Industry, Ideology, and their Global Impact, 1700-1912 Assignment

Industry, Ideology, and their Global Impact, 1700-1912 - Assignment Example Thirdly, the period also experienced the development of new working tools and equipment. Lastly, there was the development of new energy sources as well as innovation of production processes that maintained efficient use of power. During the Industrial Revolution, the textile industry was adversely affected in terms of capital invested, employment and the value of output obtained. Most scholars believe that the industrial revolution began in the Great Britain. In this regard, the revolution was initiated by agricultural transformations (in form of changes in the methods of stockbreeding and farming) resulting in increased agricultural output. The British government was able to feed its citizens by providing food at lower price while using less labor (Hatch, 1998). Eventually, there was fast increase in population that provided surplus labor. Ultimately, the British government introduced new industries, such as cottage industries that provided employment to rural workers. Additionally, Britain also had excessive capital for investment in new machinery. The capital accumulation also included profits obtained from the cottage industry. In addition, the well-developed British Central Bank provided flexible credit facilities that provided essential capital to prospective investors. The bank facilitated capital transactions through paper instrument, a service that was novel and was not offered elsewhere in Europe. Additionally, Britain had developed a culture where individuals were solely interested in making profits, business expansion and accumulation of wealth, individually or as a group (Hatch, 1998) . In this regard, most business organizations were often risky, open (hardly considered experience and skills) and were very profitable. Britain was highly endowed with essential minerals such as iron ore and coal. These minerals provided raw materials for the established manufacturing industries. Britain was a small country

What is the main difference between Aristotle's account of virtue and Essay

What is the main difference between Aristotle's account of virtue and Socrates' account of virtue Who has the more plausible view - Essay Example In this way, Aristotle has accepted the Socrate’s account of virtue as related to courage but he is differentiated from Socrates to the following point: courage, which, in the form of knowledge, is for Socrates the basis of virtue (Kahn 1998, p.85), is considered for Aristotle just an element of virtue; the latter, in accordance with Aristotle, is likely to be influenced from other elements and values, such as eudaimonia (Klosko 2006). The differences regarding the views of Socrates and Aristotle on virtue are analytically presented below; explanations are given, as possible by referring to the relevant texts. Also, suggestions are made regarding the potential limitation of the distance between the views of Socrates and Aristotle on virtue and its elements. The key difference between Aristotle’s account of virtue and Socrates’ account of virtue is highlighted in the study of Achtenberg (2002); in accordance with the above researchers, Socrates emphasized on virtue as knowledge, while Aristotle considered virtue as related to the behavioural characteristics of each individual; in the context of Aristotle’s account of virtue, virtue is an element of human behaviour which requires the emotional development of the person involved (Achtenberg 2002, p.24). From this point of view, minors cannot have virtue – at least not in its full form – since their emotional development is still in progress. The importance of knowledge as a criterion for virtue has been the key characteristic of Socrates’ account of virtue. Curren (2000) noted that Plato accepted the view of Socrates that ‘wisdom is a key element of virtue’ (Curren 2000, p.48). It is on this basis that the suggestions of Plato on education have been based. Taking into consideration the fact that virtue can be taught, as Socrates supported, Plato developed the framework

Global Health Strategies and Diversity Awareness Research Paper

Global Health Strategies and Diversity Awareness - Research Paper Example In the rest of this paper, I will reflect on the experience using the Bold and John’s model that was provided in class. Stage 1: Return to the Experience In reflecting on the experience, I understood that the eight goals that are provided are easy for anyone to imagine. According to Beck (2011), the goals are as follows: That poverty and hunger is eliminated so that everyone has plenty of food to meet their needs and has a job that pays well and works well for them. That all children have the opportunity to learn and study all over the world. That women and girls are allowed to bring forward all they can in the world. That people experience vibrant health and everyone can afford to have healthcare. That mother and their babies have clean environments in which to have their babies no matter where they are in the world. That people suffering from diseases like Malaria, HIV/AIDS and Tuberculosis are free of these diseases across the world. That people become more concerned with t he environment and begin to take more responsibility for how they individually work with the environment. ... This was a breath-taking speech to me because it showed that one person could do many things in the world by just focusing their attention on these things. I have personally done this in my own life and found that it is rewarding so I could see how focusing around the world on these eight issues could bring about a better world. I decided that I wanted to learn more about the experience. Stage 2: Attend to Feelings At first, I felt that Beck had a good idea, but I did not understand how this could actually be helpful. I decided to look for more information about her and her work. In an article by Beck, Dossey and Kines (2007) a broader explanation of what Beck is attempting to accomplish was revealed. I learned that Beck is attempting to look at the work of Florence Nightingale in nursing. The authors pointed out that there were several countries around the word that see Nightingale’s work as something to be revered. Beck and Dossey decided that there needed a global understan ding of what Nightingale had done and how nurses today could continue what Nightingale started. I was able to develop very good feelings about this project and I felt that I wanted to be a part of it by taking her pledge. I cannot say that I have experience in anything like this, but I can say that it is a good idea. I did not have negative feelings at all when thinking about this because it is a very simple concept. I think that nurses must strive to be the best they can and to help their patients in any way possible. I think that this idea is a good idea because many times, the nurses are holding the example of perfect health for the people they are helping. If one can visualize this on a greater basis, we could possibly heal the

Banned Books Essay Example for Free

Banned Books Essay Throughout history, books have been the target of censorship. At times, these books are even banned from schools and public libraries because the content in them is thought to be too offensive. For this assignment, you will be reading one of these banned books. Which book you read is your decision, however you should keep in mind the appropriateness of your choice- make sure it is a book that your parents would not find objectionable. After you have read the book, you will be writing a persuasive essay defending whether or not the book should or should not be banned from a middle school library. Your essay should include a paragraph that summarizes the book as well as three logical, defendable reasons why the book should or should not be banned from a middle school library. While you may look up the reasons why the book has been challenged in the past, the thoughts expressed in the paper must be your own. You are expected to use the information about persuasive essays learned in class to format this paper. A rubric outlining the expectations will be posted on my Teacher Page. Your essay must be typed and follow the standard requirements for an essay: double-spaced, Times New Roman, one-inch margins. Any secondary sources or research that you use must be documented with in-text citations and included on a Works Cited page. If, at any time, you have questions regarding the book you are reading or the essay you are writing, please ask me.

Advancement in Technology: How it has Lead to a Decrease in Writing Sk

Advancement in Technology: How it has Lead to a Decrease in Writing Skills It’s the 21st century, and technology is rapidly moving more into people's everyday lives, especially as the interest in computers grow. The advancement with computers alone has increased drastically, faster than some would have ever imagined. For the most part, this advancement in computer technology has skyrocketed businesses and eased our lives as a whole in society. However, technology doesn’t always have a positive influence on our lives. In fact, it has the potential to harm a major area of our communication skills if not used carefully. It has been shown that technology is one of the factors as to why writing skills have decreased in the past years. With our nation’s writing skills in a slump, it’s important to note the reasons as to why this trend has started and put an end to it as soon as possible. Computers should be used as a language-learning tool in the classroom, just as any other piece of equipment like a tape recorder or VCR. No one can argue that the computer is one of the most influential tools developed in education. However, in school especially, it seems as if the use of computers has become the center of attention in class lessons, which is where the problem comes in. If for instance, there is a situation when activities at the computer could become the center of attention, teachers should be using more discretion in this area than they currently are today. Relying on computers for every aspect of a lesson will greatly have an effect on a student’s writing capabilities, and it isn’t a positive one. When students are interacting with a computer, they are also using motor skills as well. These motor sk... ... 3e/students/rcd/rcd_ch05.html Haney, W. & Russell, M. (1997). Testing writing on computers. Education Policy Analysis Archives, 5(3), Retrieved October 17, 2004, from Peer-Reviewed Scholarly Electronic Journal database. Jones, Rebecca (Oct1995). Education Digest. Writing Wrongs, Volume 61, page 63. Poor Writing Blamed on Little Practice, Poor Instruction (July 10,2003). Retrieved October 17, 2004, from http://abclocal.go.com/wabc/news/wabc_ourschools_071003writing.html Toner, Erin (1997). Graduates lack computer, writing skills. Resources from state news staff. Retrieved October 17, 2004 from http://www.statenews.com/editionsfall97/082997/p1_study.html Using Technology to Enhance the Writing Processes of Students with Learning Disabilities (1996, July). Retrieved October 17, 2004, from http://www.ldonline.org/ld_indepth/technology/tech_writing.html

