A house Divided: Abortion and Slavery in America

In 1856, Lincoln stood out as he opposed the sovereignty doctrine and freedom for states to choose whether to continue practicing slavery or free all of their slaves. His assertion was that the country had to make a choice either to continue with slavery or make the slaves free in all states. This was based on the understanding that all the states were bound by one constitution.For the country to stand as one, it had to make a single choice. Today the country is being faced by the debate of prolife and pro-choice. To the pro-choice, the decision to keep or terminate the lie of the unborn child is left on the hands of the mother while the prolife believe the unborn child enjoys the same rights just as any other person (Melton, nd). These serious divisions have the potential to split our country along the line of whether to grant the rights to the mother or the unborn child.In both cases, proponents of anti slavery and pro life had and have a moral argument against an evil that deprive s our society of an obligation to protect the life of the unborn just as we protect the living.   It is definite that there cannot be any middle ground in the case relating to abortion. We need either to fully support the pro-choice and continue blatantly killing the helpless young humans who have no power to defend themselves.On the other, hand we can embrace the logic of the pro-lifers and give the unborn children a chance to enjoy the right to life and other rights later when they see the light in their lives. Just as in the case of slavery, the pursuit of our rights should not be allowed to deprive other humans their equal rights. The law should come out straight and define the fact that, ending the life now is no different from ending it later. By then the question of whether we are killing through abortions shall have been answered.ReferencesMelton, B. (nd).A house Divided: Abortion and Slavery in America. Retrieved on   August 3, 2010 from http://capitolhillcoffeehouse.co m/archives/chch_news_435.htm       A House Divided: Abortion and Slavery in America In the article â€Å"A House Divided: Abortion and Slavery in America,† the author draws a parallelism between abortion and slavery. The article notes four premises around which the arguments for both abortion and slavery similarly revolve as advocates of both practices justify their actions.In rejecting the arguments of the pro-slavery and the pro-choice camps on identical grounds, the author admonishes society not to replicate its past mistake.In the first premise, slaves and in utero children are being regarded as properties. Since they are both properties, it is presumed that their owners retain the right to decide what to do about them. Slave owners, therefore, have the right to do whatever they want to do with the slaves that they â€Å"own† and pregnant women should be allowed to decide whether to keep or abort their â€Å"own† fetuses.The second premise involves the economics of the situations, i.e.: slave owners, in particular, and the nation’s ec onomy, in general, profit from the labor of the slaves while women turn to abortion in order to escape the burden of raising a child under conditions of abject poverty especially when the child is unwanted for whatever reason.Third, both the slave owners and the pregnant women argue that their actions are morally acceptable under specific conditions: when the slaves acquiesce to their situation and the pregnancy endangers the life of the mother.Finally, both the slave owners and the pregnant women claim that they are only doing what is best for the slaves and the fetuses. In the former case, owners argue that slaves have better security if they remain slaves because the owners feed and protect them than when they are freed and left by their lonesome to face the harshness of the world. In the case of the fetus of a poor woman, abortion is considered a humanitarian assurance that the child does not experience the evils of life of poverty.The author rejects all of these premises on the ground that they are one-sided. In other words, only the slave owners and the pregnant women are endowed with the rights to â€Å"life, liberty, and the pursuit of happiness.†The author argues that by denying the same rights to the slaves and the fetuses would be to deny them of their humanity as well. Therefore, the author maintains that both slavery and abortion could not be considered morally right since these practices deny the slaves and the fetuses (who are also considered human beings in the eyes of the law) of their human rights to â€Å"life, liberty, and the pursuit of happiness.†ReferenceA House Divided: Abortion and Slavery in America. Attachment to order # 71203674.  

Assignment Budget and Policy Paper Essay

 · DUI task forces  · Plea bargaining  · Offender reentry/integration  · Victim assistance  · Immigration  · War on drugs  · War on terrorism Prepare a 1,400-1,750-word paper in which you summarize the goals in the criminal justice system that your selected policy attempts to achieve. Additionally, analyze the effective and ineffective initiatives associated with your selected policy, as well as any historical significance that may have impact. When you enter college, one of the first things that you should do is get a part time job. There are going to be a lot of hours that are available during the day, as this can help you increase your income. A job will pay its dividends and will reduce your worries when you are out having fun. This paperwork contains CJA 464 Week 4 Learning Team Assignment Budget and Policy Paper Law – General Law Select a policy issue from the following list:  · DUI task forces  · Plea bargaining  · Offender reentry/integration  · Victim assistance  · Immigration  · War on drugs  · War on terrorism Prepare a 1,400-1,750-word paper in which you summarize the goals in the criminal justice system that your selected policy attempts to achieve. Additionally, analyze the effective and ineffective initiatives associated with your selected policy, as well as any historical significance that may have impact. When you enter college, one of the first things that you should do is get a part time job. There are going to be a lot of hours that are available during the day, as this can help you increase your income. A job will pay its dividends and will reduce your worries when you ar†¦ For downloading more tutorials visit – https://bitly.com/12BpF7H When you enter college, one of the first things that you should do is get a part time job. There are going to be a lot of hours that are available during the day, as this can help you increase your income. A job will pay its dividends and will reduce your worries when you are out having fun. Law – General Law Select a policy issue from the following list:  · DUI task forces  · Plea bargaining  · Offender reentry/integration  · Victim assistance  · Immigration  · War on drugs  · War on terrorism Prepare a 1,400-1,750-word paper in which you summarize the goals in the criminal justice system that your selected policy attempts to achieve. Additionally, analyze the effective and ineffective initiatives associated with your selected policy, as well as any historical significance that may have impact.

