One Flew Over the Cuckoo’s Nest and The Shawshank Redemption Essays

One Flew Over the Cuckoo’s Nest and The Shawshank Redemption Essays One Flew Over the Cuckoo’s Nest and The Shawshank Redemption Paper One Flew Over the Cuckoo’s Nest and The Shawshank Redemption Paper Essay Topic: The Shawshank Redemption Contrasts in characterisation are employed throughout Kesey’s One Flew Over the Cuckoo’s Nest and Darabont’s The Shawshank Redemption to explore key ideas, as well as fundamental themes of confinement, oppression, and sacrifice. Contrast in characterisation is plainly evident between the protagonists and antagonists of the respective texts, but perhaps more specifically in the contrast that occurs as each author develops their narrators; Kesey’s ‘Bromden’ and Darabont’s ‘Red’. Both narrators experience a profound transformation, which becomes clear when contrasting their characters at the beginning to that of the end of the two texts. Bromden’s mental illness is prominent within the first half of Kesey’s text, but towards the completion of the novel has transformed to a condition of psychological strength with a heightened appreciation for life. Both authors rely heavily on their protagonists in order to provide the inspiration for this change. Kesey makes use of imagery and symbolism, to explore the idea that individuality is a powerful motivator. Darabont utilises a similar catalyst for change as well as repetition; yet as a visual text, he also employs light and sound effects to explore the idea that a leader is a provider of hope. Red is unwittingly influenced by protagonist Andy Dufresne. Prior to Dufresne’s arrival, Red is presented as both cynical and dry, an institutionalised man unwilling to waste energy on hope; yet finds ‘salvation from within’ in the closing stages of The Shawshank Redemption. Kesey and Darabont use contrasts to explore core themes and ideologies, whilst invoking the audience’s sense of independence and faith. In both texts, the narrators embody changes that gradually augment the reader’s understanding of the resultant effects of oppression. Kesey’s narrator, Bromden, describes the oppression associated with ward life through the use of simile to depict its mechanical nature and lack of individuality. This absence of humanity is the philosophy of Nurse Ratched, a domineering antagonist intent on creating a pure and pallid world for the ‘treatment’ of her patients. ‘The Big Nurse tends to get real put out if something keeps her outfit from running like a smooth, accurate, precision-made machine†¦. ’ However, this routine of maintaining order is shattered upon protagonist, Randall McMurphy’s, committal to the ward. This arrival of individuality instantly brings a vibrant atmosphere to the whitewashed walls of Ratched’s ward. A similar change is evident in The Shawshank Redemption where Darabont utilises voiceovers to convey Red’s initial perception of protagonist, Andy Dufresne, ‘He had a quiet way about him, a walk and a talk that just wasnt normal around here’. The transformation in both Bromden’s and Red’s character is not immediately apparent. Weeks pass before ‘the fog’, symbolic of Bromden’s mental illness begins to clear; and similarly Red remains fearful for years about the likely damage of false hope. Darabont conveys Red’s aversion towards the notion of hope through the use of repetition, ‘Hope? Let me tell you something, my friend. Hope is a dangerous thing. Hope can drive a man insane. It’s got no use on the inside. You better get used to that idea’. Kesey and Darabont both ensure that there is a prolonged contrast in the characterisation of their central characters, allowing the audience to appreciate the subtle but increasing influence over time that the two protagonists have on the narrators. Darabont relies on the use of his narrator, Red, similar to Kesey’s use of Bromden; primarily to explore fundamental ideas and themes of confinement and sacrifice. The audience grapples with the cruel nature of confinement based on Red’s recounts of his and Dufresne’s experiences in Shawshank prison. Additionally, it is conceded by Darabont that Red’s blatant rejection of hope is indicative of Shawshank Prison’s institutionalising effect, ‘These walls are funny, first you hate them, then you start to get used to them. Eventually it gets so you rely on them. That’s institutionalised. ’ Dufresne unintentionally influences Red’s change in persona, which is quite unlike McMurphy’s extroverted behaviour in Kesey’s novel, ‘Nobody’s sure if this barrel-chested man with the scar and the wild grin is play-acting or if he’s crazy enough to be just like he talks†¦Ã¢â‚¬â„¢. Dufresne provides the inmates, but particularly Red, with hope through scenes where he sacrifices himself for the benefit of others; these include the roof tarring and phonograph incidents. Bright lighting is used as a focal element in order to demonstrate a contrasting, optimistic atmosphere; reflective of the changes occurring within Red. Likewise, McMurphy alters Bromden by demonstrating what true sacrifice is when he undergoes repeated Electro Shock Therapy sessions; allowing Kesey to explore imagery and symbolism associated with the biblical allusion, ‘wearing a crown of thorns’. Both authors present their respective premises successfully through the narrators’ contrast in characterisation, whilst presenting a common belief that freedom requires sacrifice. The pronounced transformation in the narrators is demonstrated through techniques unique to the respective texts, as well as the distinct use of contrasts. Melodic music creates a buoyant atmosphere in the closing scene of The Shawshank Redemption, with the culmination in contrast of Red’s character. The use of repetition is once again featured in order to demonstrate Dufresne’s effect on Red, specifically his newfound ability to hope, ‘I hope I can make it across the border. I hope to see my friend, and shake his hand. I hope the Pacific is as blue as it has been in my dreams. I hope’. Similarly, by the completion of One Flew Over the Cuckoo’s Nest, Kesey makes it clear, through the use of a cliched simile, that McMurphy’s flair for instilling self worth has allowed Bromden to truly live again, and escape the daily drudgery of ward life, â€Å"I felt like I was flying. Free. Nobody bothers coming after an AWOL, I knew†¦Ã¢â‚¬  Contrasting Bromden’s character from beginning to the end of One Flew Over the Cuckoo’s Nest allows the audience to examine Kesey’s idea that individuality is a powerful motivator. Darabont’s ideology that a leader is a provider of hope is portrayed through repetition, sound effects, and the contrast in Red’s character. Kesey and Darabont both present their respective ideas through contrast in characterisation, yet in very different ways. This disparity is primarily due to the difference in text types; resulting in Kesey’s reliance on the literary techniques of imagery and symbolism, and Darabont’s deliberate use of light and sound. Though the narrators are of critical importance in portraying their own transformations, the protagonists instigate the change and consequently develop the author’s ideologies with equal significance. One Flew Over the Cuckoo’s Nest and The Shawshank Redemption share a vast number of similarities in relation to their themes, whilst depicting divergent meaning due to the differing ideologies of the respective authors. Kesey’s and Darabont’s use of contrasts within the narrators supports the ideas present within the texts; allowing the audience to formulate their own beliefs about the importance of individuality and hope.