The Vampire Diaries: The Awakening Chapter Six

September 26 Dear Diary, I'm sorry it's been so long, and I can't really explain why I haven't written-except that there are so many things I feel frightened to talk about, even to you. First, the most terrible thing happened. The day that Bonnie and Meredith and I were at the cemetery, an old man was attacked there, and almost killed. The police still haven't found the person who did it. People think the old man was crazy, because when he woke up he started raving about â€Å"eyes in the dark† and oak trees and things. But I remember what happened t us that night, and I wonder. It scares me. Everyone was scared for a while, and all the kids had to stay inside after dark or go out in groups. But it's been about three weeks now, and no more attacks, so the excitement is dying down. Aunt Judith says it must have been another vagrant that did it. Tyler Smallwood's father even suggested that the old man might have done it to himself-though I would like to see somebody bite himself in the throat. But mostly what I've been busy with is Plan B. As far as it goes, it's been going well. I've gotten severalletters and a bouquet of red roses from â€Å"Jean-Claude† (Meredith's uncle is a florist), and everybody seems to have forgotten that I was ever interested in Stefan. So my social position's secure. Even Caroline hasn't been making any trouble. In fact, I don't know what Caroline is doing these days, and I don't care. I never see her at lunch or after school anymore; she seems to have drawn away from her old crowd completely. There's only one thing I docare about right now. Stefan. Even Bonnie and Meredith don't realize how important he is to me. I'm afraid to tell them; I'm afraid they'll think I'm crazy. At school I wear a mask of calm and control, but on the inside- well, every day it just gets worse. Aunt Judith has started to worry about me. She says I don't eat enough these days, and she's right. I can't seem to concentrate on my classes, or even on anything fun like the Haunted House fund-raiser. I can't concentrate on anything but him. And I don't even understand why. He hasn't spoken to me since that horrible afternoon. But I'll tell you something strange. Last week in history class, I glanced up and caught him looking at me. We were sitting a few seats apart, and he was turned completely sideways in his desk, just looking.For a moment I felt almost frightened, and my heart started pounding, and we just stared at each other -and then he looked away. But since then it's happened twice more, and each time I felt his eyes on me before I saw them. This is the literal truth. I know it's not my imagination. He isn't like any boy I've ever known. He seems so isolated, so lonely. Even though it's his own choice. He's made quite a hit on the football team, but he doesn't hang around with any of the guys, except maybe Matt. Matt's the only one he talks to. He doesn't hang around with any girls, either, thatIcan see, so maybe the narc rumor is doing some good. But it's more like he's avoiding other people than they're avoiding him. He disappears in between classes and after football practice, and I've never once seen him in the cafeteria. He's never invited anybody to his room at the boarding house. He never visits the coffee shop after school . So how can I ever get him someplace where he can't run from me? This is the real problem with Plan B. Bonnie says, â€Å"Why not get stuck in a thunderstorm with him, so you have to huddle together to conserve body warmth?† And Meredith suggested that my car could break down in front of the boarding house. But neither of those ideas is practical,and I'm going insane trying to come up with something better . Every day it's getting worse for me. I feel as if I were a clock or something, winding up tighter and tighter. If I don't find something to do soon, I'll- I was going to say â€Å"die.† The solution came to her quite suddenly and simply. She felt sorry about Matt; she knew he'd been hurt by the Jean-Claude rumor. He'd hardly spoken to her since the story had broken, usually passing her with a quick nod. And when she ran into him one day in an empty hall outside of Creative Writing, he wouldn't meet her eyes. â€Å"Matt-† she began. She wanted to tell him that it wasn't true, that she would never have started seeing another boy without telling him first. She wanted to tell him that she'd never meant to hurt him, and that she felt terrible now. But she didn't know how to begin. Finally, she just blurted out, â€Å"I'm sorry!† and turned to go in to class. â€Å"Elena,† he said, and she turned back. He was looking at her now, at least, his eyes lingering on her lips, her hair. Then he shook his head as if to say the joke was on him. â€Å"Is this French guy for real?† he finally demanded. â€Å"No,† said Elena immediately and without hesitation. â€Å"I made him up,† she added simply, â€Å"to show everybody I wasn't upset about-† She broke off. â€Å"About Stefan. I get it.† Matt nodded, looking both grimmer and somewhat more understanding. â€Å"Look, Elena, thatwas pretty lousy of him. But I don't think he meant it personally. He's that way with everybody-† â€Å"Except you.† â€Å"No. He talks to me, sometimes, but not about anything personal. He never says anything about his family or what he does outside of school. It's like-like there's a wall around him that I can't get through. I don't think he'll ever let anybody get through that wall. Which is a damn shame, because I think that behind it he's miserable.† Elena pondered this, fascinated by a view of Stefan she'd never considered before. He always seemed so controlled, so calm and undisturbed. But then, she knew she seemed that way herself to other people. Was it possible that underneath he was as confused and unhappy as she was? It was then that the idea came, and it was ridiculously simple. No complicated schemes, no thunderstorms or cars breaking down. â€Å"Matt,† she said, slowly, â€Å"don't you think it would be a good thing if somebody did get behind that wall? A good thing for Stefan, I mean? Don't you think that would be the best thing that could happen to him?† She looked up at him intensely, willing him to understand. He stared at her a moment, then shut his eyes briefly and shook his head in disbelief. â€Å"Elena,† he said, â€Å"you are incredible. You twist people around your little finger, and I don't think you even know you're doing it. And now you're going to ask me to do something to help you ambush Stefan, and I'm such a dumb sucker I might even agree to do it.† â€Å"You're not dumb, you're a gentleman. And Ido want to ask you a favor, .but only if you think it's right. I don't want to hurt Stefan, and I don't want to hurt you.† â€Å"Don't you?† â€Å"No. I know how that must sound, but it's true. I only want-† She broke off again. How could she explain what she wanted when she didn't even understand it herself? â€Å"You only want everybody and everything revolving around Elena Gilbert,† he said bitterly. â€Å"You only want everything you don't have.† Shocked, she stepped back and looked at him. Her throat swelled, and warmth gathered in her eyes. â€Å"Don't,† he said. â€Å"Elena, don't look like that. I'm sorry.† He sighed. â€Å"All right, what is it I'm supposed to do? Hog-tie him and dump him on your doorstep?† â€Å"No,† said Elena, still trying to make the tears go back where they belonged. â€Å"I only wanted you to get him to come to the Homecoming Dance next week.† Mart's expression was odd. â€Å"You just want him to be at the dance.† Elena nodded. â€Å"All right. I'm pretty sure he'll be there. And, Elena†¦ there really isn't anybody but you I want to take.† â€Å"All right,† said Elena after a moment. â€Å"And, well, thank you.† Matt's expression was still peculiar. â€Å"Don't thank me, Elena. It's nothing†¦ really.† She was puzzling over that when he turned away and walked down the hall. â€Å"Hold still,† said Meredith, giving Elena's hair a reproving twitch. â€Å"I still think,† said Bonnie from the window seat, â€Å"that they were both wonderful.† â€Å"Who?† Elena murmured absently. â€Å"As if you didn't know,† said Bonnie. â€Å"Those two guys of yours who pulled off the last-minute miracle at the game yesterday. When Stefan caught that last pass, I thought I was going to faint. Or throw up.† â€Å"Oh,please ,† said Meredith. â€Å"And Matt-that boy is simply poetry in motion†¦Ã¢â‚¬  â€Å"And neither of them is mine,† Elena said flatly. Under Meredith's expert fingers, her hair was becoming a work of art, a soft mass of twisted gold. And the dress was all right; the iced-violet color brought out the violet in her eyes. But even to herself she looked pale and steely, not softly flushed with excitement but white and determined, like a very young soldier being sent to the front lines. Standing on the football field yesterday when her name was announced as Homecoming Queen, there had been only one thought in her mind. Hecouldn't refuse to dance with her. If he came to the dance at all, he couldn't refuse the Homecoming Queen. And standing in front of the mirror now, she said it to herself again. â€Å"Tonight anyone you want will be yours,† Bonnie was saying soothingly. â€Å"And, listen, when you get rid of Matt, can I take him off and comfort him?† Meredith snorted. â€Å"What's Raymond going to think?† â€Å"Oh,you can comforthim . But, really, Elena, I like Matt. And once you home in on Stefan, your threesome is going to get a little crowded. So†¦Ã¢â‚¬  â€Å"Oh, do whatever you want. Matt deserves some consideration.† He's certainly not getting it from me, Elena thought. She still couldn't exactly believe what she was doing to him. But just now she couldn't afford to second-guess herself; she needed all her strength and concentration. â€Å"There.† Meredith put the last pin in Elena's hair. â€Å"Now look at us, the Homecoming Queen and her court-or part of it, anyway. We're beautiful.† â€Å"Is that the royal ‘we'?† Elena said mockingly, but it was true. They were beautiful. Meredith's dress was a pure sweep of burgundy satin, gathered tight at the waist and pouring into folds from the hips. Her dark hair hung loose down her back. And Bonnie, as she stood up and joined the others in front of the mirror, was like a shimmering party favor in pink taffeta and black sequins. As for herself†¦ Elena scanned her image with an experienced eye and thought again, The dress is all right. The only other phrase that came to mind wascrystallized violets . Her grandmother had kept a little jar of them, real flowers dipped in crystallized sugar and frozen. They went downstairs together, as they had for every dance since the seventh grade-except that before, Caroline had always been with them. Elena realized with faint surprise that she didn't even know who Caroline was going with tonight. Aunt Judith and Robert-soon to be Uncle Robert-were in the living room, along with Margaret in her pajamas. â€Å"Oh, you girls all look lovely,† said Aunt Judith, as fluttery and excited as if she were going to the dance herself. She kissed Elena, and Margaret held up her arms for a hug. â€Å"You're pretty,† she said with four-year-old simplicity. Robert was looking at Elena, too. He blinked, opened his mouth, and closed it again. â€Å"What's the matter, Bob?† â€Å"On.