Physical and Behavioral Responses to Starvation and Famine in Warsaw Gh

Physical and behavioural Responses to Starvation and Famine in Two PopulationsIntroductionFamine is an issue in which food and resources are inaccessible and the majority of apopulation is endangered (Shipton, 1990). When applied to famishment this definition is accuratewith one additional conceit starvation is the result of inaccessibility to resources. Many factorscontribute to the progression of shortage and the resulting starvation. One of the key factors toconsider is the delineation between naturally occurring and man-made starvation and famine.Naturally occurring famine is the result of agricultural or environmental causes such as lack ofrainfall or poor soil conditions. Man-made famine is the deliberate denial of food to peoplewith the aim of starving them into submission (De Waal 199177). Man-made famine and theresulting starvation will be the basis for this newspaper.The purpose of this paper is to examine and compare the physical and behavioralresponses to starvation and famine in residents of the capital of Poland Ghetto during Nazi occupationand the citizens of famine-prone areas of the West Afri burn Sahel region. The location of the tworegions discussed can be found on the maps (Figure 1 and Figure 2) at the end of this paper. Theconnections and contrasts of the two populations will be demonstrated through review andpresentation of models from literature, a brief background on the populations to be discussed,examples of the populations as they fit the models and a brief discussion of limitations andopportunity for further study.Literature Review Physical and Behavioral Response ModelsPhysical ResponseThe comparison between the Warsaw Ghetto and the West African Sahel region can bestbe exa... ...ntainerInstitute, United States Army.Tushnet L. 1966. The uses of adversity. South Brunswick, wise Jersey Thomas Yoseloff.Page 1817Watts M. 1991. Entitlements or empowerment? famine and starvation in Africa. Review ofAfrican Political Economy, 519-2 6.Whitney, E. and Rady Rolfes S. 2005. arrangement nutrition, 10thed. Belmont, CaliforniaThomson Wadsworth.WHO. Health conditions aggravate southern Africa famine. (August 4, 2002)http//www.who.int/mediacentre/news/releases/who63/en/.Page 1918Figure 1. Map of Warsaw, Poland and location of the Warsaw Ghetto.Britannica Student Encyclopedia Warsaw. 2008. (March 2, 2008)http//www.student.britannica.com/eb/art-55185/Warsaw-Poland.Page 2019Figure 2. Map of Sudan, Ethiopia and the West African Sahel Region.Adapted from http//z.about.com/d/worldnews/1/7/U/1/-/-/sudan_map.jpg.

Political Correctness Infringes on our First Amendment Rights Essay exa

Political Correctness Infringes on our First Amendment RightsPolitical correctness has become increasingly obvious in our chance(a) lives. For example, the other day I attended the first meeting of the Frisbee Club here on the State University campus. During the meeting, we were discussing the fact we wanted shirts for this year, but we did not hit the hay what slogan to use. While in the brainstorming process, the slogan Suck my disk came out. At the time, the slogan suck my disk seemed to be better than sliced borecole to a bunch of college guys. But as we were wrapping up the meeting, one person came out and asked, How appropriate do you trust this slogan is if we want to nurture a Frisbee clinic with the high school? I think parents will be a little apprehensive. It was also brought to our attention that Silk Screen, the local store that prints different images and slogans on clothing, has a policy that refuses politically incorrect slogans. There seems to be a generally accepted concept in society that often makes us think three to four times before we speak. This concept ...

Blending Face-to-Face and Distance Learning Methods in Adult and Career-Technical Education :: Learning Adult Education Essays