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European Enlightenment and Modern Schooling Essay

European Enlightenment and Modern Schooling - Essay Example These philosophers also felt that if people were left free to use their powers of reason, they would act in ways that would improve their society, as they were inherently good. Accordingly, both human contentment and righteousness needed their liberty from unnecessary restraints, the majority of which were fostered on them by the church as well as the state. The advocates of the Enlightenment's categorical opposition to institutional monarchy and organised religion showed their contempt for the institutions that ruled the masses ruthlessly in the past, as well as a tendency to support utopian restructuring schemes. Most of these philosophers believed keenly in human development through education. They believed that the society would grow perfect if its citizens were free to make use of their powers of reason. The two primary characteristics of the beliefs of the Enlightenment were: Belief in human wisdom’s capacity to discard the conventional practices and the pre-established establishments Ideas the development of useful, functional information as the power to manage and preserve nature. Education in the Past In the past, education in Europe was always influenced by the competition and conflict between different religious denominations. The Catholic Counter-Reformation and the protestant reformation are cases that verify this reality in a better manner. Religious principles supported the education of a chosen few during the middle ages. During the Renaissance, however, additional reasons were included as a means of educating more citizens. For instance, the development of the economies of cities in Italy in the fifteenth century required that many children receive instruction regarding secular life. Previously, the... This essay approves that The characteristics of research studies are quite similar to those of the disputation. The reporting is conducted in public, and the laws governing the examinations state that the student has to have conducted the research or at least took part in it. The research standards for the delivery of the work are also objective as well as explicit. This report makes a conclusion that the principles of the Enlightenment came from belief in the abilities of human reason to resolve, by means of scientific advancement and education, the difficulties facing humanity and, thereby, change society. In the 18th century, the advocates of the Enlightenment fought against the established institutions in British society to get their ideas to be recognised. A large number were incarcerated, while others were hindered by government suppression activities, as well as by the attacks from the church. However, by the 1770s, second-generation ideals were getting government funds and taking control of recognised intellectual institutions of education. The massive increase in the production of books as well as newspapers ensured an extensive diffusion of the Enlightenment concepts. Philosophical dissertations and methodical experiments grew to be fashionable in all classes of society, including elements of the clergy and the nobility. A majority of European monarchs also began to tout definite ideas, or at least the expressions of the Enlightenment. They were not genuine, knowing that the Enlightenment would spell the beginning of the end for them.