Mkt 421 Week 1

Summary of Point Values for Course Assignments ASSIGNMENTSPoints Individual (75%) Defining Marketing Paper (Week 1) (Sunday, January 8th, 2012)8 Marketing Mix Paper (Week 2) (Sunday, January 15th, 2012)8 Marketing Research Paper (Week 3) (Sunday, January 22nd, 2012)8 â€Å"Using Perceptual Maps in Marketing† Simulation Summary (Week 4) (Sunday, January 29th, 2012)8 Environmental Factors Paper (Week 5) (Sunday, February 5th, 2012)8 Final Examination (Week 5) (Monday, February 6th, 2012)15 Participation (2 points per week, ? point per qualifying day – 2 substantive posts = qualifying day)10 Weekly Summaries (2 points per week)10 Learning Team (25%) Marketing Plan: Phase I Paper (Week 2) (Monday, January 16th, 2012)5 Marketing Plan: Phase II Paper (Week 3) (Monday, January 23rd, 2012)5 Marketing Plan: Phase III Paper (Week 4) (Monday, January 30th, 2012)5 Marketing Plan: Final Paper (Week 5) (Monday, February 6th, 2012)10 Total100 Week One: Marketing Fundamentals DetailsDuePoints Objectives1. 1Define marketing. 1. 2Explain the importance of marketing in organizational success. 1. 3Describe the elements of the marketing mix. 1. 4Explain the importance of the marketing mix in the development of marketing strategy and tactics. . 5Create a marketing plan. 1. 6Identify quantifiable elements that can be used to evaluate, monitor, and control marketing effectiveness. ReadingsRead Ch. 1 & 2 of Basic Marketing. Read Ch. 1 & 2 of Marketing Management. Review this week’s Electronic Reserve Readings. ParticipationParticipate in class discussion. Remember to participate in the class discussions 4 out of 7 days duri ng the week. (2 points per week, ? point per qualifying day – 2 substantive posts = qualifying day)2 Discussion QuestionsRespond to weekly discussion questions. Discussion questions will count as participation. Learning Team InstructionsResources: University Library, Internet Create the Learning Team Charter. (Due Week 1) Create a new product or service for an existing organization. LEARNING TEAM MUST HAVE INSTRUCTOR APPROVAL ON PRODUCT AND ORGANIZATION PRIOR TO STARTING ON PHASE 1. Begin working on the Marketing Plan. Your Learning Team will complete assignments related to creating a Marketing Plan. These assignments will culminate in the Marketing Plan: Final Paper and Presentation due in Week Five. POST: Final Deliverables Folder in Team Forum The Marketing Plan deliverables are: Marketing Plan: Phase I Paper (Due Week 2) Marketing Plan: Phase II Paper (Due Week 3) Marketing Plan: Phase III Paper (Due Week 4) Marketing Plan: Final Paper and Presentation (Due Week 5)Monday, January 9th Individual Defining Marketing Resource: University Library Write a 700- to 1,050-word paper in which you define marketing. Include in your paper your personal definition of marketing and definitions from two different sources. Based on these definitions, explain the importance of marketing in organizational success. Provide at least three examples from the business world to support your explanation. Properly cite sources used in the paper. Format your paper consistent with APA guidelines. A Certificate of Originality should be included. Sunday, January 8th 8 Individual Weekly SummaryPost your summary in the Main forum and begin responding to each other's summaries. Summaries should include key learning points for the week. Summaries should be at least 200 words. POST: Summary thread for each week in the main forum. Monday, January 9th2 Week Two: Marketing Research DetailsDuePoints Objectives2. 1Justify the importance of marketing research in the development of marketing strategy and tactics. . 2Analyze the importance of competitive intelligence and analysis in marketing. 2. 3Identify various segmentation criteria that impact target market selection. 2. 4Describe the various types of organizational buyers and consumers and the factors that influence their purchasing decisions. ReadingsRead Ch. 8 of Marketing. Read Ch. 4, 5, & 6 of Marketing: An Introduction. Review this week†™s Electronic Reserve Readings. ParticipationParticipate in class discussion. Remember to participate in the class discussions 4 out of 7 days during the week. (2 points per week, ? oint per qualifying day – 2 substantive posts = qualifying day)2 Discussion QuestionsRespond to weekly discussion questions. Discussion questions will count as participation. Individual Marketing MixResources: University Library, Internet Write a 1,400- to 1,750-word paper in which you describe the elements of the marketing mix (product, place, price, and promotion), utilizing three different sources. In addition, select an organization with which you are familiar and describe how each one of the four elements of the marketing mix affects the development of the organization’s marketing strategy and tactics. Describe how each element is implemented. Specifically identify your selected organization and the industry in which it exists. Format your paper consistent with APA guidelines. A Certificate of Originality should be included. Sunday, January 15th8 Learning Team Marketing Plan: Phase IResources: University Library, Internet Create a new product or service for an existing organization. This product or service will be the basis for your Marketing Plan Paper. Obtain your instructor’s approval of your product or service before beginning this project. Write a 1,400- to 1,750-word paper to include the following: †¢An overview of the existing organization †¢A description of the new product or service †¢An explanation of the importance of marketing to your selected organization’s success †¢A SWOTT (Strengths, Weaknesses, Opportunities, Threats, and Trends) analysis on the new product or service †¢The marketing research approach you would use to develop the marketing strategy and tactics for this new product or service Refer to the Marketing Plan Outline listed on the student website for the general framework of the Marketing Plan. Format your paper consistent with APA guidelines. A Certificate of Originality should be included. Monday, January 16th5 Individual Peer EvaluationAfter each Learning Team project, you will be asked to complete a Peer Evaluation to assess the contributions of each member of your Learning Team (including yourself). I will take these Peer Evaluations into account when assessing individual contributions to the Learning Team projects. The Peer Evaluation form and instructions for posting are included in a separate message in the Course Materials forum. POST: Individual Forum Monday, January 16th Individual Weekly SummaryPost your summary in the Main forum and begin responding to each other's summaries. Summaries should include key learning points for the week. Summaries should be at least 200 words. POST: Summary thread for each week in the main forum. Monday, January 16th2 Week Three: Marketing Strategy: Product and Price DetailsDuePoints Objectives3. 1Describe the relationship between differentiation and position of products or services. 3. 2Analyze the impact of the product life cycle on marketing. . 3Identify the appropriate price strategy that should be used in the development of the strategic marketing plan. ReadingsRead Ch. 4, 9, 10, 17, & 18 of Basic Marketing. Review this week’s Electronic Reserve Readings. ParticipationParticipate in class discussion. Remember to participate in the class discussions 4 out of 7 days during the week. (2 points per week, ? point per qualifying day – 2 substantive posts = qualif ying day)2 Discussion QuestionsRespond to weekly discussion questions. Discussion questions will count as participation. Individual Marketing ResearchResources: University Library, Kudler Fine Foods Virtual Organization Use the Virtual Organization link on the student website to access additional company information on Kudler Fine Foods. Write a 1,050- to 1,400-word paper in which you justify the importance of marketing research in the development of Kudler Fine Food’s marketing strategy and tactics, and identify the areas where additional market research is needed. Analyze the importance of competitive intelligence and analysis in regards to the development of Kudler Fine Food’s marketing strategy and tactics. Format your paper consistent with APA guidelines. A Certificate of Originality should be included. Sunday, January 22nd8 Learning Team Marketing Plan: Phase IIResources: University Library, Internet Use the product or service you selected for your Marketing Plan: Phase I Paper. Write a 1,400- to 1,750-word paper in which you address the following: Identify the segmentation criteria that will affect your target market selection. Identify your target market. Describe the organizational buyers and consumers of your product or service and the factors that influence their purchasing decisions. Discuss how these factors will affect your marketing strategy. Analyze current competitors and define the competitive landscape for your product or service. Format your paper consistent with APA guidelines. A Certificate of Originality should be included. Monday, January 23rd5 Individual Peer EvaluationAfter each Learning Team project, you will be asked to complete a Peer Evaluation to assess the contributions of each member of your Learning Team (including yourself). I will take these Peer Evaluations into account when assessing individual contributions to the Learning Team projects. The Peer Evaluation form and instructions for posting are included in a separate message in the Course Materials forum. POST: Individual Forum Monday, January 23rd Individual Weekly SummaryPost your summary in the Main forum and begin responding to each other's summaries. Summaries should include key learning points for the week. Summaries should be at least 200 words. POST: Summary thread for each week in the main forum. Monday, January 23rd2 Week Four: Marketing Strategy: Place and Promotion DetailsDuePoints Objectives4. 1Analyze the impact of channel management decision on marketing. 4. Select appropriate distribution channels. 4. 3Identify the appropriate place and promotional strategy that should be used in the development of the strategic marketing plan. ReadingsRead Ch. 11, 12, 14, & 16 of Basic Marketing. Review this week’s Electronic Reserve Readings. ParticipationParticipate in class discussion. Remember to participate in the class discussions 4 out of 7 days during the week. (2 points per week, ? point per qualifying day – 2 substantive posts = qualifying day)2 Discussion QuestionsRespond to weekly discussion questions. Discussion questions will count as participation. Individual Using Perceptual Maps in Marketing SimulationResources: Using Perceptual Maps in Marketing simulation Complete the simulation, Using Perceptual Maps in Marketing, located on the student website. Write a 1,050- to 1,450-word summary in which you address the following: For each of the three major phases in the simulation, describe †¢The situation †¢Your recommended solutions, including why †¢Your results Summarize the different marketing components addressed in this simulation by answering the following questions: What is the relationship between differentiation and positioning of products or services? Is the repositioning of the product in the simulation as you had expected it to be? Explain why or why not. What is the effect of the product life cycle on marketing? What effect did the product life cycle have on the product in the simulation? Format your paper consistent with APA guidelines. A Certificate of Originality should be included. Sunday, January 29th8 Learning Team Marketing Plan: Phase III Resources: University Library, Internet Use the product or service you selected for your Marketing Plan: Phase I Paper. Write a 1,400- to 1,750-word paper to include the following information: Describe the attributes of your product or service in detail. †¢Describe the pace at which your product will move through the product life cycle and the factors that will affect its movement. How will the product life cycle affect the marketing of your selected product or service? †¢Identify the positioning and differentiation strategies for the product or service. †¢Identify the a ppropriate price strategy that should be used for the product or service. Format your paper consistent with APA guidelines. A Certificate of Originality should be included. Monday, January 30th 5 Individual Peer EvaluationAfter each Learning Team project, you will be asked to complete a Peer Evaluation to assess the contributions of each member of your Learning Team (including yourself). I will take these Peer Evaluations into account when assessing individual contributions to the Learning Team projects. The Peer Evaluation form and instructions for posting are included in a separate message in the Course Materials forum. POST: Individual Forum Monday, January 30th Individual Weekly SummaryPost your summary in the Main forum and begin responding to each other's summaries. Summaries should include key learning points for the week. Summaries should be at least 200 words. POST: Summary thread for each week in the main forum. Monday, January 30th2 Week Five: The Dynamic Environment of Marketing DetailsDuePoints Objectives5. 1Identify environmental factors that affect marketing decisions. 5. 2Explain the impact of technology on marketing. 5. 3Analyze the importance of social responsibility and ethics in marketing. ReadingsRead Ch. 3 & 13 of Marketing Management. Read Ch. 15 & 16 of Marketing: An Introduction. Review this week’s Electronic Reserve Readings. ParticipationParticipate in class discussion. Remember to participate in the class discussions 4 out of 7 days during the week. (2 points per week, ? point per qualifying day – 2 substantive posts = qualifying day)2 Discussion QuestionsRespond to weekly discussion questions. Individual Environmental FactorsResources: University Library, Internet Select an organization with which you are familiar that conducts both domestic and global marketing. Write a 1,050- to 1,400-word paper in which you identify the environmental factors that affect global and domestic marketing decisions. Address the following as they relate to the organization’s marketing decisions: Analyze the influence of global economic interdependence and the effect of trade practices and agreements. †¢Examine the importance of demographics and physical infrastructure. †¢Analyze the influence of cultural differences. †¢Examine the importance of social responsibility and ethics versus legal obligations. †¢Analyze the effect of politica l systems and the influence of international relations. †¢Analyze the influence of the Foreign Corrupt Practices Act of 1977, as well as the influence of local, national, and international legislation. †¢Explain the effect of technology. Format your paper consistent with APA guidelines. A Certificate of Originality should be included. Sunday, February 5th8 Individual Final ExaminationResource: Basic Marketing Click the link to the Final Examination on the student website available at the end of Week Four through the end of Week Five. Complete the Final Examination. You are allowed one attempt to complete the exam, which is timed and must be completed in 3 hours. Results are auto graded and sent to your instructor. However, please post a copy in your individual forum. Monday, February 6th15 Learning Team Marketing Plan: Final Paper Resources: University Library, Internet Use the Marketing Plan Outline listed on the student website as a guide. Write a 6,300- to 7,000-word paper integrating your previous Learning Team assignments into a final Marketing Plan Paper. In addition, address the following information in your paper: †¢Identify the appropriate place and promotional strategy that should be used in the development of the strategic marketing plan. †¢Develop an initial sales promotion schedule. †¢Create an advertising plan. †¢Identify public relations opportunities for the product or service. †¢Analyze the effect of channel management decisions on the marketing or your selected product or service. Select appropriate distribution channels for your product or service and address costs in terms of placement, shipping, and middlemen. †¢Develop a budget for your plan. †¢Identify quantifiable elements that can be used to evaluate, monitor, and control the effectiveness of your marketing plan. Format your paper consistent with APA guidelines. A Certificate of Originality should be included. Monday, February 6th10 Individual Peer EvaluationAfter each Learning Team project, you will be asked to complete a Peer Evaluation to assess the contributions of each member of your Learning Team (including yourself). I will take these Peer Evaluations into account when assessing individual contributions to the Learning Team projects. The Peer Evaluation form and instructions for posting are included in a separate message in the Course Materials forum. POST: Individual Forum Monday, February 6th Individual Weekly SummaryPost your summary in the Main forum and begin responding to each other's summaries. Summaries should include key learning points for the week. Summaries should be at least 200 words. POST: Summary thread for each week in the main forum. Monday, February 6th2