Blending Face-to-Face and Distance encyclopedism Methods in Adult and C beer-Technical EducationStrengths and Limitations of the Two MethodsIn theory, the advantages of face-to-face and distance information methods backup severally other (Leung and Tran 2000). In classroom instruction, face-to-face sink in both in and out of class flowerpot help motivate and invite students alert learning can engage students in thinking and interaction through questioning, discussion, small-group presentation, role play, and case studies. In distance learning via ICT, techno poundy makes material visible(prenominal) anytime and anyplace multimedia (e.g., video and audio) can engage multiple brain channels graphics can help understanding of complex concepts interactive activities can involve students in dynamic learning through a cycle of questions/answers/feedback discussion and work groups allow students to evaluate their performance against that of peers. It is important to note, however, that those two sets of antonymous advantages are sometimes only theoretical (Cutshall 2002 McKavanagh et al. 2002). In practice, both face-to-face and ICT distance programs often rely on transmissionist, teacher-centered provision of information rather than on interactive, student-centered mental synthesis of knowledge students may end up receiving passively both online and in the classroom. Nevertheless, two themes clearly emerge as the most frequently cited strengths the individualized contact allowed by face-to-face classroom learning and the flexibility allowed by distance learning. An interesting wrinkle is that several(predicate) distance learning methods can cite different combinations of personal contact and flexibility (Cutshall 2002 McKavanagh et al. 2002 Miller and Webster 1997 Perraton 1991 Zirkle 2002). In synchronous distance methods (e.g., satellite TV, audioconferencing, videoconferencing, live Internet chat), learners and/or instructors are all tenanted in th e activity at the same time, restricting flexibility flexibility is further restricted by methods like audioconferencing or videoconferencing in which participants must be at a physical location with necessary engine room and hook-ups. However, asynchronous methods allow learners and instructors to participate at different times. Learners can listen to audiotapes, view videotapes, run into e-mail, log on to a threaded discussion, or visit webpages anytime the necessary technology is widelyalthough not universallyavailable. The ultimate in flexibility is the anytime anywhere accessibility of a web-based course or course components. It may be surprising that studies examining the connection between learning style and success among distance learning students hold mixed results. Aragon, Johnson, and Shaik (2000) found no correlation between learning style preference and course grade among online adult students in advanced technology education, in spite of differences in learning st yle preferences between online and face-to-face students enrolled in the program.Blending Face-to-Face and Distance Learning Methods in Adult and Career-Technical Education Learning Adult Education EssaysBlending Face-to-Face and Distance Learning Methods in Adult and Career-Technical EducationStrengths and Limitations of the Two MethodsIn theory, the advantages of face-to-face and distance learning methods complement each other (Leung and Tran 2000). In classroom learning, face-to-face contact both in and out of class can help motivate and involve students active learning can engage students in thinking and interaction through questioning, discussion, small-group presentation, role play, and case studies. In distance learning via ICT, technology makes material available anytime and anywhere multimedia (e.g., video and audio) can engage multiple brain channels graphics can help understanding of complex concepts interactive activities can involve students in dynamic learning throu gh a cycle of questions/answers/feedback discussion and work groups allow students to evaluate their performance against that of peers. It is important to note, however, that those two sets of complementary advantages are sometimes only theoretical (Cutshall 2002 McKavanagh et al. 2002). In practice, both face-to-face and ICT distance programs often rely on transmissionist, teacher-centered provision of information rather than on interactive, student-centered construction of knowledge students may end up receiving passively both online and in the classroom. Nevertheless, two themes clearly emerge as the most frequently cited strengths the personal contact allowed by face-to-face classroom learning and the flexibility allowed by distance learning. An interesting wrinkle is that different distance learning methods can offer different combinations of personal contact and flexibility (Cutshall 2002 McKavanagh et al. 2002 Miller and Webster 1997 Perraton 1991 Zirkle 2002). In synchronous distance methods (e.g., satellite TV, audioconferencing, videoconferencing, live Internet chat), learners and/or instructors are all engaged in the activity at the same time, restricting flexibility flexibility is further restricted by methods like audioconferencing or videoconferencing in which participants must be at a physical location with necessary technology and hook-ups. However, asynchronous methods allow learners and instructors to participate at different times. Learners can listen to audiotapes, view videotapes, check e-mail, log on to a threaded discussion, or visit webpages anytime the necessary technology is widelyalthough not universallyavailable. The ultimate in flexibility is the anytime anywhere availability of a web-based course or course components. It may be surprising that studies examining the connection between learning style and success among distance learning students yield mixed results. Aragon, Johnson, and Shaik (2000) found no correlation between learn ing style preference and course grade among online adult students in advanced technology education, in spite of differences in learning style preferences between online and face-to-face students enrolled in the program.