Not Built Here Case Study Example | Topics and Well Written Essays - 750 words

Not Built Here - Case Study Example In the contemporary business domain, all firms and corporations are expected to embrace creativity, invention and innovation (Dellmour, 2011). Therefore, when the business director came with the new thought hoping it would be of an added advantage to the company operations, the two managers should have given him a chance. Instead of resenting the said changes, they should have approached the pioneering officer with a lot of concern in order to know why he thought his idea was a better one (Johnson, 2009). In addition, it was never wise of them to rely entirely on rumors without seeking the truth from the business director. Today, corporations and businesses organizations, are deemed not to take on complex social, economical and managerial problems without having regarded the efforts of the full spectrum of concerned members and stakeholders including the junior employees (Rousseau, 2008). Furthermore, most organizations today hire managers and administrators who uphold teamwork. In this case study, however, the California mental health facility’s business director tends to encourage dictatorial decision making process. He does not consult either his seniors or juniors. Most corporations in the current professional environment engage administrators who practice and uphold teamwork principles with the aim of creating a healthy work environment. This choice of approach encourages prompt problem solving techniques as well as excellence in creativity and performance. Such firms are fond of basing their corporate frameworks almost entirely around togetherness and teamwork. Employees are first engaged in general work fields. After the identification of the various employee skills and talents, specialization and decision of labor are usually encouraged (Wart, 2008). Similarly, the director should have incorporated and encouraged his colleagues in consultations until a consensus is

Binge drinking Essay Example for Free

Binge drinking Essay ?Binge drinking, especially among the youth, has been on the rise in Singapore. explore some of the reasons why youths resort to binge drinking and the consequences. What is binge drinking? This happens when someone drinks excessive amounts of alcohol. To drink alcohol socially is one thing, For instance, at parties and at gatherings. Conversely, when alcohol is heavily consumed over a short period of time, also commonly known as, binge drinking, it brings about undesirable health effects to the body. Binge drinking has been discovered to be more common among youths aged 18 – 29 years old in Singapore. Statistics show that 18. 7% of them have been found to be men and 12. 2% of them women (â€Å"Binge drinking among†, 2013). Peer pressure, affluence and stress are some reasons why youths engage in binge drinking. It is crucial to explore reasons why youths revel in binge drinking despite its obvious dangers. Binge drinking can be described as excessive drinking which can be hazardous to one’s health. This essay will discuss the reasons why youths enjoy binge drinking and its destructive consequences. Peer pressure is one of the essential drivers of binge drinking. Teenagers are often influenced when they see their friends drinking while some simply do not want to feel left out at parties and gatherings (Dowshen, 2013). Who would really want to stand out from the rest of their friends? It is normal and common for teenagers to want to fit in. Many a times, teenagers find it difficult to resist their friends’ invitations and hence, end up indulging in binge drinking with their friends. This is to a great extent common among teenagers with friends who consistently drink. Affluence is another cause of binge drinking. It is often stereotyped that youths of low-income families are more likely to resort to drinking and substance abuse due to financial and emotional problems. However, findings have proven otherwise. Youths from affluent families are highly inclined to engage themselves in binge drinking due to the pressure that is placed on them by their parents to excel well in school and all other areas (Luthar, 2014). Apart from that, with the accessibility to easy money, loads of free time and lack of parental supervision, affluent youths result to binge drinking because of the carefree and luxurious lifestyle they live in (White, 2007). Stress is a popular reason why teenagers resort to binge drinking. Teenagers are often stressed out with school. Case in point, when they are loaded with huge amounts of homework and given almost no time to finish them. They view alcohol as a way to get themselves ‘high’ and relieve their stress (Cyhlarova, 2010). This frequently brings about binge drinking. Apart from the stress they get from school, teenagers can also be stressed due to relationship issues. They heavily depend on alcohol to dispose of their worries and stress. Binge drinking can result in both long term and short term health effects. Some long term effects are liver disease and kidney damage. Alcohol poisoning is one of the most deadly short term effects of binge drinking (Burke, 2012). At the point, when an individual consumes alcohol excessively, their pharyngeal reflex and breathing gets affected. The pharyngeal reflex is known to help to prevent one from choking. Therefore, if the reflex does not function well, one might die of choking on their own vomit. In conclusion, parents play an enormous role in being a good role model to their children. They are responsible for educating their children from young on the impacts of binge drinking and why they should not engage in it. In addition, parents can be vigilant and keep an eye over their children. For example, keeping track of their daily activities and the people they hang out with. Research has shown that when parents go the extra mile and put in effort to be more involved in the lives of their children, it reduces the likelihood of their children drinking. Teenagers can also play their own part in protecting themselves from falling into the trap of binge drinking. They can do so by wisely choosing their circle of friends. They should avoid having friendship ties with friends who consistently pressure them to drink along with them and instead make good friends with those who lead them in the right path. Binge drinking is a behaviour that comes with a heavy price to pay. However, with the right prevention measures put in place, teenagers can stay safe, away from this deadly habit. (620 Words) References Binge drinking among young adults remains a concern, say doctors. (2013). Retrieved from http://news. xin. msn. com/en/singapore/binge-drinking-among-young-adults-remains-a-concern-say-doctors-1 Burke, D. (2012). Alcohol overdose. Retrieved from http://www. healthline. com/health/acoholism/overdose#Overview1 Chavez, N. (2004). Preventing adolescent binge drinking. Retrieved from http://www. youthbingedrinking. org/you/parents. php Cyhlarova, E. (2010). Alcohol: a cure for stress? Retrieved from https://www. drinkaware. co. uk/check-the-facts/health-effects-of-alcohol/mental-health/alcohol-a-cure-for-stress#adverse Dowshen, S. (2013). Binge drinking. Retrieved from http://teenshealth. org/teen/drug_alcohol/alcohol/binge_drink. html# Luthar, S. (2014). The problem with rich kids. Retrieved from http://www. psychologytoday. com/articles/201310/the-problem-rich-kids Wilkins, E. (2008). Teens, alcohol and binge drinking: why kids are drinking hard alcohol at a younger age. Retrieved from http://www. empoweringparents. com/Teens-Alcohol-and-Binge-Drinking. php# White, P. (2007). The dare side of wealth: risks associated with growing up in an affluent family. Retrieved from http://www. drpaulwhite. com/the-dark-side-of-wealth-risks-associated-with-growing-up-in-an-affluent-family-%E2%80%93-risk-1-drug-alcohol-abuse/.

