it changed my perspective on the disease and the people who carry it. What is HIV/AIDS? HIV is an acronym for Human Immunodeficiency Virus. This virus can only attack humans, hence the name, and reproduces by takingRead MoreHiv / Aids Paper : Human Immunodeficiency Virus Essay1835 Words   |  8 PagesJanuary 2016 HIV / AIDS Paper Human Immunodeficiency Virus (HIV) is a retrovirus that attacks the human immune system, your body’s means of defense. The virus attacks specific viral defense cells, known as CD4+. As the disease spreads and attacks more CD4+ cells, your body no longer maintains its’ ability to fight of infections and diseases which leads to the death of the host. The final stage of HIV is known as AIDS (Acquired Immunodeficiency Syndrome). During this stage of the virus, the host getsRead MoreThe Human Immunodeficiency Virus ( Hiv ) And Acquired Immunodeficiency Disease ( Aids )1366 Words   |  6 PagesIntroduction Over the last three decades, the Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Disease (AIDS) epidemic has been a public health concern in the United States (US) and globally. Centers for Disease Control and Prevention [CDC], (2015d) estimates that in the US, over 1.2 million people are living with HIV, of which 12.8% are unaware of their diagnosis. Due to exceptional medical advances in treatment and prevention strategies, a healthier quality of life and longevityRead MoreHiv And How Is It Different From Hiv ( Human Immunodeficiency Virus )? Aids?1689 Words   |  7 PagesWhat exactly is AIDS and how is it different from HIV (Human Immunodeficiency Virus)? AIDS is a severe form of HIV in which someone’s immune system is completely destroyed; HIV is a virus that affects the immune system. In other words, you can have HIV without AIDS, but if you have AIDS, then you automatically have HIV. The origin of HIV is disputed between scientists; some have theorized that it was passed down from apes and somehow transferred between humans. HIV attacks the bloodstream and eliminatesRead MoreHiv / Aids ( Human Immunodeficiency Virus / Acquired Human Immune Deficiency )1249 Words   |  5 Pagesintroduction to the topic of HIV/AIDS, (Human Immunodeficiency Virus/Acquired Human Immune Deficiency) from its early appearance as a deadly communicable disease that causes a viral infection in humans. During the 1960’s the infection was largely due to unprotected sex; the victims contracted the disease mostly due to unprotected sexual contacts from others who already had the virus. It became an epidemic and even pandemic. Those infected eventually died from HIV/AIDS as it came to be known, andRead MoreThe Fight Against Human Immunodeficiency Virus Infection Immunodeficiency Syndrome ( Hiv / Aids )1714 Words   |  7 Pagesagainst Human immunodeficiency virus infection - acquired immunodeficiency syndrome (HIV/AIDS) in Africa and it became one o f the earliest success stories (USAID 2004). However, the HIV-AIDS prevalence rates have been rising again drastically since 2011. Uganda now seeks for â€Å"Preventive Measures† lessons from other countries that had used it before as â€Å"a learning and reference point† (Monitor Uganda, May 8, 2013). Therefore, the question of interest in this paper is why are the rates of HIV-AIDSRead MoreThe Human Immunodeficiency Virus ( Hiv ) / Acquired Immune Deficiency Syndrome ( Aids )1199 Words   |  5 PagesThe Human Immunodeficiency Virus (HIV)/Acquired Immune Deficiency Syndrome (AIDS) is one of the deadliest pandemics the world has ever known. Unprecedented efforts and resources have been mobilized to fight the infection worldwide. While obvious progress has been made, HIV infection still hit hard and the field of public health continues actively to raise awareness about this issue and help affected people. Public health professionals constantly look for new ways to reach high-risk populations, butRead MoreThe Human Immunodeficiency Virus ( Hiv ) Or Acquired Immune Deficiency Syndrome ( Aids )1281 Words   |  6 PagesA major epidemic across the world is the human immunodeficiency virus (HIV) or acquired immune deficiency syndrome (AIDS). Accredited with 10% of the HIV cases a nnually is injection drug use (AIDS.gov, 2014). A study done in 2010 showed that injection drug use affected nearly 47,500 new HIV infections in the United States. With 625 being males and 38% being female. Breaking it down even further, African Americans made up 50% of the newly affecting using injection drugs, Whites 26%, and Latinos/ HispanicsRead MoreThe Human Immunodeficiency Virus ( Hiv ) And The Acquired Immune Deficiency Syndrome ( Aids )2072 Words   |  9 PagesIntroduction The Human Immunodeficiency Virus (HIV) and the Acquired Immune Deficiency Syndrome (AIDS) do not seem to be a major topic of discussion in the World today. Especially within the United States, HIV and AIDS are not conversed about as openly as perhaps it was in the past two decades. According to the Centers for Disease Control and Prevention (CDC) at the end of 2010 there were approximately 1.1 million people living in the United States with the HIV virus. Of those 1.1 million people