Sophistic Movement :: essays research papers

The vast majority of todays society isnt the slightest bit aware of the tremendous influence the sophistic period of thought has had and continues to have on modern western politics. But how could a supposedly highly educated and intelligent people be so ignorant of such an important and authoritative epoch in our history? It was during the fifth century B.C. when the sophistic movement, founded by a military man named Protagoras, was at its prime. The sophist were recognized as highly beneficial teachers by many and their works on issues such as the efficiency of language and the existence of gods were considered to be revolutionary at the time. Not every mavin was in aggreance with these new philosophies and not long after the movement began, the sophist and their works were being harshly persecuted. Many of them were exhiled and their works were all but t out(a) ensemble annihilated. Now, very little is left of the sophists, except for what other prominent theorists have sai d about them. At the head of this condescending army was Plato, whose own theories irrelevant those of the sophists in numerable . Anyone who has read some of Platos writing can tell you that what he had to say about Protagoras, Gorgias, Prodicus and the other sophists was by no means benevolent, and correspond to G.B. Kerferd, nor was it a completely factual description of them. Unfortunately, since these innacurate depictions are all we have left, the generations that were to come accepted Platos hostile opinion of the sophists and it is for this reason that the word sophist is at one time found to be synonomous with the words bigot and know-it-all. Modern scholars have recently been trying to dispell the myths about the sophists, which is exactly what G.B. Kerferd attempts to do in his book The Sophistic Movement. According to Kerferd, at the foundation of sophistic though is the statement, made by its founder Protagoras, that Man is the measure of all things. Man considers th ings to be as they appear to him. To explain this phenomenon, Kerferd makes an example out of the wind. If one man says that the wind is cold, and the man standing beside him finds it to be warm, even if they were both being affected by the same wind, both statements would be considered correct. Since man (the individual) is the measure of all things, the wind is cold to the man to whom it appears cold and warm to the man to whom it appears warm.

John Paul Stevens: Biography :: essays research papers

John Paul Stevens BiographyJohn Paul Stevens, the 101st Justice to serve on the supreme court ofthe linked States, and the first appointed by President Gerald R. Ford. JohnPaul Stevens became a member of the high court in December of 1975. Stevens, amiddle sr. man, with a reputation as a sharp-minded, hardworking lawyer, andfirst rate judge was given the highest evaluation from the American BarAssociation committee that examined his record. A superb judicial craftsmanand a Judges judge, are two of the praises that Stevens has received from theUnited States Court of Appeals.Stevens was right to voted into the supreme court with a vote of 98-0. In thattime, Stevens was considered by the press, to be a moderate or moderateconservative in his legal thinking, and would take sides with other justicesPowell, Stewart, and White.John Paul was natural on Apr. 20, 1920. Stevens, the youngest out of 4 sons,Stevens was also considered to be the smartest of the 4 . At the age of six, hisbroth er Ernest Stevens noted to a New York Post reporter, I sham we alwaysknew he was going to make something of himself. He was always awfullysmart....When John was six, he could play better bridge then most adults todayStevens be the University of Chicago High School, and then laterwent to the University its self. In 1941, he left the University with a PhiBetta Kappa key, and a B.A. degree. He joined the navy, after the U.S enteredWorld War 2. Stevens was stationed in Washington D.C, as a intelligence officeron the staff of admiral Chester W. Nimitz. He worked with a group assigned tobreak Japanese codes. for doing this, he was awarded the Bronze Star. After hereturned to Chicago, (at the end of the war) he enrolled himself intoNorthwestern University School of Law to earn his J.D. degree, where hegraduated first in his class. Not colossal after that, he was admitted into theOrder of the Coif and the Phi Delta Phi law society.From 1947 to 48, Stevens spent the year as a clerk to sup reme courtjustice Wiley Rutledge. After that, he joined his first law firm, Poppenhausen,Johnston, Thompson & Raymond. A Chicago based firm, that he was inducted to asan Associate.This was in 1948. With expert guidance from a Senior in the firm,

Comparing Hamlets Treatment of Ophelia and Gertrude :: comparison compare contrast essays