Popularity of Gone With the Wind Essay -- Margaret Mitchell Literature

Popularity of Gone With the Wind Margaret Mitchell's romantic epic, Gone With the Wind, owes its remarkable popularity to the climate of sudden self-destruction and dreariness the Depression created. The Old South's grandeur, coupled with its Civil War-era decadence, provided much-needed escapism for readers, as well as paralleling the U.S.'s own plight in the 20s and 30s. In addition, Scarlett O'Hara's feminist role, her devotion to her land, and her indomitable optimism lent hope to those who had lost faith in the American Dream. A spirit of beautiful, colorful life at the onset sets up the South's inevitable destruction and magnifies the greatness of the land and its people. "Spring had come early that year, with warm quick rains and sudden frothing of pink peach blossoms and dogwood dappling with white stars the dark river swamp and far-off hills. Already the plowing was nearly finished, and the bloody glory of the sunset colored the fresh-cut furrows of red Georgia clay to even redder hues." (10) The foreshadowing of the "bloody glory" of sunset is striking, but idealism is the main theme presented here. Scarlett's status as a second-generation immigrant adds further to this atmosphere of opportunity. Her father, a proud Irishman, proclaims "'Land is the only thing in the world that amounts to anything, for Å’tis the only thing in this world that lasts...And to anyone with a drop of Irish blood in them the land they live on is like their mother.'" (39) The idea of an undersized foreigner claiming a larg e stake in America as his own must surely have fueled the imagination of the great influx of recent immigrants, many of whom used GWTW as a primer to American literature. Hanging over the tranquil South is the ... ...n which to plan her campaign," (1023) comforts her. Her final statement reiterates her sentiments for a new "tomorrow" after Atlanta's burning (414), and her faith in her own abilities again avers Mitchell's feminist leanings: "With the spirit of her people who would not know defeat...she raised her chin. She could get Rhett back...'Tomorrow, I'll think of some way to get him back. After all, tomorrow is another day.'" (1024) With its broad appeal to uprising women, the hopeless, and anyone yearning for a long diversion into a more regal time, as well as its firm beliefs in the American Dream in a time when the premise was widely doubted, GWTW's rank as the most popular American book is undeniable; a more debatable question would be whether Mitchell's intentions were first of providing desolate America with romance, or rather of pushing veiled political propaganda.