† He looked at Aunt Judith, seeming embarrassed. â€Å"Well, actually, it just occurred to me that Elena is a form of the name Helen. And for some reason I was thinking of Helen of Troy.† â€Å"Beautiful and doomed,† said Bonnie happily. â€Å"Well, yes,† said Robert, not looking happy at all. Elena said nothing. The doorbell rang. Matt was on the step, in his familiar blue sports coat. With him were Ed Goff, Meredith's date, and Raymond Hernandez, Bonnie's. Elena looked for Stefan. â€Å"He's probably already there,† said Matt, interpreting her glance. â€Å"Listen, Elena-† But whatever he had been about to say was cut off in the chatter from the other couples. Bonnie and Raymond went with them in Matt's car, and kept up a constant stream of witticisms all the way to the school. Music drifted out the open doors of the auditorium. As Elena stepped out of the car, a curious certainty rushed over her. Something was going to happen, she realized, looking at the square bulk of the school building. The peaceful low gear of the last few weeks was about to slip into high. I'm ready, she thought. And hoped it was true. Inside, it was a kaleidoscope of color and activity. She and Matt were mobbed the instant they came in, and compliments rained down on both of them. Elena's dress†¦ her hair†¦ her flowers. Matt was a legend in the making: another Joe Montana, a sure bet for an athletic scholarship. In the dizzying whirl that should have been life and breath to her, Elena kept searching for one dark head. Tyler Smallwood was breathing heavily on her, smelling of punch and Brut and Doublemint gum. His date was looking murderous. Elena ignored him in the hopes that he would go away. Mr. Tanner passed by with a soggy paper cup, looking as if his collar was strangling him. Sue Carson, the other senior homecoming princess, breezed up and cooed over the violet dress. Bonnie was already out on the dance floor, shimmering under the lights. But nowhere did Elena see Stefan. One more whiff of Doublemint and she was going to be sick. She nudged Matt and they escaped to the refreshment table, where Coach Lyman launched into a critique of the game. Couples and groups came up to them, spending a few minutes and then retreating to make room for the next in line. Just as if we reallywere royalty, thought Elena wildly. She glanced sideways to see if Matt shared her amusement, but he was looking fixedly off to his left. She followed his gaze. And there, half concealed behind a cluster of football players, was the dark head she'd been looking for. Unmistakable, even in this dim light. A thrill went through her, more of pain than anything else. â€Å"Now what?† said Matt, his jaw set. â€Å"The hog-tying?† â€Å"No. I'm going to ask him to dance, that's all. I'll wait until we've danced first, if you want.† He shook his head, and she set out toward Stefan through the crowd. Piece by piece, Elena registered information about him as she approached. His black blazer was of a subtly different cut than the other boys', more elegant, and he wore a white cashmere sweater under it. He stood quite still, not fidgeting, a little apart from the groups around him. And, although she could see him only in profile, she could see he wasn't wearing his glasses. He took them off for football, of course, but she'd never seen him close up without them. It made her feel giddy and excited, as if this were a masquerade and the unmasking time had come. She focused on his shoulder, the line of his jaw, and then he was turning toward her. In that instant, Elena was aware that she was beautiful. It wasn't just the dress, or the way her hair was done. She was beautiful in herself: slender, imperial, a thing made of silk and inner fire. She saw his lips part slightly, reflexively, and then she looked up into his eyes. â€Å"Hello.† Was that her own voice, so quiet and self-assured? His eyes were green. Green as oak leaves in summer. â€Å"Are you having a good time?† she said. I am now . He didn't say it, but she knew it was what he was thinking; she could see it in the way he stared at her. She had never been so sure of her power. Except that actually he didn't look as if he were having a good time; he looked stricken, in pain, as if he couldn't take one more minute of this. The band was starting up, a slow dance. He was still staring at her, drinking her in. Those green eyes darkening, going black with desire. She had the sudden feeling that he might jerk her to him and kiss her hard, without ever saying a word. â€Å"Would you like to dance?† she said softly. I'm playing with fire, with something I don't understand, she thought suddenly. And in that instant she realized that she was frightened. Her heart began to pound violently. It was as if those green eyes spoke to some part of her that was buried deep beneath the surface-and that part was screaming â€Å"danger† at her. Some instinct older than civilization was telling her to run, to flee. She never moved. The same force that was terrifying her was holding her there. This is out of control, she thought suddenly. Whatever was happening here was beyond her understanding, was nothing normal or sane. But there was no stopping it now, and even while frightened she was reveling in it. It was the most intense moment she'd ever experienced with a boy, but nothing at all was happening. He was just gazing at her, as if hypnotized, and she was gazing back, while the energy shimmered between them like heat lightning. She saw his eyes go darker, defeated, and felt the wild leap of her own heart as he slowly stretched out one hand. And then it all shattered. â€Å"Why, Elena, how sweet you look,† said a voice, and Elena's vision was dazzled with gold. It was Caroline, her auburn hair rich and glossy, her skin tanned to a perfect bronze. She was wearing a dress of pure gold lame that showed an incredibly daring amount of that perfect skin. She slipped one bare arm through Stefan's and smiled lazily up at him. They were stunning together, like a couple of international models slumming at a high school dance, far more glamorous and sophisticated than anyone else in the room. â€Å"And that little dress is so pretty ,† continued Caroline, while Elena's mind kept on running on automatic. That casually possessive arm linked with Stefan's told her everything: where Caroline had been at lunch these past weeks, what she had been up to all this time. â€Å"I told Stefan we simply had to stop by for a moment, but we're not going to stay long. So you don't mind if I keep him to myself for the dances, do you?† Elena was strangely calm now, her mind a humming blank. She said no, of course she didn't mind, and watched Caroline move away, a symphony in auburn and gold. Stefan went with her. There was a circle of faces around Elena; she turned from them and came up against Matt. â€Å"You knew he was coming with her.† â€Å"I knew she wanted him to. She's been following him around at lunchtime and after school, and kind of forcing herself on him. But†¦Ã¢â‚¬  â€Å"I see.† Still held in that queer, artificial calm, she scanned the crowd and saw Bonnie coming toward her, and Meredith leaving her table. They'd seen, then. Probably everyone had. Without a word to Matt, she moved toward them, heading instinctively for the girls' rest room. It was packed with bodies, and Meredith and Bonnie kept their remarks bright and casual while looking at her with concern. â€Å"Did you see that dress?† said Bonnie, squeezing Elena's fingers secretly. â€Å"The front must be held on with superglue. And what's she going to wear to the next dance? Cellophane?† â€Å"Handiwrap,† said Meredith. She added in a low voice, â€Å"Are you okay?† â€Å"Yes.† Elena could see in the mirror that her eyes were too bright and that there was one spot of color burning on each cheek. She smoothed her hair and turned away. The room emptied, leaving them in privacy. Bonnie was fiddling nervously with the sequined bow at her waist now. â€Å"Maybe it isn't such a bad thing after all,† she said quietly. â€Å"I mean, you haven't thought about anything else but him in weeks. Nearly a month. And so maybe it's just for the best, and you can move on to other things now, instead of†¦ well, chasing him.† Et tu, Brute? thought Elena. â€Å"Thank you so much for your support,† she said aloud. â€Å"Now, Elena, don't be like that,† Meredith put in. â€Å"She isn't trying to hurt you, she just thinks-† â€Å"And I suppose you think so, too? Well, that's fine. I'll just go out and find myself some other things to move on to. Like some other best friends.† She left them both staring after her. Outside, she threw herself into the whirl of color and music. She was brighter than she had ever been at any dance before. She danced with everyone, laughing too loudly, flirting with every boy in her path. They were calling her to come up and be crowned. She stood on the stage, looking down on the butterfly-bright figures below. Someone gave her flowers; someone put a rhinestone tiara on her head. There was clapping. It all passed as if in a dream. She flirted with Tyler because he was closest when she came off the stage. Then she remembered what he and Dick had done to Stefan, and she broke off one of the roses from her bouquet and gave it to him. Matt was looking on from the sidelines, his mouth tight. Tyler's forgotten date was almost in tears. She could smell alcohol along with the mint on Tyler's breath now, and his face was red. His friends were around her, a shouting, laughing crowd, and she saw Dick pour something from a brown paper bag into his glass of punch. She'd never been with this group before. They welcomed her, admiring her, the boys vying for her attention. Jokes flew back and forth, and Elena laughed even when they didn't make sense. Tyler's arm circled her waist, and she just laughed harder. Out of the corner of her eye she saw Matt shake his head and walk away. The girls were getting shrill, the boys rowdy. Tyler was nuzzling moistly at her neck. â€Å"I've got an idea,† he announced to the group, hugging Elena more tightly to him. â€Å"Let's go someplace more fun.† Somebody shouted, â€Å"Like where, Tyler? Your dad's house?† Tyler was grinning, a big, boozy, reckless grin. â€Å"No, I mean someplace where we can leave our mark. Like the cemetery.† The girls squealed. The boys elbowed each other and faked punches. Tyler's date was still standing outside the circle. â€Å"Tyler, that's crazy,† she said, her voice high and thin. â€Å"You know what happened to that old man. I won't go there.† â€Å"Great, then, you stay here.† Tyler fished keys out of his pocket and waved them at the rest of the crowd. â€Å"Whoisn't afraid?† he said. â€Å"Hey, I'm up for it,† said Dick, and there was a chorus of approval. â€Å"Me, too,† said Elena, clear and defiant. She smiled up at Tyler, and he practically swung her off her feet. And then she and Tyler were leading a noisy, roughhousing group out into the parking lot, where they were all piling into cars. And then Tyler was putting the top of his convertible down and she was climbing in, with Dick and a girl named Vickie Bennett squashing into the back seat. â€Å"Elena!† somebody shouted, far away, from the lighted doorway at the school. â€Å"Drive,† she said to Tyler, taking off her tiara, and the engine growled to life. They burned rubber out of the parking lot, and the cool night wind blew into Elena's face.