Discussion Board 2-2 Assignment Example | Topics and Well Written Essays - 250 words

Discussion Board 2-2 - Assignment Example According to the four stage response cycle of Masters and Johnson, women are usually ready for re-arousal at the resolution phase and may need continuation of sexual intercourse. Men on the hand tend to face difficulty in attaining sexual re-arousal after resolution phase (Rathus, Nevid & Fitchner-Rathus, 2014). This disparity may leave some women feel sexual dissatisfaction from their male partners. Having such understanding can help counselors to advice men facing criticism from their female sexual partners for not satisfying sexual needs of the latter. With the understanding, counselor can educate criticized men to practice holding their ejaculation by temporarily stopping sexual intercourse to allow their mates time to attain orgasm. When attaining plateau phase as contained in the four stage response cycle of Masters and Johnson, vagina of women depict preparedness to receive penis by contracting to cause erogenous feeling on penis (Rathus, Nevid & Fitchner-Rathus, 2014). The vagina also becomes wet to signalize lubrication of the pathway for entrance of penis. When at the plateau phase, men on the other side tend to produce seminal fluids that appear at the tip of penis. In addition, the coral ridge around the penis also expands in circumference. Understanding such concepts can help counselors train couples about proper timing as to when to begin intercourse to drive maximum

The Theme of Death in the Works of Edgar Allan Poe Essay

The Theme of Death in the Works of Edgar Allan Poe - Essay Example Poe was then sent to both the Chelsea and the Stoke Newington boarding schools in the suburbs f London. Although he was a brilliant student, excelling especially in mathematics, he did not enjoy his days spent there. In July f 1820 Mr. Allan's business collapsed, and they were forced to return to Richmond in order to avoid the creditors that Allan was indebted to. Edgar Allan Poe was obviously not typical in his style f writing nor in his style f life. His father left the family when he was young and his mother was dead by the time Poe was three from tuberculosis. "So precocious a child must have carried with him, deeply imprinted, the waning figure and the coughing paroxysms f his mother." (Darkening 9). For the remainder f his tragic life, things never seemed to improve much. He lost his wife (also his cousin), Virginia, two years before his own death. After his trouble with alcoholism and general bad health, Poe died when he was about 40 years old. The exact events surrounding his death are still uncertain and somewhat mysterious. (Parker 1-5) Most f Poe's literary works were inspired by life. "Alone" is Poe's way f vocalizing the unique and dismal life that he led. He, from an apparently young age, finds himself with such different feelings about life than most people. In this poem, Poe describes his own condition f loneliness. In the first three stanzas alone, Poe discusses that since his early childhood he didn't see the world as others saw it. Even as a child his emotions were very hard to express. Anything he expressed he kept inside. In the sixth stanza, Poe writes "My sorrow; I could not awaken", meaning that because he had his emotions bottled up, he couldn't even express his sorrow. Because he couldn't express his emotions, anything he loved he couldn't love with another person, he could only love alone. There was no way he could express himself emotionally. Poe continues to reiterate that since his childhood he had this mystery surrounding him, following him wherever he went. When he did anything or went anywher e, there was this mystery or shadow that continued to bind him. This mystery could be the problem f not expressing his emotions he inherited as a child or the element f self-companionship. "His was a deviant mind, and his soul, ever lost in mystery, was possessed f demons; even elements f nature assumed their form."(Darkening 9). Ultimately Poe emphasizes this mystery as an evil or "a demon" that was haunting him. The demon was present everywhere; even the elements f nature assumed its form. Poe describes the demon as the sun rolling around him, as the thunder from the storm. Everywhere he turns and looks this evil is lurking around him, making Poe unique from others. Poe describes his uniqueness as a result f the demon that he is consumed by. The reason why he is alone, and why he can only love alone is because f this demon which he inherited as a child. (VanSpanckeren 1-5) Numerous events in Poe's life can explain why Poe may have written this poem. This poem was written in 1830, around the year where his stepmother had died and when his stepfather had remarried. The death f his "beloved step-mother reinforced the morbid consistency f Edgar's mind."(Darkening 4-5). Her death probably caused more psychological problems to Poe. He lost his biological mother and his stepmother, both f whom helped provide emotional support for

Auditing Essay Example | Topics and Well Written Essays - 1500 words - 7

Auditing - Essay Example 2). Inventories should always be stated at the lower cost and the market prices or the net realizable value. The net realizable value is the amount that the asset can fetch as at the reporting date, less the estimated costs required to complete the transaction. These could include selling costs and overhead costs. The values stated in the inventories of Abbey Plc. in the annual report for the year 2014 should be tested adequately to ensure that they are the correct market values of such inventories. Fixed assets are critical items, which the auditor should ascertain and ensure that values attached to them are their correct fair values to be disclosed to the shareholders (Rittenberg et al. 2011, p. 626). Disclosing the values of the fixed assets in excess of their correct fair values would make the financial statements to be overstated; thus provide shareholders with a wrong financial position of their company. Trade and other receivables should be recognized and carried at the lower cost of their original invoiced value and the recoverable amount. In case the time value of money is material, receivables should be carried at the amortized cost. The company should make provisions in situations where there is some adequate evidence that the amount would not be recovered in full. The balances should be written off when the chances of recovery are assessed as being remote (Henning et al. 2007, p. 313). Adequate audit procedures should be done to ensure that the company did not make too much or too little provision to cater for trade and other receivables, which could not be recovered. Also, before writing off bad debts, all the relevant procedures should be followed since some managers may decide to write off debts, which could not be written off with the objective of hiding the correct amount of revenue collected by the company

Reagan Revolution Through President Obama Essay

Reagan Revolution Through President Obama - Essay Example (Council of economic advisors, 2010, p.50) Even before he took office a change could be seen in the perspective of the whites regarding African-Americans. Research has shown that 22 percent of Americans view Obama as an exemplary figure when they think of African-Americans. If Obama administration continues to be successful then he can activate positive feelings in majority of people regarding the blacks (The Obama effect†¦., 2009). Overturning the Reagan Revolution Barack Obama in his inaugural speech pronounced that he would use old and traditional values to effect progressive changes. His approach towards politics would carry a sense of mature collective responsibility instead of the juvenile approach of individualism. He would uphold the democratic role of the US government and would continue to maintain the leadership position of the country in the global front. Obama has defended the traditional values like â€Å"honesty and hard work, courage and fair play, tolerance and curiosity, loyalty and patriotism†. With this he has broken the established values of Reagan era. Obama has emphasized on the effectiveness of the government over its size thus overturning the Reagan revolution (Dionne, 2009). Impact With advocating the values â€Å"tolerance and curiosity† Obama has actually supported the concept of innovations by those who are determined to take risks. Obama as president believes in stressing on the security of the nation as he thinks that â€Å"power alone cannot protect†. He stressed on regulations on the market to keep it under control. His aim is to promote equality as according to him â€Å"the nation cannot prosper when it favours only the prosperous†. (Dionne, 2009) Impact of 1980s AIDS epidemic American life is largely a manifestation of religious... This report approves that the US war against Afghanistan was essentially illegal because it did not abide by the international law on war. According to the law when one nation makes armed attack on another nation, only then the attacked nation can use military aggression for defense. In this case Afghanistan did not attack since the 19 convicted men were not Afghans. Also permission from UN Security Council is needed to start a war and in this case the council did not permit the war. However there were some moral rationales behind the war. An international poll revealed that many people from all over the world took an unfavorable view on America especially on Bush. When people were asked who they think is a threat to world peace United States got more votes than al-Qaeda terrorist group. More people felt that America is more dangerous than countries like Iran and Syria. The poll also revealed negative views of people on America’s war on terrorism in the Middle East. This paper makes a conclusion that the continuous economic depression has created disparities within the American society thus threatening its position as superpower in the global arena. Although it has always been a land of unlimited opportunities but the success has become fragile. If there is no fast solution for overcoming the economic downfall, then the global economy is at stake. The growing disparity between the rich and the poor violates the core image of the United States.

Are organizations rational Assignment Example | Topics and Well Written Essays - 1500 words

Are organizations rational - Assignment Example ncy and reliability of the system (Miller, 2012).  The desire to achieve efficiency forms the major part of rationality and organisation is considered as a mechanism where different parts are used to achieve the desired results. Since managers work towards achieving the best results, rationality is based on the efficiency of systems to achieve the desired outcome. This paper attempts to reveal how organisations show rationality in the decisions that are made in management level and the rationality of organisation through its independence and formation. Rational system involves two main elements that include goal specificity and formalisation. Rationality in organisations is related to formalisation of activities and decisions that form the daily systems of the organisation. This means that the organisation behaviour is shaped by standardisation and regulation of all activities in the organisation to achieve efficiency (Sapru, 2011). Through formalisation, stable expectations in production and results acts as the main focus of the company and this is one of the preconditions of rationality. An organisation offers an environment where employees are expected to perform to achieve certain goals and objectives of the company through a formal system thus resulting to rationality. It is therefore important to note that many organisations are rational owing to the fact that they operate with an objective to achieve desired results through formalised principles that are not based on emotions or superstitious beliefs (Catino, 2013).   Goal specificity involves the fact that organisations are formed for a specific objective or goal. Organisations focus on certain goals as their main purpose of operation. Specific goals are used as equipment for supporting rational behaviour in an organisation where they provide guidelines on the structural design, and this points on what specific tasks need to be carried out to ensure great performance and how to allocate resources to

Modern Dance Research Paper Example | Topics and Well Written Essays - 1250 words