Capitalism and Freedom Book Review

Warren Bryan 3/5/12 Book Review: Capitalism & Freedom Author: Milton Friedman Milton Friedman’s Capitalism & Freedom is one of the most important books regarding economics of the 20th century. His thoughts laid the groundwork for the emerging modern conservative movement, which was an evolution of the 19th century beliefs surrounding liberalism.Friedman’s major themes of his most famous work consist of the roles of competitive capitalism, as well as the role that government should play in a society â€Å"dedicated to freedom and relying primarily on the market to organize economic activity. † The book touches on a multitude of other economic issues; however, his first two chapters regarding the major themes of the book are most relevant in today’s study of economics. Most of Friedman’s viewpoints I agree with in terms of promoting freedom and its necessity to promoting prosperity and growth.Friedman, however, lacks a certain level of clarity regardi ng the specificity of his definition of â€Å"economic freedom† and the other variants of â€Å"freedom. † Friedman argues that a free market economic policy is by definition part of freedom, or in his words, â€Å"†¦freedom in economic arrangement is itself a component of freedom broadly understood, so economic freedom is an end in itself. † This is one of his prime arguments supporting his claim that free market economic policies are critical for a free society.The implications surrounding this statement are that anyone who is against a free market economic policy is also against the American values of liberty and the liberal tradition, or as Friedman puts it, â€Å"Underlying most arguments against the free market is a lack of belief in freedom itself. † What he lacks in his explanation concerning the connection between freedom and economic freedom is his disregard to define the concept of freedom, whether concerning its origins, how it developed, or what it means specifically relative to all the different economic issues it applies to.For example he lists several present day scenarios that violate one’s economic freedom: having to pay 10% of income to social security, not being able to follow an occupation of your own choice without professional licensure, being forbidden to exchange certain items because of quotas that prevent such exchanges, being thrown in jail for setting prices lower than the manufacture specified (fair trade laws), and the farmer who cannot grow the amount he desires because of price supports.Under complete economic freedom, the government should not be able to tell us how or where to spend our money, dispose of our goods, or how we should labor because it’s in violation of our individual freedom, or our entitlement to property and labor, according to Friedman. Surely these are all characteristics of being free, however his explanation is certainly not the end all-be all. It is more rela tive to examine what is exactly entitled to the elements of freedom.A famous example comes from a Supreme Court Justice who said, â€Å"My freedom to move my fist must be limited by the proximity of your chin. † This coincides with John Locke’s paradoxical claim that one must give up certain rights to achieve freedom. An absolute interpretation of â€Å"freedom† is just not plausible because of the endless amounts of extenuating circumstances that would, and should, interfere with ones freedom. The very nature of society and law places these restrictions on absolute freedom because your actions are limited by the protection of another’s entitlements.Friedman acknowledges this impossibility and admits that there is still an important role for the government to make the rules and act as â€Å"umpire† toward them. He concludes on this thought stating, â€Å"What the market does is to reduce greatly the range of issues that must be decided through pol itical means, and thereby minimize the extent to which government need participate directly in the game. † Friedman more narrowly believed the government should intervene with â€Å"indivisible matters. † A problem with this claim regarding indivisible matters is he never clarifies what constitutes an indivisible matter.The example he gives is in relation to national defense, â€Å"I cannot get the amount of national defense I want and you a different amount. With respect to such indivisible matters we can discuss, argue, and vote. But having decided we must conform. † Thus, we shall let the government deal with indivisible matters where we must meet a consensus on basic things such as defense. How do we know that a flat tax, a tax reform mentioned by Friedman, counts as a matter that government should control whereas a tax for social security does not?The criteria must be explained for the difference between the two. Friedman believed that the market allows bett er proportional representation than the democratic process. â€Å"The market allows the voluntary exchange of goods between individuals without coercion. † â€Å"Exchange can therefore bring about co-ordination without coercion†¦no exchange will take place unless both parties do benefit from it. Cooperation is thereby achieved without coercion. † This implies that the free market system gives people what they want instead of what some group thinks they â€Å"ought to want. This is a basis for his belief in laissez-faire. Friedman believed that government intervention enforces conformity. Policies are implemented based on a majority vote, or at best a 2/3rd vote, thus imposing a view from the majority onto the minority. A valid point that Friedman fails to comprehend that government is necessary for exchange even to begin. What he fails to comprehend is that the market only exists by being founded on laws that the government has already defined.The perceived freed om of the market and tolerance of diversity is not the product of free markets, yet the benefit and consequence of agreements that makes the market possible to begin with. The possibility that people can exchange goods in the market place pre-supposed that there are contracts, notions of property, enforcement systems for violations and so on. The most crucial part in regards to what makes freedom possible in the market is directly related to the government, the very thing he believed enforced conformity.I argue that Friedman fails to recognize both types of freedoms, the first being the freedom to participate in the market but not the freedom in regards to the agreement undertaken to participate within the market in the first place, or the rules of the game. An analogy I found clarifies this concept. The analogy compares the games of checkers and chess. Chess has a more complex rule set than checkers does relative to the extent of moves allowable, however most people would probably choose to play chess for this very reason.Thus, a reduction in rules with the government doesn’t necessarily mean we are more economically free, but yet that we choose to â€Å"play† a different game. Surely I agree with Friedman that the more economic freedom the better, but it is ultimately the government’s job for how we settle the â€Å"rules of the game. † As Friedman’s book proves, as well as my arguments against some of his claims, it is very hard to establish a fine line between governments and markets. The degree of freedom will always be in question within a free society.However, there are many different degrees within these free markets and there can be multiple ways to draw the line between government and the market and still be classified as a â€Å"free market. † ——————————————– [ 1 ]. Milton Friedman, Capitalism And Freedom (Chicago: University of Chicago Press, 1962, 1982, 2002), 4. [ 2 ]. Milton Friedman, Capitalism And Freedom (Chicago: University of Chicago Press, 1962, 1982, 2002), 6 [ 3 ]. Milton Friedman, Capitalism And Freedom (Chicago: University of Chicago Press, 1962, 1982, 2002), 9 [ 4 ].Howard Schwartz, â€Å"What Color Tie Do you Vote For? † Jan. 2007, 5 March 2012 [ 5 ]. Milton Friedman, Capitalism And Freedom (Chicago: University of Chicago Press, 1962, 1982, 2002), 24 [ 6 ]. Milton Friedman, Capitalism And Freedom (Chicago: University of Chicago Press, 1962, 1982, 2002), 33 [ 7 ]. Milton Friedman, Capitalism And Freedom (Chicago: University of Chicago Press, 1962, 1982, 2002), 35 [ 8 ]. Milton Friedman, Capitalism And Freedom (Chicago: University of Chicago Press, 1962, 1982, 2002), 35