Life Easier Today Than It Was 50 Years Ago Essay

When you write a paper, you use some information that you have read in books, journals, on the Internet, etc. Your teacher might have told you, â€Å"Use your own words.† In other words, even when you use someone else’s information, you are not allowed to use the words they wrote. You have to use your own. You have to say the same thing in a different way. This is called paraphrasing. For example, if the book you are reading from says, â€Å"John Adams, who was involved in winning independence for the United States, was the second President.† You cannot write those words in your paper. You cannot even write, â€Å"John Adams, a man involved in winning independence for the United States, was its second President.† One way that you could re-write it is to say, â€Å"The second American President, John Adams, was also influential in gaining freedom for the country.† However, in spite of being told to use your own words, you might not know how to do it. There are a variety of techniques you can use. You can change the words for words of similar meaning; you can change the grammar; you can change the grammar or grammatical forms. In this reading, you will learn about ways that you can paraphrase. Methods of Paraphrasing Before you even begin to paraphrase, you need to make certain that you understand what you are reading. If you do not understand what you read, you cannot paraphrase it. There are six ways that you can change sentences to paraphrase the information. You will probably not use all of them in the same sentence, but you can use ones that are appropriate. (In each of the examples, only one change is made. This is not enough if you are actually paraphrasing.) Read about each type of change, and look at the examples. Then make that type of change in the sample sentences that follow. Changing Word Order One way you can change a sentence for paraphrasing is to change the word order. For example, you might change â€Å"Because I slept too late, I missed my first class† to â€Å"I missed my first class because I slept too late,† or â€Å"In order to pass that class, I had to study very hard† to â€Å"I had to study very hard in order to pass that class.† It is sometimes necessary to change the wording of the parts of the sentences. For example, â€Å"Terry wanted more books, but he couldn’t afford them,† can be changed to â€Å"Terry couldn’t afford more books, even though he wanted them.† 1. If you’re going to New York for Christmas, be sure to take warm clothes. __Be sure to take warm clothes, if you’re going to New York for Christmas.___________ ________________________________________________________________________________ 2. Even though the weather was good, Joan was in a bad mood. ___Joan was in a bad mood, even though the weather was good._____________________ ________________________________________________________________________________ 3. I had no money, so I borrowed some. __I borrowed some money, because I had none._____________________________________ ________________________________________________________________________________ Changing Parts of Speech You can also change parts of speech. If the sentence uses a noun, you can rewrite the sentence to use the verb or adjective form of the word, for example. You can change â€Å"Fifty-four men signed the Declaration of Independence† to â€Å"Fifty-four men put their signatures on the Declaration of Independence.† 1. The company needs to find a solution for this problem. __The company needs to solve this problem.______________________________________ ________________________________________________________________________________ 2. The poor economy has been the cause of high unemployment. ___The poor economy has caused high unemployment.______________________________ ________________________________________________________________________________ 3. If you eat rabbit, you will find its taste like chicken. __If you eat rabbit, you will find it tastes like chicken.______________________________ ________________________________________________________________________________ Using Synonyms English has many synonyms — words that have the same or similar meanings — so another way you can paraphrase is to change one word for a synonym. For example, you could change â€Å"Movies can be divided into three categories† to â€Å"Movies can be divided into three types.† 1. The way a person dresses affects the impression that other people have. __ The way a person dresses influences the image that other people have.___ ________________________________________________________________________________ 2. That phrase means â€Å"in a happy way.† ___That expression means â€Å"in a cheerful way.†_____________________________________ ________________________________________________________________________________ 3. There is little chance that the situation will improve. ___There is little possibility that the circumstances will get better.__________________ ________________________________________________________________________________ Using Negatives or Opposite Expressions Another way to paraphrase is to change a positive expression into a negative expression, or a negative expression into a positive expression. You could change â€Å"Rather than building a traditional memorial, the city built a park† to â€Å"The city did not build a traditional memorial; instead it built a park.† 1. Shaun was disappointed, because the movie wasn’t very good. ___Shaun wasn’t satisfied, because the movie wasn’t very good.______________________ ________________________________________________________________________________ 2. Japan is not a small country, compared to European countries. __Japan is a large country, compared to European countries.________________________ ________________________________________________________________________________ 3. Geri wanted some candy, but there wasn’t any in the bowl. __Geri wanted some candy, but the bowl was empty.________________________________ ________________________________________________________________________________ Combining or Separating Sentences Long sentences can be divided, and short sentences can be combined with other short sentences. You can change â€Å"Ireland is a wonderful country, which has beautiful scenery, friendly people, and an interesting history† to â€Å"Ireland is a wonderful country. It has beautiful scenery, friendly people, and an interesting history.† You can also change â€Å"Ireland is a wonderful country. It has beautiful scenery, friendly people, and an interesting history† to â€Å"Ireland, which is a wonderful country, has beautiful scenery, friendly people, and an interesting history.† 1. Elizabeth I was the daughter of Henry VIII. She is one of England’s most famous queens. __Elizabeth I, who was the daughter of Henry VIII, was one of England’s most________ __famous queens.________________________________________________________________ 2. This book is about a woman who pretended to be a man to join the army in World War II. It is one of Lynn’s favorite books. ___This book, which is one of Lynn’s favorites, is about a woman who pretended to___ ___be a man to join the army in World War II.______________________________________ 3. If you go to London, you should be sure to visit Westminster Abbey, where many of the kings and queens of England, as well as other famous people, are buried. __If you go to London, you should be sure to visit Westminster Abbey. Many kings and_ __queens of England are buried there. Other famous people are buried there, too.______ Using Different Grammar – Structure, Voice You can paraphrase by changing the grammar of a sentence, for example, but changing from active voice (â€Å"The dog bit the man†) to passive voice (â€Å"The man was bitten by the dog†) or by making other changes in the grammar. You can change â€Å"It is not unusual for June to be a rainy month here† to â€Å"June is often a rainy month here,† or â€Å"It is thought that this new plan will save money† to â€Å"Many people think that this new plan will save money.† 1. Various languages are spoken in this country. __The people of this country speak various languages._______________________________ ________________________________________________________________________________ 2. Frank studied French, and, as a result, he translated for our visitors from France. __Frank could translate for our visitors from France, because he had studied French.__ ________________________________________________________________________________ 3. Tom McGovern got married three times and had five children. ___Tom McGovern had three wives and was the father of five._______________________ ________________________________________________________________________________ Exercise Read the following sentences and paraphrase them, combining the techniques that you learned in this article. 1. Gone with the Wind, which was published in 1936, covered 12 years of the life of a woman named Scarlett O’Hara during and after the Civil War. It began when she was 16 year old and tells the story of her love for two men. ___Published in 1936, Gone with the Wind was the story of Scarlett O’Hara and the___ ___two men she loved. It covers Scarlett’s life from the time she was 16 until she was__ ___28, during the Civil War and the years that followed.____________________________

Editing Essay Service

Editing Essay Service Editing Essay Service Editing Essay Service: Choosing a Proper One It is not a secret that in order to succeed in essay writing and to get the highest grade for your labour, you can do nothing but appeal to any editing essay service and give a proper proofreading to your essay. However, far not all the editing essay services are of the high quality and many of them do not conduct proper proofreading and editing of the text: If you really want to pay for qualified editing essay service and not to come across low-leveled custom essay writing company we recommend you to find out what custom writing company you are going to make use of presupposes under the word editing and how editing essay service is made. If this is a simple correction of grammar mistakes, we do not advise you to make use of such editing essay service, as it will not give you anything good except of spending your money. Editing Is More Than Grammar It is not difficult to correct grammar mistakes and you can cope with this task on your own. If speaking about professional editing essay service, it will not only correct all the existing grammar and lexical mistakes in your essay but also will arrange your essay in a proper way according to the existing requirements from it. You see it is not enough to present a text free of mistakes; if you really want to get A+ grade for your essay writing, you should present cohesive text built up according to all the existing rules and demands from it. That is why before choosing this or that editing essay service, better get to know whether it conducts full editing of your essay or it only corrects the mistakes or otherwise, you will pay for nothing and just waste your time and money. We Can Help You With Any Assignment! If speaking about our editing essay service, it should be mentioned that apart from the simple editing of the text we also conduct deep editing, which includes rewriting paragraphs, which are written in a poor way. After all the mistakes are corrected, we reread your essay one more time, make it be cohesive and logically built one. We are an editing essay service, which really helps students to receive the highest grade. Appeal to our custom writing, make use of our editing essay service and you are certain to win the highest grade for your essay writing. We are waiting for you at our custom writing site in order to give your essay proper editing essay service. Read also: Example of Essay Writing Deforestation Essay Computer Essay Professional Editing Service Online Essay Editing

5.1 Energy Transfer Essays - Physics, Nature, Energy, Free Essays

5.1 Energy Transfer Essays - Physics, Nature, Energy, Free Essays 5.1 Energy Transfer Energy- The capacity for work As biologic work increases, energy transfer increases As biologic work is expressed in mechanical units Emerges only when a change takes place Bioenergetics Flow and energy exchange within a living system First Law of Thermodynamics Energy cannot be created or destroyed, but only transforms from one form to another w/o being depleted An expression of the conversation of energy principle -The body does not produce, consume or us up energy: it transforms from one state into the next as physiologic systems undergo continual change. Potential Kinetic Energy TE=PE+KE PE-relates to structure or position. EX: Water at dam top KE-energy of motion with release of heat. Biosynthesis Bound energy in one substance directly transfers to other substancs to increase their PE Exergonic-Any physical or chemical process that releases energy to surroundings w free energy decline Endergonic-Chem reactions that store/ absorb energy w free energy increase for biologic work Transfer of PE always proceeds in a direction that decreases capacity to perform work Second Law Tendency of PE to degreade to KE of motion w a lower capacity of wotk All PE in a system degrades to unusable form of KE or heat TE in a system remains constant; a decrease in 1 energy form matches the equivalent energy increase in another form Six Forms of Energy Interconversions Chemical, Mechanical, Heat, Light, Electrical, Nuclear Photosynthesis- Endergonic To learn more and get OneNote, visit www.onenote.com.