Modern Dance - Research Paper Example Dance is part of every society’s practice and is the barometer of livelihood in America. Dance capturers an array of aspects that include social-political issues; fundamental in the spiritual realm; preservation of culture and social interactions. The spirit of independence, taking risks, experimentation of new ideas and persistence are some of the aspect that assists in making modern dance. This form of dance has an irreplaceable touchstone and a national wealth. It is primarily occasioned because of a wide range of movement vocabularies, choreographic impulses and social-cultural issues (Martin, John, 1989). Since early 1990, during the debut of American modern dance, citizens show immense support for the dance. Consequently, United States of America exports the culture abroad by using it as an important ambassador. The dance passes from one generation to the next through a series of new works of danced. Generational rebellion against mentors induces innovation and in the process the dance is preserve. Modern dance is a continually evolving desire to understand and share the potential of human movements (Martin, John, 1989). As a result modern dance cannot take a neat definition. However, the origin of American modern dance is traced from the concepts of idealism and rebellion. Therefore, utopian notions of the liberty of the body and character, and the desire for self-expression guide the direction take by modern dance in America. American people credit the beginning of modern dance to Isadora Duncan (1877-1927). As a result of amateurish kinds of ballet spectacles and famous entertainments known to Americans, Isadora reacted against the moves (Anderson & Janet, 2004). Consequently, Duncan unleashed a natural way of movement by elevating dance to a serious form of art that expresses ideas and emotions (Duncan, Isadora, and Sheldon Cheney. 1928). Many pictures of Duncan’s dresses document her while running barefoot,

Are viruses alive Essay Example | Topics and Well Written Essays - 1750 words

Are viruses alive - Essay Example Viruses are microscopic agents that survive only in the nucleus of cells of other living organisms. This implies that viruses live in any living thing both plants and animals. They replicate inside the cells and, in some advanced cases, they feed on the nucleus of the cells thus resulting in the death of the cells. Viruses have unspecified structure of deoxyribonucleic acid commonly referred to as the DNA (Dilcher, 2000). The DNA defines the structure of cells, the fact that viruses have indefinite DNAs makes them capable of changing their structure from time to time thus making it difficult for the body cells to identify and remove them from the cell structures. Among the most notorious virus is the Human Immunodeficiency virus that causes the Acquired Immune Deficiency Syndrome, AIDS (Nelson, 2010). This research article therefore employs an effective analysis of this single virus to describe the features of other viruses by extension. The structure of a virus A virus is an organis m with a simple structure, this is arguably the smallest organism on earth and due to its small size, the organism cannot survive on its own, it thus requires the cell of a host organism to thrive. Viruses have the simplest structures composed of only three components. These are the nucleic acid, the protein coat and the lipid membrane. The nucleic acid is the most essential part of the virus; it contains the deoxyribonucleic and the ribonucleic acids. The two acids define the virus; they contain all the necessary information for the virus to define its unique indefinite structure and to make it multiply (Theodora, Guoying & Dimitris, 2002). The nucleic acid is lightly dispensed in surrounding plasma all of which are enclosed in a protein coat. This is a light layer of pure protein elements that protects the components of the virus. The protein layer defines the virus. However, being purely protein, the coat lacks definite shape to constitute the definite structure of a virus. The s oft coat is highly permeable allowing free movement of molecules in and out of the virus. The structure of the protein further changes according to the protein composition of the host cell, this enables the virus to vary its acidity and alkalinity levels to suit that of the host cell thus permit its survival. Besides the two components of a virus is the lipid membrane. This is a layer found after the protein membrane. However most viruses lack this layer and survive only with the protein layer as the most outside coat. Viruses that lack this final outer coat are generally referred to as naked cells. The lipid membrane performs the edge formation function thus defining the virus. It also lacks such strong elements as keratin and lipid and therefore aids in the indefinite structures of viruses. Virus infection process Unlike other living organisms, a virus cannot survive on its own; viruses have no chemical composition to exist without the assistance of a host cell. Host cells on whic h a virus mounts itself is referred to as a receptor (Agalioti & Prekh, 2001). Viruses choose their receptor carefully taking into consideration the information in the viruse’s deoxyribonucleic and ribonucleic acid this implies that every virus has its specific receptor. Once a virus gains entry into the body of a living organism, they attach themselves to their respective receptor cells from where they thrive through the rigorous replication process (Dilcher, 2000). The flu causing virus shows preference for the mucus coating cells found in the lungs and other airwaves in the body. The HI Virus on the other hand shows indiscriminate preference to white blood cells in the body of a living organism. Since viruses cannot survive alone, they do not therefore freely exist in the environment but are carried in the body cells of other previously infected organisms. They thus transfer from these organisms to the other through contact of the bodies that possibly results in the exposu re of the body cells of the second victim.

Hatha Yoga Essay Example for Free

Hatha Yoga Essay A complete Hatha Yoga session should be aimed at holistic wellness of mind, body and soul. It should contain a well designed sequence of Asanas or yogic poses, Pranayam or breathing exercises, relaxation techniques, and Dhyana or Meditation. The Yoga session should begin with a prayer or chanting of â€Å"Om†, the primary sound of universe. This helps in relaxing and focusing the mind, and bringing calmness to the senses. This should be followed by warming up exercises known as â€Å"Yogic Suksma Vyayamas† to improve flexibility of joints and muscles, so that we do not suffer from pulled muscles while performing Asanas. This should be followed by a sequence of Asanas, first supine poses, then prone poses, followed by seated poses and finally standing poses. Asanas should be followed by relaxation poses such as â€Å"Shavasana† or Corpse pose. Pranayam or breathing exercises should be performed after Asanas. The session should end with Dhyana or Meditation to calm the mind. The first part of the session includes warming up with Suksma Vyayamas, the aim is to warm up the major joints of the body. First Vyayama involves movement of neck to right and left, followed by forward and backward bending, each for 10 times. Next one involves moving the arms in circular movements clockwise then anti-clockwise, 10 times each. This should be followed by raising each leg, one by one, forward and moving it in small circles, clockwise and anticlockwise, 5 times each. Asanas should be performed now in following sequence- first supine postures like â€Å"Chakrasana† or Wheel pose which is an inverted pose and then â€Å"Halasana† or Plough pose which is its counter pose, then prone postures like â€Å"Dhanurasana† or bow pose and â€Å"Bhujangasana† or Cobra pose involving backward bending, followed by sitting postures like â€Å"Balasana† or Child pose which is a counter pose of Bhujangasana, â€Å"Vakrasana† or twisted pose and â€Å"Poorna Paschimottasana† which is a forward bending pose, and finally standing postures like â€Å"Trikonasana† or triangle pose involving side stretch, and â€Å"Tadasana† or Palm pose which involves stretching of the whole body. Asanas should be followed by â€Å"Shavasana† or Corpse pose for relaxation. After relaxation Pranayam like â€Å"Bhramari Pranayam† should be done, followed by Meditation. Thus my session includes- Yogic Suksma Vyayamas for warming up, and following Asanas: Chakrasana or Wheel pose- Involves bending backward of torso like an arch. It strengthens the back and abdomen, affects all the organs of the body, and cleans the Chakras. Halasana or Plough pose- Involves raising the legs and then lowering them behind the head, toes touching the ground, forming a plough. It enhances the benefits of Chakrasana, being its counter pose. Also regulates the function of Thyroid and Thymus glands. Dhanurasana or Bow pose-Bending backward holding both ankles with hands, and stretching the body like a bow. Improves digestion, strengthens the back, shoulders, arms, and legs. â€Å"Bhujangasana† or Cobra pose- Involves lying in prone position and raising head and shoulders like a cobra. It strengthens back, shoulders, and neck and improves respiration. â€Å"Balasana† or Child pose- Involves sitting and bending forward, face touching the floor. It is the counter asana of Cobra pose, enhancing its benefits. â€Å"Vakrasana† or twisted pose- One leg is bent at knee, and the other is straight, the waist is twisted to the opposite side of the bent leg. It improves flexibility of spine, waist and legs. â€Å"Poorna Paschimottasana†- It involves sitting with stretched legs and bending forward to hold the toes with hands, face resting on thighs. Greatly improves spinal flexibility. â€Å"Trikonasana† or triangle pose- Involve sideward bending and stretching making a triangle. Improves waistline, strengthens the arms, and improves balance of the body. â€Å"Tadasana† or Palm pose- Arms raised upward, pulling the body upwards while standing on toes. It improves balance, reduces belly fat, and improves height and agility. Finally, doing â€Å"Shavasana† or Corpse pose, lying down with relaxed limbs and neck like a corpse for deep relaxation. I’ve chosen â€Å"Bhramari Pranayam†, sitting with legs folded, deep inhalation followed by exhaling with a humming sound, while keeping the mouth closed, ears closed with thumbs and fingers placed on closed eyes, for complete relaxation of mind; followed by deep breathing, with mind focused on breath in a state of Dhyana or Meditation. Yoga postures should be done slowly with smooth movements, jerky and harsh moves should be avoided. Each posture should be held for 15-20 seconds initially, gradually increasing the practice time to 5 minutes. â€Å"Yoga† means a communion of mind, body and divine. It improves flexibility and balance making us fitter, calmer and happy. It helps in maintaining hormonal balance. One should practice yoga for its multiple benefits.