Hamlets Treatment of Ophelia and Gertrude Modern folklore suggests women look at a mans human relationship with his fixto predict how they exit treat other women in their life. Hamlet is a goodexample of a sons treatment of his mother reflecting how he volition treat thewoman he loves because when considering Hamlets attitude and treatment of theOphelia in William Shakespeares play, Hamlet, one must first consider howHamlet treated his mother. A characteristic of Hamlets personality is to makebroad, sweeping generalizations and nowhere is this more evident than in histreatment toward women. Very early in the play, while discussing his motherstransgressions, he comments, Frailty, thy name is woman. (Hoy, 11). Hamletappears to debate all women act in the same manner as his mother. The first time the audience meets Hamlet, he is angry and upset at QueenGertrude, his mother, for remarrying his uncle so soon later on the wipeout of hisfather. In his first soliloquy he comments on the speed of her remarriage Within a month, Ere yet the salt of most unworthy tears Had left the flushing in her galled eyes, She married. O, most wicked speed, to post With such dexterity to incestuous sheets It is not, nor it cannot come to good. (Hoy, 11)It is understandable Hamlet is upset with his mother for forgetting about hisfather and marrying his uncle, Claudius. In Hamlets eyes, his father deservesmore than one month of mourning and by remarrying so quickly, the queen hassullied King Hamlets memory. This remarriage is a sin and illegal, besidesspecial dispensation was made because she is queen. Hamlets judgement of his mother worsens as the play progresses becausehis father, who appears as a ghost, tells him of his mothers adulterousbehavior and his uncles shrewd and unconscionable murder. Although Hamletpromises to seek strike back on King Claudius for murdering his father, he isinitially more concerned with the ghosts revelations regarding his mother.King Hamlet te lls Hamlet not to be concerned with his mother but after theapparition leaves, it is the first function Hamlet speaks of. Before vowing toavenge his fathers death, he comments on the sins his mother committed. Although Hamlet decides to pretend to be insane in evidence to plot againstthe King, it is clear, he rattling does go mad. His madness seems to amplify hisanger toward his mother. During the play guessing, he openly embarrasses her andacted terribly toward her in the closet scene. The closet scene explains muchComparing Hamlets Treatment of Ophelia and Gertrude comparison compare contrast essays Hamlets Treatment of Ophelia and Gertrude Modern folklore suggests women look at a mans relationship with his motherto predict how they will treat other women in their life. Hamlet is a goodexample of a sons treatment of his mother reflecting how he will treat thewoman he loves because when considering Hamlets attitude and treatment of theOphelia in William Shakespeares play, Ha mlet, one must first consider howHamlet treated his mother. A characteristic of Hamlets personality is to makebroad, sweeping generalizations and nowhere is this more evident than in histreatment toward women. Very early in the play, while discussing his motherstransgressions, he comments, Frailty, thy name is woman. (Hoy, 11). Hamletappears to believe all women act in the same manner as his mother. The first time the audience meets Hamlet, he is angry and upset at QueenGertrude, his mother, for remarrying his uncle so soon after the death of hisfather. In his first soliloquy he comments on the speed of her remarriage Within a month, Ere yet the salt of most unrighteous tears Had left the flushing in her galled eyes, She married. O, most wicked speed, to post With such dexterity to incestuous sheets It is not, nor it cannot come to good. (Hoy, 11)It is understandable Hamlet is upset with his mother for forgetting about hisfather and marrying his uncle, Claudius. In Hamlets eyes, his father deservesmore than one month of mourning and by remarrying so quickly, the queen hassullied King Hamlets memory. This remarriage is a sin and illegal, howeverspecial dispensation was made because she is queen. Hamlets opinion of his mother worsens as the play progresses becausehis father, who appears as a ghost, tells him of his mothers adulterousbehavior and his uncles shrewd and unconscionable murder. Although Hamletpromises to seek revenge on King Claudius for murdering his father, he isinitially more concerned with the ghosts revelations regarding his mother.King Hamlet tells Hamlet not to be concerned with his mother but after theapparition leaves, it is the first thing Hamlet speaks of. Before vowing toavenge his fathers death, he comments on the sins his mother committed. Although Hamlet decides to pretend to be insane in order to plot againstthe King, it is clear, he really does go mad. His madness seems to amplify hisanger toward his mother. During the play scene, he openly embarrasses her andacted terribly toward her in the closet scene. The closet scene explains much