Understanding the Importance of Taking Notes

Understanding the Importance of Taking Notes Taking notes is a great way to help students identify the importance of concepts covered in class. Even if you have a great memory, you simply wont be able to remember everything the teacher says. A permanent written record that you can refer to later can prove indispensable when its time to write an essay or take a test on the materials discussed in class. Literature lectures offer important background information about the works youre studying, including literary terms, details about the authors style, thematic relationships between works and important quotations. The content from literature lectures has a way of appearing on quizzes and essay assignments in ways students least expect them to, which is why note taking is so helpful. Even if the lecture material doesnt reappear in a testing situation, you may be asked to draw from the knowledge you gained from the lecture for a future class discussion. With that in mind, here are a few tips about how to effectively take notes in your literature class. Before Class To prepare for your next class, read the assigned reading material. Its usually a good idea to read the material at least a few days before the assignment is due. If possible, youll want to read the selection several times and make sure you understand what youre reading. If you have any questions, your textbook may offer a list of suggested readings to help with your understanding. A visit to your library may also offer additional reference resources to answer your questions and further prepare you for class. Your notes from previous class periods may also help to answer your questions. Also, be sure to take a look at the questions that follow selections in your textbook. The questions help you to re-evaluate the text, and they may help you to understand how the material relates to other works youve read in the course. During the Literature Class Be prepared to take notes when you attend your class, and be on time. Bring plenty of paper and pens with you.  Write down the relevant date, time, and topic details on your notepaper before the teacher is ready to start. If homework is due, hand it in before the class starts, and then be ready to take notes. Listen carefully to what the teacher says. Particularly note any discussion about future homework assignments and/or tests. The teacher may also give you an outline of what he or she will be discussing for that day. Remember that you dont have to get down every word that your teacher says. Get enough written down so that you can understand what was said. If theres something that you dont understand, be sure to mark those sections so you can come back to them later. Since youve read the reading material before class, you should recognize new material: details about the text, the author, the time period, or the genre that wasnt covered in your textbook. Youll want to get as much of this material down as possible because the teacher probably considers it to be important to your understanding of the texts. Even if the lecture seems disorganized  get down as many notes as possible through the lecture. Where there are gaps, or parts of the lecture you dont understand,  clarify your understanding of the material by asking questions in class or during the teachers office hours. You can also ask a classmate for help or find outside reading materials that explain the issue. Sometimes, when you hear the material in a different way, you may understand the concept much more clearly than the first time you heard it. Also, remember, every student learns in a different way. Sometimes, its better to get a broader perspectivefrom various sources, both in and out of class. If you know you have a hard time paying attention, try some preventative measures. Some students find that chewing on gum or a pen helps them to pay attention. Of course, if youre not allowed to chew gum in the class, then that option is out. You can also  ask for permission to record the lecture. Reviewing Your Notes You have several options for reviewing or revising your notes. Some students type the notes up, and print them up for easy reference, while others just look them over after class and transfer important detail to other tracking devices. Whichever mode of review you prefer, the important thing is that you look over your notes while the lecture is still fresh in your mind. If you have questions, you need to get them answered before you forget what was confusing or hard-to-understand. Collect your notes in one place. Usually, a three-ring binder is the best place because you can keep your notes with your course outline, class handouts, returned homework assignments  and returned tests. Use a highlighter  or some system of making the text stand out. Youll want to make sure that you dont miss the details the teacher gives you about assignments  and tests. If you highlight important items, make sure that you dont highlight everything or else everything seems important.   Be sure to make note of examples. If the teacher is talking about a quest  and then talks about Tom Jones, youll want to make note of it, particularly if you know that youll be reading that book shortly. You may not always understand the context of the discussion if you havent yet read the work, but its still important to note that the work is connected with the quest theme. Dont just review your notes the day before your final exam. Take a look at them periodically throughout the course. You may see patterns that you never noticed before. You may better understand the structure and progression of the course: where the teacher is going and what he or she expects you to have learned by the time the class is over.  Often the teacher will put the material on a test just to make sure that students are listening or taking notes. Some teachers will discuss the complete outline of a test, telling students exactly what will appear, but students still fail because theyre not paying attention. Wrapping Up Before long, youll get used to taking notes. It really is a skill, but it also depends on the teacher. Sometimes its difficult to tell whether a teachers  statements are important or just an offhand remark. If all else fails, and youre confused or uncertain about whether youre understanding what is expected of you in the course, ask the teacher. The teacher is the person giving you a grade (in most situations).

Feasibility of Hotel to Implement Changes in Strategy Essay

Feasibility of Hotel to Implement Changes in Strategy - Essay Example This assures the guests of dependable services and satisfaction. (Gregory, G., Lumpkin, G.&Marilyn, L04). The strategy of the hotel to cope with the influx of guests is feasible because the hotel has already moved to a system of having multi-skilled works to cope up with the needs the hotel has proved this also by having them call stuff from other hotels and restaurants to the do the job. This is the flexibility that is needed for the management to work effectively and efficiently. This proves that the hotel can have a better system which is more effective by having an on and off system of hiring labor and retraining the current workers to be multi-skilled or rehiring multi-skilled workers. Changes to make sure Quality of services are there is necessary to be in place; in the case of this hotel, the guest can lose their luggage in transit to the hotel. The irritation may be transferred to the hotel, to tame and attend the guests can be hard thus a change of strategy can be implemented which allows the hotel receive their customers goods from the airlines and other transport services and being well connected with this transport networks to help to trace luggage’s and easy retrieval, this can tame the guests to allow them to enjoy the services of the hotels. The atmosphere of the hotel plays a major role in the satisfaction of the guests since this creates the impression of luxury and class. This call for a change of the hardware of the place to be stylish has a test of class. Designs traced to the current meaning of class should be present. Say adoption of the latest trends in hotel management should be prioritized.  

Biology of health and illness - the digeative system Essay

Biology of health and illness - the digeative system - Essay Example Digestion starts in the mouth where digestive juices are produced to convert the different types of foods (Garrow, Ralph & Philip 2000). The relaxation and contraction of the wall muscles in the organs enables the easy movement of foods as well as mixing the contents of the food. The food is then stored in the stomach and blended with the digestive juice produced by the stomach walls and it’s later transported to the ileum. Here, the foods are mixed up and dissolved in the digestive juices produced by the liver, pancreas and the intestines. The final process the nutrients are absorbed by the walls of the intestines while the undigested food proceeds to the large intestines where stored and later released as feces. The transportation of nutrients to the other parts in the body is enhanced by the blood and nerves (Smith & Morton 2001). There are however some factors that have a negative effect on the process of digestion, one of these factors is malabsorption. Malabsorption is t he condition where the nutrients are not absorbed in the intestinal walls during digestion. After the breaking down of the foods, they are blend with the digestive juices to produce nutrients which are then absorbed by walls of the small intestines to generate energy. The various types of malabsorption include sugar malabsorption for lactose, fat malabsorption for which is mainly caused by a fault in either the bile ducts, small intestines or the pancreas. Nutrient malabsorption is caused by failure in transportation of nutrients such as iron and minerals. Malabsorption is mostly caused by disorders in the walls of the small intestines. The intestinal walls are made up of the villi and microvilli that are responsible for providing a large surface for absorption of nutrients. Therefore a fault in any part of the small decreases the surface for absorption. Faults in the intestinal walls are mainly caused by diseases such as celiac and Crohn's. However, some faulty intestinal walls are due to infections by bacteria, parasites, virus and certain drugs such as alcohol and antibiotics. Some of the external symptoms of malabsorption include loss of hair, swelling of some body parts and dry skin. Malabsorption causes illnesses such as anemia, heart failure, gallstones, rickets and Osteoporosis which affects the bone strength. The other condition that affects the process of digestion is malnutrition. Malnutrition is the situation where the diet that a person takes is not sufficient to meet the nutrient requirements in the body (Sizer & Whitney 2010). For digestion to take place efficiently the body needs adequate quantities of various nutrients which include minerals, fats, carbohydrates, proteins and vitamins. One of the reasons for malnutrition is due to lack of food due to hunger. The other cause of malnutrition is when a person’s diet is limited to foods with no nutrients (Brynie 2002). Malnutrition may also be caused by situations where the body requires mo re energy than the body is generating. These factors lead to the lack of essential nutrients in the body. Malnutrition may also be caused by certain medical conditions that affect some organs of the digestive system. The lack of different nutrients in the digestion process cause different types of malnutrition thus varying symptoms (Sizer & Whitney). However the general symptoms of malnutrition are fatigue, loss of weight and fainting. The treatment to malnutrition is replacing the nutrients so

Statement of Purpose for Physical Therapy program Personal

Of Purpose for Physical Therapy program - Personal Statement Example Besides clinical practice, physical therapy also entails education, research administration and consultation which happens across the health care sector. I have always had the desire to join a physical therapy program as my line of career; this is because, helping people with disabilities and other physical impairments has always been my drive. In many places, people with disabilities and other forms of physical impairments have often been discriminated and neglected. This has often made them have low self-esteem and lack confidence to do even the simplest activities in their lives. By joining a physical therapy program at George Washington University, I will put myself in a better position to make a difference in the society as far as empowering people with disabilities and other forms of physical impairments is concerned (Saini 32). Many examples have been shown in our society about people that suffered from physical impairments and disabilities, yet have risen to become influential people in their various lines of careers. In sports, many runners have emerged to compete effectively in Paralympics programs, which also recognize the participation of physically disabled people in other sports disciplines. I believe that physically disabled people and others suffering from other forms of impairments did not find themselves in those states voluntarily. For this reason, they need to be empowered to accept the conditions and be trained on how to manage their lives amidst the challenges. The choice of joining a physical therapy program at George Washington University was informed by the fact that the university has the best learning facilities training, and empowerment programs for people choosing their careers in this line. I am therefore confident that my admission into the University for the Program will enable me to interact with various people

Gay; To Be or Not To Be Essay Example | Topics and Well Written Essays - 1000 words