Abortion Issue Essay Example for Free

Abortion Issue Essay Abortion is a controversial issue but it should be discussed because it is happening, and is more widespread than we care to admit. If we truly care about life, then we must understand what is going on. Ideally, pregnancy is a wanted and happy event for women, their partners and their families. Unfortunately, this is not always so. Around the world, millions of women every year become pregnant unintentionally. In the Philippines, as in other countries, some of these women are faced with a difficult choice: to give birth to a child that they are not prepared or able to care for, or to obtain an illegal, and often unsafe, abortion. As a Filipino citizen abortion is a crime. According to Articles 256-259 of our Revised Penal Code, whether youre the woman getting the abortion, the abortionist, or someone assisting or encouraging the abortion, if you commit the act on purpose, you could get sent to jail for one month, to twenty years. No exceptions. For us, the consensus in abortion is strongly anti. Almost all of my classmates insisted that intentional abortion of any kind; was murder, regardless of whether or not it was done to save the mother’s life. Out of the forty-four students in our section, only about six said that abortion, if regulated, could be made legal. While I myself would prefer to avoid having to get an abortion as far as reasonably possible, I believe that this issue should be looked at through a more critical lens. Why? Because it is the attitude that most Filipinos adopt in relation to abortion is frequently more emotional than practical. Much of it can be traced back to a knee-jerk, culture-based reaction to anything involving babies and death. The lines on matters involving religion, culture, and tradition are quite blurred, and the results are all the same: a default outcry against abortion, or any sort of regulation concerning sexual health. See more:  Masters of Satire: John Dryden and Jonathan Swift Essay OBJECTIVES * Be able to understand and to be aware to the effects of abortion. * To enlighten the Filipino citizen not to agree to the so called â€Å"abortion bill†. * For us to share the learning’s to the teenagers what does abortion really do to our human life. SIGNIFICANCE OF THE STUDY Abortion and Philippines Laws Abortion is illegal in the Philippines and is not permitted under any circumstance. The act is criminalized by the Revised Penal Code of the Philippines, which was enacted in 1930 but remains in effect today. Articles 256, 258 and 259 of the Code mandate imprisonment for the woman who undergoes the abortion, as well as for any person who assists in the procedure, even if they be the womans parents, a physician or midwife. Article 258 further imposes a higher prison term on the woman or her parents if the abortion is undertaken in order to conceal [the womans] dishonour (Tan 2008 and Wikipedia 2008).The 1987 Constitution of the Philippines effectively any amendments to the Penal Code’s provisions on abortion because of Article II, Section 12, which states: â€Å"The State recognizes the sanctity of family life and shall protect and strengthen the family as a basic autonomous social institution. It shall equally protect the life of the mother and the life of the unborn from con ception. The natural and primary right and duty of parents in the rearing of the youth for civic efficiency and the development of moral character shall receive the support of the Government.† In the principle, legalizing abortion would require a referendum to amend the constitution, although the enactment of a more definitive provision sanctioning the ban was not successful. In 1999, Congressman Roy Padilla Jr. of Camarines Norte filed House Bill 6343seeking to allow abortion in special cases (e.g., rape, congenital defects in the fetus or cases where the mother’s life is endangered). It is unlikely that the bill will be passed but it has stimulated discussion on abortion. The passage of HB 6343 will require amendment because the Bill as it presently stands is inherently unconstitutional (Wikipedia 2008 and Tan 2008).The United Nations recognizes that abortion in the Philippines is permitted only in instances in which the pregnant womans life is endangered. However, there is no law in the Philippines that expressly authorizes abortions in order to save the womans life; and the general provisions which do penalize abortion make no qualifications if the womans life is endangered. It may be argued that an abortion to save the mothers life could be classified as a justifying circumstance (duress as opposed to self-defence) that would bar criminal prosecution under the Revised Penal Code. However, this position has yet to be adopted or debunked by the Philippine Supreme Court. Proposals to liberalize Philippine abortion laws have been opposed by the Catholic Church, and its opposition has considerable influence in the predominantly Catholic country. STATISTICAL RESEARCHES Philippines is the only Catholic country in Asia and contrary to that statistical data reported that there were some 400,000 to 500,000 abortion in 2005. The Department of Health added that nearly 100,000 women who have unsafe abortions every year end up in the hospital. About 4 in 5 abortions in the Philippines are for economic reasons, according to a survey by the University of the Philippines. In many cases, said Jocelyn Pacete, a spokeswoman for Likhaan, a womens health group based in Manila, the mother cant afford another child, so ends up choosing her five living children over the fetus in her womb. (Source: Legal_Updates) STATISTICAL FACTS, QUALITATIVE FACTS Prevalence of Abortion in the Philippines Accurate measurement of induced abortion levels has proven difficult in many parts of the world. Health care workers and policymakers need information on the incidence of both legal and illegal induced abortion to provide the needed services and to reduce the negative impact of unsafe abortion on womens health. Information on the current level of unintended pregnancy and abortion is essential for understanding the extent to which women face barriers in planning pregnancies and preventing unintended ones. Evidence on recent trends in these important indicators is also crucial in assessing whether changes in policies and programs are necessary. Abortions cut across class, age, and marital status, and occur in both urban and rural areas. The UP Population Institute (UPPI) 1994 study estimates that between 300,000 and500, 000 women obtain induced abortions annually in the Philippines. Put another way, there may be 16 induced abortions for every 100 pregnancies. According to Singh et al. (2006), induced abortion in the Philippines is widespread and practice takes many forms. Nearly half of pregnancies each year end in an induced abortion or an unplanned birth. Unintended pregnancy is the root cause of abortion. Some 3.1 million pregnancies occur each year in the Philippines. Of these, 15% result in induced abortions, 31% in unplanned births, 39% in planned births and 15% in spontaneous abortions. An estimated 473,000 abortions occur annually. One-third of women who experience an unintended pregnancy end it in abortion. Thus, about 1.43 million pregnancies each year—nearly half of all pregnancies— are unintended. The annual rate of unintended pregnancy is 81 per 1,000 women of reproductive age, meaning that about 8% of Filipino women aged 15–44 conceive every year without intending to do so. Women from all segments of society experience abortion . Women who have had an abortion resemble average Filipino women: The majority are married, Catholic and poor. They have some high school education and have already had several children. METHODOLOGY Surveying students, friends and all the people around us that is willing to answer our questionnaire. We’ve made a questionnaire instead of direct interview to the respondents. We are estimating around 50 respondents and from there we can assume a certain percent for the â€Å"Pro-Life† and â€Å"Anti†. REFERENCES: (Source: Legal_Updates) http://www.chanrobles.com/revisedpenalcodeofthephilippinesbook2.htm: 1. Ã…hman E and Shah I, Unsafe abortion: worldwide estimates for 2000, Reproductive Health Matters, 2002, No. 19, pp. 13–17. 2. Ã…hman E and Shah I, Unsafe Abortion: Global and Regional Estimates of the Incidence of Unsafe Abortion and Associated Mortality in 2000, fourth ed., Geneva: World Health Organization, 2004. 3. United Nations Department of Economic and Social Development, Abortion Policies: A Global Review, Vol. III, New York: United Nations, 1995. 4. Singh S et al., Estimating the level of abortion in the Philippines and Bangladesh, International Family Planning Perspectives, 1997, 23(3):100– 107 144. 5. Shire A and Pesso L, Changing policies and attitudes: postabortion care in the Philippines, Compass, 2003, N