Cause of Children Obesity: Marketing of Unhealthy Foods Essay

â€Å"Daddy, there it is†¦ please stop,† my kids yell and scream from the back seat of the car as we pass by the signature golden arches of McDonalds. My children recognize the golden arches, the leprechaun on Lucky Charms cereal, and all the characters from Tinkerbell, to Dora to Scooby Doo on all the boxes of fruit snacks. Yet no one is screaming for a stick of cheese, an apple, or a banana at snack time. It’s amazing really, that foods loaded with extra calories, sugar, and fat have a colorful, fun friend attached to enhance their marketing and foods that are healthier like milk, cheese, bread and chicken do not. Everywhere you look from TV, billboards, to creative packaging unhealthy foods are being pushed to our young consumers in an irresistible manner. The US rate for childhood obesity and health issue is at an all-time high and yet we wonder why. The Marketing of unhealthy food to children, has led to the overwhelming health issues in the lives of our present generations. The creative presentation of sugar loaded, calorie laden and salt ridden snacks makes it nearly impossible for parents to offer healthier snacks to their children or to fight obesity with healthier living, therefore leading to the health issues. The advertising of unhealthy foods makes it difficult for parents to encourage healthy eating to children and leads to the obesity of the youth. Unhealthy fast food is posted all over the place and it is designed to grab the attention of the consumer on all levels. In the majority of cases it’s cheap, fast, and convenient and the packaging and presentation makes it almost impossible to say no. There are very few advertisements that focus on healthy choices for kids. I disagree, that the marketing of unhealthy foods makes it impossible for parents to present other alternatives. I do believe that marketing creates more enticing alternatives, but in my opinion it’s ultimately the parents decision what to give a child and no one is forcing them to make that decision. There are plenty of ways to present healthier alternatives to children that make them more appealing, yet they may be more time consuming and at times not seen as being as economical. However, I personally did a little experiment where I compared the amount I spent eating out for an entire week breakfast, lunch and dinner to the amount spent purchasing healthier foods and preparing my meals at home. At the end of the week I had spent $10 less eating at home than I did eating out. Yes, it was more time consuming but as they say anything worth having is worth fighting for and what is a little time when it comes to your children’s health and well-being. The second major issue with creative marketing of unhealthy foods is the difficulty it creates in fighting obesity and promoting a healthier lifestyle. Most favorite snacks and meals that are encouraged are high in calories, salt and sugar which lead excess weight gain and cause non-communicable diseases like high blood pressure and juvenile diabetes. They also are not high in nutritional value, leading to low energy levels, further causing sedentary lifestyles and sluggish behavior. I disagree that marketing alone makes it difficult to encourage healthier living, because more goes into play in healthy living than what you eat alone. I believe that the advancement of technology and generation X, also encourages a very sedentary lifestyle. Young people are not nearly as active as earlier generations because technology puts everything within sitting reach for entertainment, and all the blame can’t rest on big bad food marketing. However with that being pointed out, I do believe it all goes back to parenting. In my opinion parents who encourage more active lifestyles, sports and creative alternatives to gaming systems, laptops and TV help to fight obesity. Taking responsibility for your children’s health, diets and activity levels is part of the responsibility of parenting, and to simply blame it on marketing and fast food restaurants because you don’t want the hassle of saying no repeatedly, standing your ground or being the bad guy is simply a scape goat.