Gay; To Be or Not To Be - Essay Example ut existence throughout my life – I knew that I wanted to keep on existing, and suicide was not something that crossed my mind overly much (no more than any other person who has lived through teenage years, probably). For me the question centered on my sexuality. Who am I? I asked myself, and what am I doing? Am I gay? These are questions that troubled me for much of my growth, and I spent a great portion of my development denying who I was. To be gay, or not to be gay, I asked myself, without even realizing that the question in being asked was probably answered. It is not like I was a child of the fifties or sixties, growing up in a time when being gay was the greatest sin one could ever imagine. By the time I had graduated high school it was the late eighties, and gay rights activists were already marching down streets in San Francisco and New York, academics were discussing a new Queer politic that was emerging, and gay people everywhere were being told â€Å"come out, you have nothing to fear.† But the problem is that this conception of being gay and coming out, that you know it internally but choose to hide it from society, is not something that actually happens very often. Before even having the option of â€Å"coming out† to friends and relatives, you have to have a great internal dialogue with yourself, and find out who you are. Doing this alone in your teens is not an easy thing, not by a long shot. I remember the first time I had an inkling that I might not be like everyone else (or at least, how I thought everyone else was – looking back now I’m sure I knew many closeted gay people growing up.) I was just entering the ninth grade, a time when many people are first learning about their sexuality, and I looked across my homeroom classroom at a close friend who was sitting their, wearing spaghetti straps (I had a somewhat lenient school) and cleavage somewhat exposed. Now this was someone who I had known for almost my entire life, and a

Calculate a puzzle Essay Example | Topics and Well Written Essays - 1500 words

Calculate a puzzle - Essay Example Hence, dynamic search function and control optimization are major primitives to construct search utilities for stochastic system processes to ensure converged resource accesses. This research focuses on optimization of general search solution methods and proposes a formal search utility framework, algorithms rooted from Reinforcement Learning (RL) and Dynamic Programming (DP) techniques. To reduce space complexity within large dimension search spaces, a memoryless2 Q learning is augmented with self-organized index structure and algorithms for exact state-action value function mapping to optimize search procedures for optimal policies. Data parallelization is ensured with this paged based index value mapping function. Hence, time complexity is reduced with threaded search parallelism. Convergence analysis and error estimation are presented for numeric and information evaluation. Finally, simulation and learning results are presented and discussed. For search strategies in the settings of problem solving and reasoning, search problem formulation represents many combinatorial optimization problems of search approximation with action control optimization. All aspects of search task environment represent various classes of applications, such as routing, scheduling, speech recognition, scene analysis and intrusion detection pattern matching. By given a directional graph G with distinguished starting state Sstart and a set of goal

Gay; To Be or Not To Be Essay Example | Topics and Well Written Essays - 1000 words

Gay; To Be or Not To Be - Essay Example ut existence throughout my life – I knew that I wanted to keep on existing, and suicide was not something that crossed my mind overly much (no more than any other person who has lived through teenage years, probably). For me the question centered on my sexuality. Who am I? I asked myself, and what am I doing? Am I gay? These are questions that troubled me for much of my growth, and I spent a great portion of my development denying who I was. To be gay, or not to be gay, I asked myself, without even realizing that the question in being asked was probably answered. It is not like I was a child of the fifties or sixties, growing up in a time when being gay was the greatest sin one could ever imagine. By the time I had graduated high school it was the late eighties, and gay rights activists were already marching down streets in San Francisco and New York, academics were discussing a new Queer politic that was emerging, and gay people everywhere were being told â€Å"come out, you have nothing to fear.† But the problem is that this conception of being gay and coming out, that you know it internally but choose to hide it from society, is not something that actually happens very often. Before even having the option of â€Å"coming out† to friends and relatives, you have to have a great internal dialogue with yourself, and find out who you are. Doing this alone in your teens is not an easy thing, not by a long shot. I remember the first time I had an inkling that I might not be like everyone else (or at least, how I thought everyone else was – looking back now I’m sure I knew many closeted gay people growing up.) I was just entering the ninth grade, a time when many people are first learning about their sexuality, and I looked across my homeroom classroom at a close friend who was sitting their, wearing spaghetti straps (I had a somewhat lenient school) and cleavage somewhat exposed. Now this was someone who I had known for almost my entire life, and a

EUROPEAN BUSINESS ENVIRONMENT Essay Example | Topics and Well Written Essays - 3000 words

EUROPEAN BUSINESS ENVIRONMENT - Essay Example But the relationship between the trade activities and economic development is more complex than it seems because it can’t be said for sure that improved trade activities will definitely lead to economic growth of the nation, although there are numerous evidences which support the nexus between economic development and prosperity and improved business activities. An open economy supports the relationship between economic growth and improved trade activities (Europa-a, n.d.). All of the members of the Europe Union were aware of the relationship between economic growth and trade activities as they were benefited from the free trade affairs between the EU nations which not only supported their trade activities but also enhanced their economic growth. Since the initiation of the integration process, European nations have maintained their enlargement policy which significantly impacted the economic conditions of the member nations. It was also perceived that in the near future whate ver changes are introduced in the EU regulations and policies, it’s going to have a direct impact on the economic and trade performances of the current and upcoming members of the Europe Union. From the primal stages of development of European Union as Single Market, the intra industrial trade activities have remained prominent. This has supported the new members to adhere themselves to the community by making minor adjustments in their overall industrial structure (Frias & Iglesias, 2004, p.55). The integration process of European nations had started during 1940s and has developed significantly since then. However, several events have interrupted their process of integration. Such phases are popularly known as the phases of crises and scarcity of economic resources resulting from events of wars and economic turmoil. These unstable conditions lead to changes in the policies of EU which was tailored to resist the consequences. Considering these

The African-American Odyssey Essay Example for Free

The African-American Odyssey Essay The emancipation of the African slave who was now disconnected from their traditions and way of life after nearly 300 years, is seemingly a great gush from the dam to the ebbs and flows of the struggle. The end of slavery as we know it, presented a ball of mixed emotions among the nation; North and SOUTH. Some slaves were grossly ecstatic to be free. For example, when a slave girl named Caddy, from Goodman, Mississippi found she was free, went to her mistress, flipped up her dress and told her Kiss my ass! On the contrary, some slaves were apprehensive of being free. For example, one elderly slave woman reportedly said, I ain no free nigger! I is got a marster and mistiss! Dee right dar in de great house. Ef you don believe me, you go dar an see. Though most slaves were detached from their families, many managed to regroup and find their love ones after their emancipation and constructed close knit families. Land was an viable means of survival in the minds of newly freedmen and the government was eager to deem lands to the ex-slaves . On January 16, 1865, General William T. Sherman told the freedmen that they will receive the land they were in search of. They were granted the head of each family would receive possessory title to forty acres of land. Sherman also gave the use of Army mules, thus giving rise to the slogan, Forty acres and a mule. Similarly in 1862 the Union military set aside land in Port Royal, South Carolina, which became known as the Port Royal experiment. The freedmen bureau was created to aid newly freed slaves in the transition from bondage to freedom in 1865. After Lincolns assassination the succession of his Vice president, Andrew Johnson, to the presidency meant that the white owners of the lands, that were given to the freedmen, would be returned. Sharecropping became a sort of ebb in the river of the African-American progression as far as freedom was concerned. Presented as labor contracts by white land owners, the institution of slavery was extended under a cloud of debt. In which, the black family, oft times became debtors due to the lack of honesty on the account of their white lender. Aside from family, among African-Americans, the black church became the most important institution. Not only did it fill deep spiritual and inspirational needs, it offered enriching music, provided charity and compassion to those in need, developed community and political leaders, and was free of white supervision. With the end of slavery, blacks who then had to attend services with white parishioners who treated them as second class Christians, could now organize and attend their own churches. The advent of the black church definitely brought about a flow in the river of struggle for African-Americans. Education was another flow in the river of struggle and a critical means of survival amongst people of color. It coincided alongside freedom. All who were versed in education of all sorts were summoned to teach the freedmen and their children. Teachers from all walks showed. Classes were held in churches, old slave markets, stables, taverns, homes, and former slave cabins. Funding came from various religious and political organizations and the Freedmens Bureau. Although white teachers helped a bit, black teachers were praised throughout the negro community because, as Rev. Richard H. Cain said , We must take into our own hands the education of our race Honest, dignified whites may teach ever so well, but it has not the effect to exalt the black mans opinion of his own race, because they have always been in the habit of seeing white men in honored positions, and respected. Most colleges and universities for blacks taught elementary and secondary level curriculum. The introduction of the historically black colleges and universities was formed from the idea of a higher education for people of color. In the midst of the newfound freedom, religious organization, and education of Negroes which was an obvious flow, a reoccurring ebb presented itself in the form of violence. Justice for the black man was never considered in those times. Thousands of innocent African-Americans were heinously murdered without a single conviction of a white perpetrator whom committed the acts. Atop the murders, black towns, businesses, churches, and schools were destroyed at the hands of the angry white southerners. The Failure of Reconstruction For the first time ever in history, a group of black men had concurrently became politicians. They were joined by the carpetbaggers of the north and the scalawags of the south in the Republican constituency. Of the 1,000 men elected as delegates to the ten state conventions, 265 were black. Collectively, they drafted new, striking constitutions that, unlike the previous constitutions, allowed all men to vote; even the ex-Confederates. Although, the Republicans displayed compassion upon their dealings with their opponents, the unruly Southern ego rose once more against the ratification of the new constitutions. In due course, the majority did manage to ratify and in each state, black men were elected to offices. As time progressed, nearly 1,500 black men were in office around the throughout the south. Among those were the likes of Blanche K. Bruce, Hiram R. Revels, Joseph Rainey, Jonathan J. Wright, Francis L. Cardozo, Robert Smalls, and Ferdinand Havis. This was a flow that led to inevitable ebb in the river of fight for African-Americans. That ebb presented itself in the form of the gradual failure of reconstruction. Issues such as education, social welfare, civil rights, land, and businesses plagued the Republican frame of thought daily. The black leaders efforts to facilitate education throughout the black and poor white communities failed overall. Lack of funds is the greatest blame for the inconsistency. At the time, there were no segregation laws, but whites refused to let their children go to school with blacks. Though a valid effort amongst African-Americans was given toward civil rights, they did not receive the respect that every other law abiding citizen received. For example, they were not accommodated at hotels and on public transportation, nor were they served as paying customers at various businesses. The blacks who worked for the white landowners were being cheated daily as if they were still in captivity. White employers would either fire the worker before the harvest or make up outlandish fees and debts. Some just didnt pay at all! Black leaders grew tired of the robbery and made laws to eliminate such happenings. The distribution of land amongst landless, yeomen, farmers didnt happen in any other state but South Carolina. Over fourteen thousand black families and a few white families, received land. Black businesses, unfortunately, did not and could not flourish due to the lack of funds during the expanding of the railroad. Other businesses made handsome amounts of profit but the African-American business owners could not cash in. Black politicians laid the foundation for public assistance, education, criminal justice reform but, could not do anything that directly dealt with their people. Reason being, was that they were the minority in the Republican party and in fact, were not allowed to ratify their own agenda. Besides, they couldnt agree on most things because they came from different walks of life. Bickering throughout the Republican party sparked a high turnover in political leadership and the loss of that very economic security? This made for inexperienced leadership and added to Republican woes. Opposition came to the party in various ways; Such as, the conservative Democrats who continued to heckle blacks who in any way participated in the political process and the Ku Klux Klan. The Klan, was founded in Pulaski, Tennessee in 1866, by ex-confederate soldiers who were hell-bent on eradicating and/ or terrorizing anyone who didnt submit to southern culture. They used any means necessary to remove blacks from politics. The Enforcement Act of 1870 was passed to prohibit Klansmen from wearing their regalia in public and protected the civil rights of black citizens. The following year the Ku Klux Klan Act was passed and it made the interference of a persons right to vote, hold office, jury duty and equal protection a federal offense. The fifteenth amendment was passed in 1869, and later ratified in 1870. It clearly expressed the right to vote to all citizens but failed to address the literacy tests, property possession rule, or the poll tax that continued to plague voters. Radical Republicans and northern whites alike grew exhausted with the dependency of blacks, (as they saw it) and looked upon them as unfit to be involved in the political system. They thought that reconstruction had been a mistake. The Freedmens Bank was founded in 1865 and done well until the white board of directors foolishly invested in Washington, D. C. real estate. The Panic of 1873 brought about a significant loss in unsecured railroad loans. As a result, the bank closed in 1874. The Civil Rights Act of 1875 was an act of good intentions, yet it was ruled unconstitutional by U. S. Supreme Court Justice Joseph Bradley who, wrote that the Fourteenth Amendment protected black people from discrimination by states but not by private businesses. The end of Reconstruction was as brutal and contentious as the beginning. Blacks refused to vote in response to the terrorism inflicted upon them by the southern Democrats. The withdrawal of the federal troops that were to protect the rights of colored people left the black citizens with no means of defense and they therefore had to bow down to the numerous massacres that were to occur. The compromise of 1877, in which, Samuel J. Tilden and Rutherford B. Haynes, ran for the presidency, brought about more violence towards blacks and grew worse as time passed.