Effects of a Student Lifestyle on Health

Effects of a Student Lifestyle on Health An investigation into the effects of a student lifestyle on health Results and discussion The questionnaires were sent out to the student population in the manner described. A total of 240 were distributed and we received back 120 of these – a 50% return rate. Of these 120 (n), 68 (56%) were from male respondents and 52 (44%) were from females this approximately reflects the male / female ratio of students at the University. We shall consider each question in turn. Questionnaire I Age. As could easily be predicted, the vast majority of respondents were from the 18-21 yr. age range 100 (83%) in total, with the remainder scattered over the range 22-32 yrs., again this roughly equates with the student age profile of the University campus. 108 (90%) were full time students with only 12 (10%) being part time We decided to make a preliminary breakdown into sports and non-sports related courses. We felt that this was better for our purposes than specifying each individual course studied, as it lent itself to clearer analysis. 24 (20%) were on sports related courses and 96 (80%) were not. It would be a useful breakdown of male / female in these two groups if you have the information. In terms of hours studied, the results were rather surprising as 29 (24%) admitted to studying less than 6 hrs a week, the biggest cohort of 50 (41%) admitted to 6-10 hours a week and only one (a female) felt that she was studying more than 21 hours a week. The relevance of this is that, in the context of exercise and health, it would be difficult for any of these students to present a convincing argument that they did not exercise because they were committing too much time to their studies. They clearly had plenty of uncommitted non-study time on their hands. Perhaps a bar chart would be appropriate here. Smoking. Given the data presented earlier our results were not totally in line with the national averages. Our cohort had 64 smokers (53%) of which 60% were men. If our cohort had followed the national patterns then we would have expected 42% of men and 39% of women in this age range to be smokers. The reasons for this are not clear from our survey One possible explanation may be the unexpectedly high response to our question about stress levels (see on) With regard to the number of cigarettes smoked the range was surprisingly narrow with over 75% of smokers admitting to smoking 15 or less per day and only 2 admitted to smoking over 30 a day The length of time that each had smoked was less than four years in 75% of smokers. Although we do not have the data, we should perhaps not be surprised at that as we have already mentioned, the majority (83%) of our group were under the age of 22yrs. You might like to break down the ages of the smokers further to see if you can demonstrate that the majority started smoking when they got to university – the figures should bear this out. This figure is quite significant when we compare it against the number who profess to be concerned about their fitness (see on) as we have highlighted above that smoking is one of the greatest impediments to general good health. Drinking. 112 (93%) of our respondents said that they did drink alcohol with only 8 (6%) stating that they were teetotal. Of much greater interest was the amount that was drunk. Given that the current recommended weekly intake is 21 units for men and 14 units for women, 75 of our respondents admitted to drinking more than that (66% of drinkers) with the biggest groups 38 in total, drinking in the range of 26-35 units on a weekly basis. It has to be said that it was rather worrying that 15 of our respondents (13% of drinkers) admitted to regularly drinking over 41 units a week and 3 of those were women. 7 a+b) When contrasted against the figures for drinking before coming to University, it can be seen that there is a marked increase in the quantity of alcohol consumed since the transition to the â€Å"student lifestyle†. There may of course be many factors at work here. Sudden relaxation of parental control, the availability of more money, and being older may all play a part. It is also possible that the influence of peer pressure is a significant factor here. It is probably also significant that only two of the group actually admitted to drinking more than 30 units a week before coming to university which certainly is in marked contrast to our findings. the enquiry into illicit drugs brought out an interesting response. We had considered the possibility that students may not be willing to openly discuss their use of illicit substances and mainly it was for this reason that we elected to make the questionnaire anonymous. We received a definitive answer in every case and 42 of out cohort (35%) currently use drugs of some sort while at university. This compares to a much lower figure of 20 (16%) who used drugs before arriving at university and the student lifestyle. From this evidence it would appear that the fact that someone comes to university is associated with a doubling of the incidence of recreational drug use. Again we can only postulate about the reasons for this. In much the same way that there was a marked increase in the use of alcohol after the transition to university life, it is possible that the factors which we suggested may have been responsible for this increase may also be the same factors that are relevant in the i ncrease in drug use. 8b) The breakdown of admitted drug use is interesting not only for its description of the actual drugs used but also for the pattern of sex distribution that it reveals. There is clearly multi-drug usage as 42 respondents admitted to using drugs and there are 85 different admissions of type. We do not have the figures to tell us if the majority of drug use is single use with a comparatively few users accounting for the polypharmacy or whether most drug users are using multiple types of drugs. The majority of use is in the category of so-called recreational drugs 71 reports (88% of total drug use) and only 14 reports of cocaine use (12% of total drug use). It certainly is a clear trend that the drug use amongst men is greater than that amongst women. Of the admitted drug users (by type) 53 (62% of use) was by men and 27 (38%) was by women, this compares with the prevalence of men in our sample (56%) and women (44%). When these results are compared with the responses of drug use prior to arrival at university, it can be seen that the pattern of drug use is different. Cannabis and Ecstasy form the preponderance of drug use in this age group and the incidence of cocaine use is clearly much less. It would therefore appear that cocaine tends to be used by an older age group and this may or may not be an influence of life at university. It is not the function of this survey to pontificate on the apparent rights and wrongs of drug use. We are trying to define and delineate the effects of a student lifestyle on health and there is considerable evidence (see above) that drug use is certainly not conducive to health. Perhaps we should confine ourselves to the comment that there is certainly a public health issue here. 10) The psychological aspects of â€Å"the student life style† also produced some unexpected surprises. With specific regard to anxiety there is an immediate problem seen in the results. In 10a) the students were asked if they felt stressed while at university. 72 (60%) responded â€Å"yes† but when asked to grade the severity of their stress 109 (90%) indicated that they had experienced a degree of stress. This may represent a difficulty in perception. Some people may be able to relate to the experience of minor degrees of stress and regard it as â€Å"normal† rather than â€Å"feeling stressed† which is a term that they may reserve for higher levels of actual perceived stress. We would have to regard this as a criticism of the actual wording of the question, in which 10a) might have been better phrased as â€Å"have you ever felt any degree of stress while at university?† when, presumably, the two figures would then have matched. It is certainly significant that the majority of the â€Å"yes† respondents were women. The majority of the studies done on the subject of stress (see above) show that women will report feeling stressed more frequently than their male counterparts. Many reasons and hypotheses have been advanced for this observation. It may well be that men are physiologically better equipped to deal with stress than women. There does not, however, appear to be any evidence to back up this point. It has been shown that men are less likely to seek help for psychological (and indeed physical) symptoms than women – quite often to their own detriment. Any sociologist will tell you that in our current social climate the gender roles of the two sexes are programmed differently during rearing. Boys are expected and encouraged to be stoical and brave, hiding their emotions whereas it is generally considered far more acceptable for girls to exhibit emotional liability. It is therefore not unexpected to find that at the highest end of the reported stress range. The proportion of women is greater than men. Equally the converse is also true that men are over represented at the lower-stress and no-stress levels. The pre-university results are not as diverse as they appear to be in other areas of enquiry. This should not altogether surprise us as we have to bear in mind the fact that all of the students who have made the transition from school to university will, almost without exception, have been through the A-level system, which is an inherently stressful experience. It is interesting to note that the sex differences are almost identical in this group when compared to the university group. Again this reflects the findings of other, more general, studies on the subject. 12) With regard to the comments made about the discrepancy of the figures in the questions about anxiety (11a and 11b) we can see that there is exactly the same disagreement in the questions about depression (12a) and 12b). When asked the direct question about whether they had felt depressed while at university 98 (81%) said â€Å"no†, but when asked to grade their degree of depression only 34 (28%) indicated that they had not felt depressed to any degree. This apparent discrepancy can presumably be analysed along the same lines as our suggestions with regard to anxiety. This is given further credence by the observation that in the group who admitted to experiencing depression, women were represented at nearly double the relative frequency of the men. When we look at the group admitting to severe depression the proportion rises to over three times the relative frequency. When compared to the responses that were reported before coming to university we can see however, that this time (compared to the anxiety situation) there is a marked difference as very many fewer respondents admitted to feelings of depression in their pre-university life. We do know that levels of depression reach a peak in the early twenties ( most markedly in men) and therefore we would expect to find lower levels in younger age groups. We also have other environmental factors in play as the majority of pre-university or school age pupils, will normally be living in the comparative security of a family lifestyle with all its attendant support networks hopefully in place. At university however, the situation is generally quite different with young people thrust into a different, and possibly alien environment, with no pre-existing support networks to fall back on for advice. This is clearly a fertile breeding ground for reactive depression and also endogenous depression if there is a predisposition for it. 14) This section is even more subjective than the preceding two as it deals with the question of self confidence ( you might like to see if your results show a correlation between the people doing sports related courses and high self-confidence rating because the chances are that there will be – see on) the self-assessed results in this section show a fairly predictable Gaussian distribution curve with the highest concentration in the middle ranges of self confidence and a slight preponderance towards the above average assessment. One always has to approach self-assessments with a fair degree of scepticism but one could reasonably expect a higher than average number of self-confident people at university as they clearly would have to have a fair degree of self-confidence to take the necessary exams and to put themselves forward in the first place. One interesting point in the analysis is shown by the fact that there is an increased correlation in a high self confidence rating and the participation in a sports-related course. We can only conjecture why this might be but, in order to excel in sports it is usually totally counter-productive to be shy and retiring, so perhaps we could postulate a preponderance of certain personality types in a sports-related field. 15) there is very little difference in the ratings of self-confidence before and after coming to university. If anything, there is a slight increase in the perceived ratings. This may well correlate with the feelings of independence and the necessity to be responsible for one’s own actions at university. The increase in the ratings may simply reflect the confidence that comes with experience of the independence of the â€Å"student lifestyle† which most of our respondents clearly have had. 16) When designing the questionnaire we considered the problems that may arise with questions of a personal or sexual nature. We are therefore very heartened by the fact that the vast majority of respondents found that they could give us answers in this section with 115 (95%) responding positively. Sadly, the results do tend to bolster the tabloid editors portrayal of promiscuity which we referred to in the section on sexually transmitted diseases of our respondents, only 4 (3%) admitted to being a virgin (or celibate). The biggest group – 25 (21%) had only one partner since being at university, but it was something of a surprise to see that the next biggest group of 20 (17%) had five partners since arriving at university. 10 of our sample (12%) admitted to having 10 or more partners while being at university. We do not presume to make any moral judgements on this set of results but it would be fair to say that to have 10 or more different sexual partners within a three year spell at university (and some may have had ten partners in less than that time) does put the respondents in a high risk group for sexual health problems (see conclusions) With the single exception of the lowest degrees of promiscuity (Groups admitting to one or no partners at all), men outnumbered women in all the groups. It is hard to fully explain this anomaly. A logical evaluation would suggest that there are three possibilities, either it is an unexpected statistical quirk, it reflects the fact that normal sexual activity is carried out by most men but a few very promiscuous women or that there is an unexpectedly high amount of male homosexual activity going on within the university. The author could not possibly comment on which eventuality is the most likely. 