Fun French Number Practice for the Classroom

Fun French Number Practice for the Classroom Do you find teaching numbers boring, figuring that once youve taught your students to count in French, theres not much else you can do? If so, I have good news for you (and your students). Here are some great ideas for practicing numbers, including several games. Simple French Number Practice Ideas Use flash cards with the digit written on one side and the French spelling of the number on the other. Ask students to count by twos, fives, tens, etc.Count different objects in the classroom: number of desks, chairs, windows, doors, students, etc.Practice numbers with math operations: adding, subtracting, etc.Print out some paper money or use pennies and practice numbers by counting money.Talk about the time and date.Depending on the age of your students and your concerns about privacy, you could ask students about various personal details in French: birthdayagenumber and ages of brothers, sisters, cousin(e)sphone numberaddress You or your students can bring in pictures of food, clothing, dishes, office supplies, etc. and then discuss how much each item might cost - Ça coà »te 152,25 euros, for example. Good for combining number practice with other vocabulary words.One teacher found that students forgot to use the word ans when describing someones age, so now at the beginning of class, she writes the names of one or two celebrities or notable French people on the chalkboard and students guess his/her age. You can find birthdays in Today in Francophone history. Fun French Numbers Practice, Games and Activities British Bulldog / Dog and Bone A game for outdoors or a gymnasium: Divide the class in half, and have each side stand in a long line facing the other half, with a large gap for running between the two teams. Give each member a number: each team should have the same set of numbers but in a different order so that the students with the same number are not facing each other. An article, such as a scarf, skittle, or baton, is placed in the space between the two teams. Then the teacher calls a number and the student from each team with that number races to retrieve the article. Whoever gets it earns a point for his/her team. Number Toss Have the students stand in a circle and throw a nerf ball to another student (not adjacent). Upon catching the ball the student must say the next number. If s/he doesnt know what number youre on, says the wrong number, or pronounces it incorrectly, s/he is out of the game. Phone Numbers Have students write their actual phone numbers on a small piece of paper with no names. You can play too, by writing a phone number that you know well (such as the schools if you dont want to use your own). Collect the slips of paper and pass them back out randomly, making sure that no one has his/her own number. Everyone stands up. Start the game by reading the number on the paper you have. The person whose number it is sits down and reads the number s/he has, and so on until everyone is seated. Works well for listening, but they have to be able to say the numbers accurately enough for their classmates to understand them. I do this once theyve learned 0 to 9. Le Prix est Juste / The Price Is Right Teacher thinks of a number and gives students a range to guess from. Students respond and if incorrect, the teacher responds with plus or moins. When a student finally guesses the correct answer, s/he can be rewarded with a sticker, piece of candy, or a point for the team. Then the teacher thinks of a new number and gives a range and students begin guessing again. TPR with Numbers Write numbers on large cards, then call out instructions to the students: Mettez trente sur la table, Mettez sept sous la chaise (if they know prepositions and classroom vocabulary for example). You can mix it up with other vocabulary to catch them off guard and keep their attention: Donnez vingt Paul, Mettez la prof sur huit, Tournez vingt, Marchez vite avec onze. Or you can put the cards on the chalk tray and practice with avant, aprà ¨s, and cà ´tà © de: Mettez trente avant seize, Mettez zà ©ro aprà ¨s dix, etc. You might want to start with just five or so numbers at first; when they get good at those, add a couple more and so on. Zut Go around the room and count. Each time there is a 7 - a number with 7 in it (like 17, 27) or a multiple of 7 (14, 21) - the student must say zut instead of the number. They are knocked out of the game if they mispronounce the number, say the wrong number, or say the number when they should say zut. So the game should sound like this: 1, 2, 3, 4, 5, 6, zut, 8, 9, 10, 11, 12, 13, zut, 15, 16, zut, 18, 19, 20.... You can change the zut number periodically to keep them on their toes.

Mariner 4 - Mission to Mars - Brief History of Mariner 4 Mission to Mars

Mariner 4 - Mission to Mars - Brief History of Mariner 4 Mission to Mars Mars is in the news a lot these days. Movies about exploration of the planet are popular, and several space agencies around the world are planning human missions in the next decades. Yet, there was a time not so long ago in human history when NO mission had been to the Red Planet. That was in the early 1960s, when the Space Age was picking up momentujm. Since then, scientists have been exploring the planet Mars with robotic spacecraft: mappers, landers, rovers, and orbiters  such as Mars Curiousity, as well as the Hubble Space Telescope, which observes Mars from orbit around Earth.  But, there had to be a first successful mission to get this all started. Mars excitement began when Mariner 4 arrived at the Red Planet on July 15, 1965. It got as close as 9,846 km (6,118 miles) from the surface and returned the first good images of the cratered, dusty terrain. It was not the first mission launched to Mars, but it was the first successful one.   What Did Mariner 4 Show Us? The Mariner 4 mission, which was the fourth in a series of planetary exploration missions, revealed the cratered, rust-colored surface of the planet. Astronomers knew Mars was red from years of ground-based observations. However, they were amazed at the color seen in the spacecrafts images. Even more surprising were pictures that showed regions showing evidence that liquid water had once etched its way across the surface. Yet, there was NO evidence of liquid water anywhere to be found.   In addition to various field and particle sensors and detectors, the Mariner 4 spacecraft had a television camera, which took 22 television pictures covering about 1% of the planet. Initially stored on a 4-track tape recorder, these pictures took four days to transmit to Earth. Once past Mars, Mariner 4 orbited the Sun prior to returning to the vicinity of Earth in 1967. Engineers then decided to use the aging craft for a series of operational and telemetry tests to improve their knowledge of the technologies that would be needed for future interplanetary spacecraft. All in all, the mission was a great success. Not only did it serve as a proof of concept for successful planetary exploration missions, but its 22 images also revealed Mars for what it really is: a dry, cold, dusty and apparently lifeless world.   Mariner 4 Was Designed For Planetary Exploration NASA built the Mariner 4 mission to Mars to  be tough enough to get to the planet and then study it with a set of instruments during its quick flyby. Then, it had to survive the trip back around the Sun and supply more data as it flew. Mariner 4s  instruments and cameras had the following tasks: study interplanetary fields and particles, including the magnetic field of Mars, cosmic dust, cosmic rays, and the solar wind;take close-up images of Mars in hopes of discovering the geologic and atmospheric processes at work on the planet over the eons;provide experience in operating long-term interplanetary missions.   The spacecraft was powered by solar cells that provided about 300 watts of power for the ships instruments and television camera. Nitrogen gas tanks supplied fuel for attitude control during flight and maneuvers. Sun and star trackers helped the spacecraft navigation systems. Since most stars were too dim, the trackers focused on the star Canopus.   Launch and Beyond Mariner 4 rode to space aboard an Agena D rocket, launched from Cape Canaveral Air Force Station launch complex in Florida. Liftoff was flawless and a few minutes later, the thrusters fired to put the spacecraft into a parking orbit high above Earth. Then, about an hour later, a second burn sent the mission on its way to Mars.   After Mariner 4 was well under way to Mars, an experiment was approved to study the effect of transmitting the spacecrafts radio signal through the Martian atmosphere just before the spacecraft disappeared behind the planet. This experiment was designed to probe the thin blanket of air surrounding Mars. That task threw mission planners a real challenge: they had to reprogram the spacecrafts computer from Earth. That had never before been done, but it worked perfectly. In fact, it worked so well that mission controllers have used it many times with other spacecraft in the years since then.   Mariner 4 Stats The mission was launched on November 28, 1964. It arrived at Mars on July 15, 1965 and performed all its mission activities well. Controllers lost communication with the mission from October 1, 1965 to 1967.  Then contact was restored for a few months before it was lost again, for good. Throughout its entire mission, Mariner 4 returned more than 5.2 million bits of data, including imaging, engineering and other data.   Want to know more about Mars exploration? Check out Eight Great Mars Books, and also keep an eye out for television specials about the Red Planet. Its a sure bet that there will be an increasing amount of press as humanity gets ready to send people to Mars.