The comfort women

The comfort women The comfort women issue has been a controversial topic since December 1991, where Kim Hak-sun and several other Korean women came forward in a lawsuit against the Japanese government demanding reparation as former â€Å"comfort women.†[1] Undoubtedly, there is an abundance of literature concerning the issue from both Japanese and American scholars. In addition, the media illustrates many different positions that have been and are still argued today. Yuki Tanaka, however, provides an interesting analysis of Japans comfort system in his book, Japans Comfort Women: Sexual slavery and prostitution during World War II and the US Occupation. He begins on a personal note concerning his father and uncles being part of the Kwantung Army; one of many groups who participated in the comfort system. Tanaka suggests that the Japanese soldiers were not â€Å"monsters† but average and banal human beings whose participation was a â€Å"personal choice,† not a mass conspiracy of evil.[2] In essence, Yuki Tanakas book provides a sound examination of the origins and structure of the comfort system during World War II, as well as its further establishment for the Allies during the US occupation. However, Tanaka neglects the issue of â€Å"slavery† and overemphasizes the issue of â€Å"sex† within the comfort women system. While this is not to say that he fails to acknowledge the slavery issue, his book is driven towards the universal connection between war and sex, in relation to his focus on the ideologies of masculinity and dominance as sole grounds for the brutality against comfort women in Japan and later on in the expanse of Asia. In this review, I examine Tanakas approach on the comfort women issue by evaluating how his literature is structured. I also examine his literatures dependency on the aspects of dominance, masculinity and sex during the wartime as reasoning for his chosen direction on the comfort women issue. Lastly, I examine Tanakas use of terminology throughout his book and determine whether his chosen terminology indicates a trivial bias or an unconscious effort to categorize the differing levels of brutality in which the Japanese military and the Allied occupation forces exploit comfort women. Tanakas motivation to further investigate the comfort women issue stems from the continued silence from his father and uncles concerning certain Japanese war experiences. He suggests that he learned about his fathers wartime experiences through a historical filter, which is often a common practice with history-telling. Tanaka states that the silence warrants a further examination of the history of Japanese prostitution, as well as the practice of wartime prostitution by other nations, specifically the US and Australia.[3] Although Tanaka does not excuse what Japan did to women during World War II, he explains that it was â€Å"part of a pervasive pattern of worldwide male aggression and domination.†[4] Ultimately, Tanaka universalizes certain aspects of Japans military prostitution and the institution of the comfort system. This provides an interesting and rational approach to the issue, since deeming the comfort system as an isolated incident would be careless and ignorant. Tanaka structures his book into six chapters: the origins of the comfort women system, procurement of comfort women and their lives as sexual slaves, comfort women in the Dutch East Indies, why the US forces ignored the comfort women issue, sexual violence committed by the Allied occupation forces, and Japanese comfort women for the Allied occupation forces. In chapter one, he provides a detailed illustration of the how the comfort system started and how it grew from mass recruitment, coercion, abduction and transaction. Tanaka specifically relates the structure of the comfort system to the karayuki-san system of overseas prostitution. He highlights the progressive nature of the Japanese military prostitution system of using professional Japanese prostitutes to using Korean women in the comfort stations. In chapter two, Tanaka examines the significant emergence of Korean women in comfort stations during Japans colonization of Korea. While most literature concerning the comfort women issue focus on the exploitation of Korean women, Tanaka analyzes the circumstances pertaining to the use of Korean women as the main source for the comfort system. To enhance this aspect, he uses testimonies from Korean, Chinese, Taiwanese and Filipino comfort women victims to emphasize the drastic expansion of the system from China and the Shanghai Incident in 1932, to the entire Asia-Pacific zone after Japans attack on Pearl Harbor.[5] In chapters three and four, Tanakas focus turns away from the Asian community and towards the international community to examine common characteristics of military prostitution between the Japanese military and the Allied occupation forces.[6] Tanaka first examines the Dutch, Eurasian and Indonesian comfort women in the Dutch East Indies, where the Dutch military prosecute the Japanese military for crimes against the Dutch women, but not for the Asian women situated in the Dutch East Indies.[7] The issue of race is a significant aspect to how the comfort system is structured, as well as how the US and other Allied occupation forces fail to prosecute the Japanese military for crimes against humanity for all comfort women victims. Tanaka highlights the aspect of racial discrimination to place responsibility on the Allied forces for exacerbating the issue by failing to take action against the Japanese military. He also examines how the US occupation forces, along with the British and Au stralian troops, maintained similar policies of â€Å"military-controlled prostitution†[8] as the Japanese military. In addition, Tanaka raises important questions pertaining to whether these policies are still a common practice in contemporary military forces, and whether this issue is â€Å"integral to the relationship between war and sexuality.†[9] Tanakas approach to the comfort women issue takes on a broader focus, which encompasses other nations as active participants in their acts of brutality against comfort women. In chapter five, Tanaka uses a wide variety of Japanese and American documents to examine the true nature of the Allied forces military-controlled prostitution and the extent of the violence and rape suffered by women. With this chapter, Tanaka aims to bring the problematic relationship between war and sexuality into the spotlight of the comfort women issue. In chapter six, Tanaka establishes that the characteristics of the wartime comfort system were similar to the Recreation and Amusement Association (RAA) established specifically for the Allied occupation forces. He maintains that the RAA was a less brutal establishment of military prostitution than that of the Japanese wartime comfort system. However, historian Bob T. Wakabayashi argues that â€Å"[i]f the Allies sexual exploitation of women was less brutal, then, this was largely because it was more lucrative for the women.†[10] Throughout the book, Tanaka emphasizes the problem of venereal disease, which only increased a s the comfort system expanded. While policies were implemented to prevent the spread of venereal diseases, none of the implemented polices attempted to discontinue the system. This, Tanaka suggests, shows how the preventive policies only increased venereal disease because soldiers were working around the policies to find other ways to meet with prostitutes. By examining how Tanaka structures his book, his approach on the comfort women issue suggests that he believes the role of the Allied occupation forces in the comfort system is explained by the ideological relationship between war and sexuality. Tanakas approach to the comfort women issue is defined by his books dependency on the aspects of dominance, masculinity and sex during wartime. He uses these aspects to universalize characteristics of the comfort system as an example of the relationship between war and sex. In addition, Joy Damousi also suggests that Tanaka views â€Å"racism and nationalism [as] interrelated within the ideology of masculinity †¦ [where] sexual abuse of women symbolized the dominance of the conquerors.†[11] Wakabayashi, however, argues that Tanaka purposefully shifts the issues focus from Korea to the Asia-Pacific zone to look for â€Å"charges of criminality† from international law rather than domestic law.[12] Tanaka addresses the parallel between the violation of the womans body and the domination over the enemy on the battlefield. He states that the brothels and prostitutes were used because soldiers believed that women were there to help the soldiers who fought to protect the ir country.[13] This type of reasoning indicates that the soldiers saw their relations with comfort women as a transaction of returned favors. Tanaka states that the soldiers mindset stems from aspects of dominance and masculinity enforced in preparation for the war. Tanaka also theorizes that sexual activity, especially during wartimes, provides an escape from reality, similar to the effects of alcohol.[14] Ultimately, it is used as a weapon against death. In relation to war, violence is needed when fighting wars, which translates into violence against women, in this case against comfort women. Physical domination over women, especially women of the enemy, translates into the humiliation of the enemy.