17) When compared to the figures obtained for sexual activity before coming to university we can see that there is a marked difference. The degree of promiscuity is much lower pre-university. This may well be a reflection of the age and circumstance of the pre-university respondents, quite apart from the independence factor that becomes more apparent after arriving at university. We can also see that the number of celibates pre-university is also much higher. This again, is probably a reflection of the perception of independence found at university. 18) In continuation of the issues discussed in section 16, the issues of sexual health are tackled here. The question is purposely blunt – â€Å"Have you ever had a sexually transmitted disease?† In our sample 6 (5% of sexually active respondents) had admitted to having one. This may very well not be accurate, as any experienced health professional will tell you that there are a lot a sexually transmitted diseases that are asymptomatic or may clear up spontaneously. Male monillia is often both trivial and self-curing and may only show as a transient blotchy rash of 24-36 hours duration. Male and female chlamydia may be completely asymptomatic in both sexes and the sufferers may truthfully respond that they do not think that they have a sexually transmitted disease. The fact of the matter is that both monilliasis in the female and Chlamydia in both sexes, can have serious repercussions with regard to fertility in the future. As we have flagged up in our earlier discussions, high levels of promiscuity are a potential problem for the overall sexual health of the student body. Questionnaire II BMI was worked out from the statistics of height and weight supplied by each respondent. The first inference of note is that there is a predictable Gaussian curve for both male and female distributions of BMI with the mean for males (predictably) coming to the right of the female peak ( a graph showing the two distributions would be helpful here) although the male curve actually has two maxima, this is almost certainly a statistical quirk due to the relatively small number of the sample. There are only three respondents that fall into the clinically obese range (25 and over) and only two – both female – who would be considered clinically underweight with a BMI of 15 (WHO definitions). This distribution is approximately the distribution that one would expect from the population as a whole in this age range. The first question asks respondents to rate their degree of physical activity. This set of answers should be analysed in conjunction with the responses to questions 3a-6 and the knowledge that 24 (20%) are on sports related courses and we would therefore expect them to be physically active in the pursuance of their course in any event. As we can see 32 (26%) take less exercise than the Government recommended target of 30 mins. five times a week and a further 49 (40%) just straddling the target level. If we arbitrarily equate â€Å"very physically active† with doing in excess of 80 minutes of exercise a day, â€Å"fairly physically active† with doing more than 40 mins a day, together with â€Å"not very physically active† doing more than 20 minutes a day then we can see a marked discrepancy straight away. Those who professed to be very physically active were 22 (18%) but this compares with 13 (10%) who actually do more than 80 mins. exercise a day. In the fairly physically active group there were 58 respondents (48%) but this corresponds to 39 (32%) who actually take more than 40 minutes of exercise a day. For those 25 (20%) who profess to be not very physically active they correlate with 49 (40%) who straddle the Government guidelines by taking between 21-40 minutes exercise a day. The group with the lowest professed activity – 15 (12%) correlate with the 32 (26%) who do virtually no physical activity at all. Immediately one can see that there is a discrepancy here. Those who feel that they take a lot of activity tend to overestimate the amount of exercise that they actually do, equally there are a second group who, say that they are not very active when the figures suggest that the actually-inactive group is much bigger than the professed-inactive group. Professed Actual Activity (n) Activity (n) Very active 22 13 Fairly active 58 39 Not very active 25 49 Inactive 15 32 All in all it would appear that the respondents have an ability to feel that they are actually doing more exercise than they actually are doing. Equally you could argue that we are making the criteria too strict and that we are being over-ambitious in our expectations of what amount of exercise people of this age should be doing. Perhaps the best independent arbiter should be the Government’s own documents and consultation papers quoted elsewhere in this piece (Game Plan and At least five a week). It can be seen that approximately 50% of our respondents do not meet these criteria. 3b 4a 4b You have given me no information here and I have no real idea of what the results might actually show. I would suggest that you base your analysis along the lines of my previous answer (which may have to be modified in the light of whatever your figures show) 2a+b) The weight of our respondents seems to have remained remarkably steady with 103 (85%) remaining effectively unchanged. We note that in the case of the 17 (14%) where the weight has changed we did not ask them to specify whether this was up or down. If this is analysed in conjunction with 2b) where 2 respondents indicated that this was an intentional change and 15 said that it was unintentional, the normal inference would be that people who have elected to change their weight intentionally might normally have been expected to loose weight however, in this particular cohort with a strong sporting interest, it is possible that this group may have been trying to put weight on. And equally the converse may also be true, we do not have enough information to make this judgement. 5) when asked if they thought that they got enough exercise to keep them healthy 62 (51%) of our respondents thought that they did. Interestingly 10 (12%) didn’t know. This is presumably a reflection of public education issues although you could take the opposing view that the message has got through to the other 88% who felt that they did know. 88 (73%) of our respondents felt that they wanted to increase the amount of exercise that they did. We are not in a position to say whether these are the ones who felt that they did not do enough exercise to start with or whether they are the ones who already exercise and feel that they need to do more. Presumably, for those on a sports related course there is always the incentive to try to make yourself even fitter. 44(36%) of our sample visited the gym on a regular basis. We can reasonably assume that at least 24 of these will be on the sports related courses as one can assume that they would be visiting the gym regularly as part of their course so at least another 20 were actively trying to get fitter. We can see that there is a preponderance of males in this group (33m to 12f). With regard to this question you might like to see if the 32 negative respondents correlate highly with the active or non active groups. You could then draw appropriate conclusions here. For example if they were the predominantly the active group then you might conclude that they didn’t feel the need for sedentary activities or conversely, if they were the inactive group it may be that their sedentary activities precluded them from activity. 11-14 The diet related questions are perhaps better considered as one entity. The most interesting comparisons come from the pre-university and at university comparisons as one can see that there is a marked change in the eating activity of our respondents It is something of a surprise that 81 (67%) of our respondents used a fast-food outlet less than twice a week. The general perception of the student lifestyle is frequent use of such facilities. This clearly is not borne out by our survey. A worryingly large number of students eat less than the recommended amount of fruit and vegetables with 83 (69%) and 86 (71%) respectively taking less than the WHO recommended minimum. This contrasts dramatically with the results in the pre-university question where it can be seen that the amount of fruit and vegetables eaten (presumably primarily under parental influence) is much higher. In terms of health, this is an important finding as fruit and vegetables are a major source of roughage, vitamins and anti-oxidants (and of course many other essential nutrients) that are essential for health in general. A reduction in intake therefore jeopardises the overall healthy diet. 13. It is an interesting comment that 36 (30%) of our respondents said that they were concerned about their diet. One would have thought that with the independence of student life, if they were concerned that they now actually had the means to do something about it. Clearly this is a sweeping statement that does not take into account a mass of other obvious factors such as the finances involved in buying comparatively expensive items such as fruit. Conclusions There are many conclusions that one can draw from the figures presented above. Top of our list should be a consideration of the shortcomings of the survey which obviously will have a bearing on the conclusions that we feel able to draw from our figures. It is acknowledged that the survey is comparatively small. Although we can hope that it may be representative of the student body, it small size precludes rigorous statistical analysis. It is certainly possible to detect trends within our survey and many of these have been commented upon as we have looked at the figures. The mechanism of using the same sample of students as their own controls by asking their activity before coming to university, is a useful tool to gain a degree of statistical validity, and certainly has helped us to answer the original question of the effects of a student lifestyle on health. To specifically answer that question, we can point to a number of areas where there appears to have been marked changes in behaviour patterns pre- and post-university. Smoking, drinking, diet and sexual behaviour have all changed dramatically and to a lesser extent, drug taking patterns and depression levels have also changed. To some extent, a cynic might observe that this equates with the worst aspects of the typical tabloid editor’s portrayal of the â€Å"typical student†. The reality is, of course, far more complex than that We have already alluded to the major sociological changes that occur when the typical student leaves school and arrives at university. The release from the comparatively structured and dependent world of home life and school into the comparatively independent and less structured world of the university allows a sudden explosion of freedom in many cases where new experiences and activities can be tried, exploited and (perhaps) enjoyed. Can we draw any conclusions as to whether the typical university student is more or less healthy than their pre-university counterpart? Clearly we have delineated some important pointers to this question. In terms of diet (perhaps one of the most important long-term factors in deciding the criteria of health) there is little doubt that our typical student has a worse diet at university than they did before coming to university. We can clearly see the reduction in fruit and vegetable intake although it is gratifying to see that the expected transition to fast-food existence is not a major factor in most cases. The amount of exercise appears to have increased, although we have to accept that a disproportionate number in our sample have a sporting interest, so clearly that will skew the figures to a degree. As we have discussed earlier, there is a basic amount of exercise that has been shown to reduce the incidence of cardiovascular disease, myocardial infarction and stroke, obesity and Type II diabetes. Our typical student just qualifies for the basic minimum target set by the Government, but the range is great. As we have seen, exercise varies from virtually minimal to enormous amounts on a regular basis. We can probably just about conclude that university has a positive effect on health as far as exercise levels are concerned. Drug taking is another area where the student lifestyle has a bearing on health. Less than a third of our respondents have used illicit drugs, so they clearly are not the majority, but this group nonetheless represents a significant group within the whole. It is a matter of intense current debate as to the effect that drugs have on the actual health of a person and therefore we cannot presume to take a firm view when there is still such controversy raging. We can say that there is probably a general consensus that there is evidence that some illicit drugs do appear to have long term implications for health and on that basis, we can point to a negative effect of the student lifestyle on health. An area that we can point to that has far more clear-cut implications for health is the explosion of sexual activity that appears to equate with the student lifestyle. We have already passed comment on the degree of promiscuity that our survey has revealed. Celibacy or monogamy is clearly the best way of avoiding the risks of sexually transmitted diseases. We have commented on the number of respondents who have already known that they have had a sexually transmitted disease, but perhaps our concern should be for those who have contracted asymptomatic disease and are therefore, unknowingly passing it on to other contacts. Again, this is an apparent negative effect of the student lifestyle on health. Recommendations It is difficult to know how to structure this section as, on the one hand, we have clearly identified areas where the student lifestyle could be changed to improve the overall health of the individual, but a much deeper and possibly more significant question remains – â€Å"should we seek to change it?† There are many significant arguments here. One is the basic freedom of choice argument. Some may say that it is appropriate to give people information on matters such as health but it is ultimately up to them as to whether they actually take or implement that advice. Equally there is the converse argument that points to the drain on the public purse of avoidable ill-health. Do people have a duty to society to keep themselves as healthy as they practically can? Should they avoid obvious factors that will cause ill-health in later life? If we follow this argument through to its logical conclusion then we would insist that everybody had a uniform healthy diet, did not smoke or drink to excess, took daily exercise and remained monogamous for their lifetime. A more balanced approach may be to conclude that, in general terms, people learn by their mistakes. Is has been said that the student lifestyle is not only about getting and education it is about getting an Education. Most students will utilise their time at university to explore and perhaps formulate their ideas and personal guidelines for their future life. Perhaps we should take a pragmatic view and observe that, although we have been able to point out some short term negative aspects of the student life style on health, perhaps it is a necessary phase of experimentation which is part of the evolution to a healthier lifestyle as an adult. PDG 25.3.05 Word count 5,572