Flood Prevention and Lessons Learned (Cedar Rapids Iowa Flood of 2008) Essay

Flood Prevention and Lessons Learned (Cedar Rapids Iowa Flood of 2008) - Essay Example The floods which were experienced in 2008 in the city of Iowa caused massive damage, farmlands were destroyed businesses were demolished all major social amenities were almost taken to ground and thousands of people who were living in Iowa were left homeless. Millions of dollars’ worth of property was destroyed and lead to the lives being lost and livelihoods being shattered. Floods were later to be categorized as the Fifth major disaster that has ever occurred in the United States and the first in the city of Iowa (Nazoom, 58). When it comes to comparison and categorizing, it takes one back to the flood stories. While giving a comparison between the two floods stories namely the Old Testament and Gilgamesh epic, one gets a great an impression that there are similar occurrences. For some scholars, the similar elements between the two flood stories become perplexing. There are possible things with the two accounts shown by Alexander Heidel. These possibilities are that the Hebr ew story came first then the Babylonian story followed thus copied from the previous. The Hebrew story could therefore have borrowed the ideas from the Babylonians and both stories descended from the common original story of Noah. Since many people are conversant with the original story in the Old Testament, they forget to research on how the genesis story resembles the flood story of Gilgamesh (Sanders, 2003). The two stories are so alike with the main theme of forgiveness being the domineering similarity between the two. The two stories however differ in the events that took place during the floods, which for many seem to be the small details. In the two flood stories, the numbers of event days differ regardless of the basic events taking place in very different ages. Focusing on the flood stories for a minute, It is before 2000 B.C that Gilgamesh flood story got the first publishing while the Old Testament story was in 400 B.C, which came much later than the Gilgamesh flood (Sand ers, 2003). In both stories, God or gods gets annoyed and the Old Testament clearly shows how those who did not follow the correct ways he wanted them to follow annoyed God. The other difference is that there are worshiped gods or God as well as heroes like Noah during this period. When the Gilgamesh story takes place, gods allow existence of half-god and half-human on earth. The other similarity is the number of people saved and the reasons behind the saving after the floods. Having looked at both stories carefully, there is a good man like Noah in the Old Testament and Utnapishtim from Gilgamesh, saved and chosen by either God or gods (Nazoomi, 2005). In the two stories, both men choose to send birds to find the dry land. Both Noah and Utnapishtim are rewarded because they show proper reverence to their gods. Years after the floods in Cedar Rapids took place, the people and the leadership of that area is still trying to recover from the damage that the floods caused their sufferin g. Different policies have been developed since of which some have been accepted and others criticized or rejected. The United States Government offered the City of Cedar Rapids 2 million Dollars to help them after the devastations, but what was actually incurred by the floods was 5Million dollars worth of damages. What it actually meant was that the remaining amount in which the Government did not provide, the people of