[15] This type of war mentality is very common, not just with the Japanese military, but with the Allied occupation forces as well. Wakabayashi, thus, questions why Japan is the only country under litigation if other Allied occupation forces from the US and Australia also played a role in exacerbating the comfort system. A. Hamish Ion disagrees with Wakabayashis assessment and states that while the Allied occupation forces behavior was cruel, it â€Å"does not equate with that of the wartime Japanese military.†[16] Ultimately, the sexual abu se of women is inevitable during wartime because soldiers are trained to exude masculinity and dominance, which Tanaka explains is the â€Å"military culture of sexualized masculinity, a phenomenon common to military organizations regardless of nationality.†[17] Tanaka provides an interesting comparison between war and sexuality in relation to how this ideological relationship shaped the comfort system during World War II and into the US occupation. While Tanaka gives the impression that he believes the Allied occupation forces played a significant role in exploiting Asian women, he reasons that it was less brutal than the exploitation suffered during the wartime. Wakabayashi argues that Tanaka shifts the focus of the comfort system towards the Asia-Pacific zone for the purpose of using international law to evaluate the Japanese military. However, one must acknowledge that Tanakas shift in focus also emphasizes sexuality and its effect on war. For this reason, he concludes the use of sex was a main factor in sustaining military discipline.[18] Tanakas use of terminology throughout his book also factors into how he illustrates the comfort women issue. From examining his term use, the reader can question whether his literature depicts a bias or merely an effort to distinguish the severity of Japans military prostitution and the Allied occupation forces exploitation of women. Throughout his book, Tanaka does not use the term â€Å"coerced† like many other authors do in their literature. Instead, he consistently uses the terms â€Å"forced† and â€Å"recruit† in reference to how comfort women were procured. This is especially pronounced in chapter two: procurement of comfort women and their lives as sexual slaves, where Tanaka examines the circumstances of Chinese and Filipino comfort women. Often times, the Japanese military did not have to conceal how they were treating civilians.[19] In this case, using the term â€Å"coerced† implies bullying and intimidation, while using the term â€Å"forced † implies an outright proactive recruitment. In addition, Prime Minister Shinzo Abes definition of â€Å"coercion† states that â€Å"government authorities [were] breaking into private homes and taking [women] like kidnappers,†[20] which proves to be a fitting definition in the procurement of Chinese and Filipino comfort women. Tanaka also uses the term â€Å"procure† as a more general reference to how the Japanese military were obtaining and acquiring women for the comfort system. The overall use of this term encompasses terms such as â€Å"coercing,† â€Å"forcing† and â€Å"recruiting† in relation to the comfort system because it only specifies that the women were obtained, not the method in which they were obtained. Wakabayashi also hints at Tanakas â€Å"slight bias† when referring to â€Å"sexual slavery† for Japan and â€Å"military-controlled† prostitution for the Allied forces.[21] Ultimately, Wakabayashi feels that Tanaka â€Å"downplays Western military sexual violence†[22] because he categorizes Japan and the Allies role in the exploitation of women differently. Wakabayashi also accuses Tanaka of being hypocritical because Tanaka states in his introduction that he means no offence by using terms such as â€Å"comfort women† and â€Å"comfort stations† in his literature, which he describes as â€Å"cruel euphemisms.†[23] In addition, Wakabayashi is bothered by Tanakas use of the acronym â€Å"RAA† to refer to the â€Å"Recreation and Amusement Association† established specifically for the Allied occupation forces. However, it can be argued that Tanaka uses acronyms throughout his book, including the terms General Head Quarter s (GHQ), venereal disease (VD) and Government Issue (GI). His use of acronyms could either mean he is attempting to save the reader from repeatedly reading â€Å"venereal disease† numerous times, or that he is trying to downplay the Allies involvement in the exploitation because most of his acronym usage is located in the chapters focused on the Allies. It is not difficult to see why Tanaka downplays the Allied occupation forces involvement, especially when he refers to terms such as â€Å"prostitution† and â€Å"sexual slavery.† In this case, prostitution implies â€Å"payment of sexual union.†[24] Tanaka provides a brief examination of the structure of a comfort establishment by the Recreation and Amusement Association (RAA). The GI is to pay at the front desk and pick up a ticket and a condom before meeting with the comfort woman. In the morning, the comfort woman goes to the front desk to claim half of the money paid. Therefore, one could agree with Tanaka and argue that the RAA and the Allied occupation forces were not as brutal in their exploitation, which is why only Japan is involved in litigation concerning the comfort women issue. By examining Tanakas terminology throughout his book, one can establish that his use of certain terms indicates a bias, but not an unexamined one. His chosen terminology als o emphasizes the sexuality aspect of war and its effect on how both Japanese and Allied troops influenced the comfort system. This review centers around the argument that Yuki Tanaka overemphasizes the aspect of â€Å"sex† and not enough on the aspect of â€Å"slavery.† This is because Tanakas approach on the comfort women issue is dependent upon the relationship between war and sex. This relationship implies a universality of certain characteristics of the comfort system or at least characteristics of military prostitution exploited by all nations. By examining the structure of his book and the terminology he uses, one can identify that Tanaka aims to investigate certain war experiences that the older generation of World War II, from Japan, the US and Australia, maintained silence about. In essence, Tanaka relies heavily on the aspect of â€Å"sex† where A. Hamish Ion also points out, â€Å"the issue at heart is not sex but slavery.†[25] Tanakas book provides an interesting yet reasonable approach to the comfort women issue. He manages to examine different sources from the Japanese Archives, the Australian National Archives and War Memorial, as well as the US National Archives, which allowed him to map out patterns and continuities between military prostitution and war mentality. He provides many primary documents throughout his book, including comfort women and military officials testimonies, witness reports, statistical data as well as photographs. He attributes most of this research to his fourth and fifth chapters, which would have turned out differently had he not visited the US National Archives. Tanakas book not only provides insight to the origins and structure of the comfort system during World War II, but also establishes the Allied occupation forces as a major contributor for the silence maintained concerning the comfort women issue. Therefore from this abundance of information Tanaka provides, one can co nclude that the established silence on the issue was not for the lack of resources, but because literature has over-examined different aspects of the same angle. [1] I use the term â€Å"comfort women† without quotation marks throughout the review to stay consistent with the authors use of the term in his book. [2] Yuki Tanaka, Japans Comfort Women: Sexual slavery and prostitution during World War II and the US Occupation (New York: Routledge, 2002) 3-4. [3] Tanaka, Japans Comfort Women, 2. [4] Tanaka, Japans Comfort Women, (Forward) xvi. [5] Tanaka, Japans Comfort Women, 5. [6] Raymond Lamont-Brown, â€Å"Sex Slaves for the Emperor,† Contemporary Review 281, no. 1640 (2002), http://find.galegroup.com.ezproxy.library.yorku.ca/gtx/start.do?prodId=EAIMuserGroupName=yorku_main, 181. [7] Tanaka, Japans Comfort Women, 78. [8] Tanaka, Japans Comfort Women, 92. [9] Tanaka, Japans Comfort Women, 6. [10] Bob Tadashi Wakabayashi, â€Å"Review: Comfort Women: Beyond Litigious Feminism,† Monumenta Nipponica 58, no. 2 (2003), http://www.jstor.org/stable/25066215, 245. [11] Joy Damousi, â€Å"Review: [untitled],† The American Historical Review 108, no. 4 (2003), http://www.jstor.org/stable/3523712, 1122. [12] Wakabayashi, â€Å"Beyond Litigious Feminism,† 249. [13] Tanaka, Japans Comfort Women, 87. [14] Tanaka, Japans Comfort Women, 174. [15] Tanaka, Japans Comfort Women, 176. [16] A. Hamish Ion, â€Å"Review: [untitled],† The International History Review 23, no. 2 (2003), http://www.jstor.org/stable/40109381, 475. [17] Tanaka, Japans Comfort Women, 179. [18] Damousi, â€Å"Review,† 1122. [19] Tanaka, Japans Comfort Women, 48. [20] Hirofumi Hayashi, â€Å"Disputes in Japan over the Japanese Military â€Å"Comfort Women† System and its Perception in History,† The ANNALS of the American Academy of Political and Social Science 617 (2008), http://find.galegroup.com.ezproxy.library.yorku.ca/gtx/start.do?prodId=EAIMuserGroupName=yorku_main, 124. [21] Wakabayashi, â€Å"Beyond Litigious Feminism,† 243. [22] Wakabayashi, â€Å"Beyond Litigious Feminism,† 243. [23] Wakabayashi, â€Å"Beyond Litigious Feminism,† 244. [24] Sarah Soh, â€Å"From Imperial Gifts to Sex Slaves: Theorizing Symbolic Representations of the ‘Comfort Women,† Social Science Japan Journal 3, no. 1 (2000), http://scholarsportal.info.ezproxy.library.yorku.ca/, 65. [25] Ion, â€Å"Review,† 474.