Psychedelic Yoga :: essays research papers

The following article originally appeared as an uncopyrighted set of mimeographed sheets sometime during the late 1960’s, which was freely distributed on a limited basis, probably in San Francisco.   Psychedelic Yoga    The Application of Yoga Meditation Techniques to the Use of Psychedelic Sacraments    By Sri Brahmarishi Narad       The fact that psychedelic drugs induce a greater sensitivity to subtle spiritual and psychic energies, and speed up the influx of impressions from deeper levels of consciousness, raises the immediate question of how these energies can be properly understood and handled. Obviously, if these energies are not guided, they can do more harm than good. The application of traditional Yoga meditation techniques while under psychedelic experiences, can provide a constructive solution to this problem. According to Yoga philosophy, the most spiritual and powerful aspect of man's nature is the faculty of attention or consciousness. The most fundamental aspect of man's free will is the choice as to what he allows his attention to dwell upon. The attention always has to be on something, but we can choose what we allow it to dwell upon. The goal of all Yoga practices is to discover and directly experience what the attention or faculty of consciousness in man is. The yogi seeks to know that principle by which all else is known. Observing the observer or placing the attention on the attention itself achieves this goal. This may at first seem very abstract and hard to grasp in terms of practical application; but there are workable, time-proven methods for achieving this state of pure consciousness, which when consistently applied and practiced are bound to yield results. It should be constantly remembered during a psychedelic session that whatever perceptions, thoughts and even hallucinations occur -- they are all the creations of one's own mind and consciousness, and are filtered through one's own instrument of perception. These perceptions are patterns of our own psychic energy. We give energy to whatever thoughts and feelings we allow the attention to dwell upon. Wherever the power of attention is focused, it generates mental and emotional energy in the form of its own lower overtones, thus feeding and energizing the thoughts and emotions that the attention dwells upon. It becomes clear that the key to remaining in control of a psychedelic experience is in controlling the flow of attention. Distracting experiences can be avoided in the first place, and the flow of attention can be properly directed by the use of Raja Yoga techniques of meditation.

Learning Strategies Essay -- Education Educating Studying Essays

Learning Strategies The new year begins and Learning Strategies is on your schedule. Truly, you are probably not knowing what to expect and you think that this class is not for you. Boy, are you wrong. This class will save you plenty of time, so you better listen closely. At the end, you will leave the class wondering why no one ever showed me this. So listen up! The three most useful things that I learned in this class are: my learning style, how to take notes when reading a textbook, and how to be a more successful student at college. If you know your learning style, college will be easier. â€Å"If you discover how you process information best, you can learn things both more efficiently and in less time† (Hopper, Practicing College Study Skills, 139). This course allowed me to discover the best method for me to learn, and I got to explore the way others learned. For example, there is a test to see how you learn best. A person prefers to use their dominant left brain, right brain, or both, a person may learn best by seeing (visual), hearing (auditory), or doing (kinesthetic), and this person may like to study alone or in a group. I will give you an idea and characteristics of each: on the dominant left brain, the person is logical, make lists, and like to check things off, right brain, the person is creative, and interprets information visually, both sides of the brain equally is a combination of dominant left and right brain characteristics, a visual learning likes to see things written down, time lines, o r graphs, an auditory learner learns best by hearing, a tape recorder is a good way to learn, a kinesthetic person learns best by hands on and interaction, a person that study wells all should make sure they know the conc... ...tics won’t work, than all I have to say is you must them and prove me wrong. In the College Study Skills course I learned a whole lot more than these three things. I learned how to make a master schedule, how to transfer information from short-term to long-term memory, how to make a goal, and what is in the library at M.T.S.U. So this class is very beneficial. It is not another boring class that you’ll want to skip. This class will guide you and take you through a journey of how to become a better student. It will allow you to discover how you learn and will teach you how to save time. Now, you know what to expect in this class. The semester will end before you know it, and at the end you will see how much you actually learned. Works Cited Hopper, Carolyn. Practicing College Study Skills. Second Edition, New York: Houghton Mifflin Company, 2001.

Wal-Mart International Success and Failure :: Business, Culture, Language

Wal-Mart was founded in 1962 by Sam Walton (1). Wal-Mart grew to two hundred seventy-six stores in their first decade of service (1). Wal-Mart’s plan was to sale products at low cost while delivering on outstanding service and customer relations (1). Wal-Mart also felt that they could target more customers if they offered convenient hours of business (1). Wal-Mart currently operates in fifteen countries around the world, supplying different needs, preferences and services depending on local retail habits (2). By servicing each geographic location in its own way and supplying the needs of a particular area they seem to do very well (2). Wal-Mart adjusts and adapts to local culture and serves the community in a way that the customers are accustomed to being served (2). Wal-Mart usually enters a foreign country by purchasing an existing chain and simply changing the name to Wal-Mart while retaining key personnel such as management who already know the culture (2). Wal-Mart spends lots of time researching and planning before entering a new market. It sometimes takes years to open in a new market overseas (Class notes). First they try to learn the culture, language, and habits of the citizens of a certain culture. Then they study the products which seem to do well in each different are and try to target these products for these cultures at low prices worldwide (Class notes). In the past two decades Wal-Mart has taken advantage of the internet technological advances to change the way many companies do business worldwide (3). The sheer size of Wal-Mart enables the company to buy in bulk at lower prices allowing the discount retail prices given to customers (3). Wal-Mart is able to by all products in great volumes and in return their supplier cuts some of the cost due the amount of product sold. Wal-Mart has great marketing and management plans before entering a market which allows the company to do very well in many different countries and cultures (3). Wal-Mar t has also had a hand in helping manufactures realize the advantages of customer satisfaction through quality (3). Despite all of Wal-Mart’s international success they have also learned some valuable lessons, mainly in South Korea and probably the biggest debacle of all, Germany (Class notes). When Wal-Mart originally decided to move into Germany in 1997 the potential for success seemed quite promising (4). The company made their entrance into the German market by purchasing "Wertzkauf" which included twenty-one locations (4).

Life Meaning Essay

The definition of life is very difficult. Although dictionaries and encyclopedias say in general is the intermediate state between birth and death, I think it goes far beyond, is something deeper and we all want to know. By asking this question we faced is as if we ourselves, as research is about something I’ve always lived, after much thought and analysis that is life, in my point of view I think is that although many try to define life as commonly defined other terms, in my position, life is not a thing, but rather as a process. To truly know that life is all we can do is live and this is the only way and how life is lived? Maybe it’s the question we should ask ourselves, what can say to that is this: being alive, flowing, running with her, walking with her. Life is now, is now, life is what is happening to us, life is not something or someone or somewhere that we have to look, life is a gift that we already have. lama you can feel in your breathing, your blood circulation in the beating of your heart. What you are now, that’s your life what happened to you, what is to befall and what not, that’s your life. While humans try to find different meanings to what life is and try to give the concept deeper, scientific, philosophical or theological response will never be enough to describe the life, and while people look the concept of life are missing what it is, they have forgotten the real and have been replaced by concepts and explanations that my term, to take advantage of anything. We see what is actually already here, we rationalizations. Nobody can give you the meaning of your life. It’s your life and you have to give it meaning only you. No one but you can find it. It’s your life and only accessible to you. Only by living the mystery will be revealed. Life is not looking at other people or writings or intelligent explanations, these are only justifications that ultimately explain nothing. Life is already bubbling within. Only if you want her there. The temple is on the outside, you are his sanctuary. So the first thing we must remember to define ourselves is life is never look outside or try to discover somebody. And the second thing to remember is that when you finally discover in yourself that is life, you will find that is death. At the beginning I mentioned that life is a process, well, death is part of that process. Humans usually think that death is the enemy of life, which is the grand finale, which is the enemy to be feared but in reality it is not, death is not the enemy, and if you consider death as the enemy that just shows you have not been able to know what life is. Although it seems absurd, death and life have many things in common, both have the same energy is a phenomenon like day and night, as cold and heat, and summer and winter, life and death are rivals, not polar opposites, are not separated and are not contrary, quite the contrary, they are complementary. Death is not the end of life is actually a culmination of a life, the summit of life, the climax, the great final stage. And once you know your life and your process, then you understand what death is. Death is a part harmony, full of life and is very friendly with her. Without it life can not exist. Death is a renewal process. And death happens every moment. The instant you inhale and exhale the moment, life and death are passing, both are given. By inspiring, life goes; upon expiry death comes. So when a child is born the first thing he does is breathe life begins there, however when the old man dies the last thing you do is breathe, there is life. The exhale is death, life is inspiring. They are like the two wheels of a cart. Lives that inspire and breathe out, is part of the inhale exhale, you can not breathe if you stop inhaling, the exhaling is part of breathing. You can not breathe if you stop exhaling. You can not live if you stop dying. The man who has understood what is your life, let death happen, welcomes you. Dies every minute and every moment to life. LIFE is a process, a process in which the past is dying every moment and born again and again into the future. If you look at what life is like you know what death is. If you understand what death is, only then will you be able to understand what life is. Life is a gift, a gift of God, and have certain scents that make it magical, like love, like friends or family, life is full of little moments that make your story and each of these moments is good live them with people you love and who love you, life without love is like a box that looks beautiful on the outside but when you open it and find it completely empty with nothing of value, that’s love, which gives value to your life. Maybe we’ve heard many times the phrase â€Å"living dead† for my concept that is the perfect definition, a life without love makes us dead in life. When we say â€Å"live life†, we mean that, to love, that gives meaning to life, to love somebody to love many or love everyone, to love God and to love nature. Life is real is what is in you is what queeres, there are things unreal, superficial exterior such as money, money is something that absorbs life unreal how many times we have not worried about getting money and is scientifically proven that concerns cause disease and alters the body of people altering the normal functioning of this, while we worry about things more unreal wears more life and go to becoming a plant that interest only superficial things, fine work and make money, which is not right that this will become the center of your life and everything in you turn around money. If we look at the birds of the sky and see how they survive only with his life, feed and have the best clothes that anyone ever could have, with all those colors and how they sing every morning, the birds live their lives, not care about anything and are inferior to us. We should take example from them. Finally we can say that life does not have to investigate it or try to define it or worry about understanding it, life must be lived and enjoyed.