Of Mice and Men by John Steinbeck Essay

Every piece of literature created is influenced by the time in which it was written. A particular text is a reflection of the era or period in which it was born. An author is contained within a specific time in history, and his writing becomes the result of the social, economic or political milieu of that time. This is the reason why it is extremely important for a reader to determine the context of the story in order to fully understand a piece of literature. Of Mice and Men by John Steinbeck is a great example of how a text reflects a particular era. It is a novel written in the 1930s and revealed what was happening during that time in California. Hence, John Steinbeck’s Of Mice and Men is a reflection of California during the 1930s. Of Mice and Men is a story about the friendship between George Milton and Lennie Small. The two men are remarkably different from each other. Steinbeck (1994) described George as â€Å"small and quick, dark of face, with restless eyes and sharp, strong features† (p. 4). He depicted Lennie as the opposite of his companion; he was â€Å"a huge man, shapeless of face, with large, pale eyes, with wide sloping shoulders† (Steinbeck, 1994, p. 4). However, their differences were not limited to physical appearances. George is intelligent, but his friend Lennie is mentally challenged (Steinbeck, 1994). The mental condition of the latter forced him to depend solely on the former. While George often expressed displeasure about the burden of being Lennie’s companion, he proved to be a dedicated friend. He served as Lennie’s guardian. Unfortunately, Lennie’s disability caused him to be involved in great trouble. He was unable to discern his own strength, accidentally harming and killing others in the process. In the end, George continues to fulfill his role as Lennie’s protector; he killed Lennie himself to spare him from death in the hands of Curley (Steinbeck, 1994). While the friendship between George and Lenny is the main focus of the story, the history of California plays a bigger and more significant role in the novel. Of Mice and Men is also a story about California and the problems which plagued it during the 1930s. John Steinbeck wrote three books which delved into the situation in California in 1930s; Of Mice and Men is the second book in the trilogy. The other two novels were In Dubious Battle and The Grapes of Wrath. In On Mice and Men, the relationship between George and Lennie is set against the backdrop of 1930s California. Both men are migrant workers with a single dream: they wanted to own a piece of land and farm it themselves. George said, â€Å"Someday—we’re gonna get the jack together and we’re gonna have a little house and a couple of acres an’ a cow and some pigs† (Steinbeck, 1994). This dream was influenced, if not completely defined, by the problems of the state at that particular time. In the Introduction of the On Mice and Men, Shillinglaw (1994) described California in the 1930s. During the 1930s, the main problem in California was agricultural labor. Since the 1900s, most of the agriculturally abundant valleys were located in California. Produce such as broccoli, lettuce, sugar beets and strawberries were only some of those harvested in plenitude. The vast farms in California required many laborers for its harvest. Meanwhile, the Southwest region of America suffered from drought. Due to the drought, the once bountiful lands became similar to deserts. As a result, laborers left what was known as the Dust Bowl to try their luck in California. Since 1935, an estimated 350,000 people from Arkansas, Oklahoma and Texas stormed the Golden State in hopes of finding jobs in the farms. While it was true that California had enormous agricultural fields which supplied most of the country’s produce, the employment of workers were still a problem. There were too many people to accommodate for jobs in these farms. Workers from the Dust Bowl wandered throughout the state in search of crops to farm, as they were desperate for work. By 1936, California was faced with a major problem: the constant flow of poor and hungry migrants from the Southwest. The situation of wandering farm workers was illustrated in Of Mice and Men. The novel began with the arrival of George and Lennie in the Salinas River. George was upset that the bus driver did not drop them off at the proper location. He said, â€Å"Didn’t wanta stop at the ranch gate, that’s what† (Steinbeck, 1994, p. 6). The two men exemplified the situation of all the other migrant workers in California during the 1930s. Agricultural laborers such as George and Lennie were directed from one ranch to another, in search for work. George asked Lennie, â€Å"You remember about us goin’ into Murray and Ready’s, and they give us work cards and bus tickets? † (Steinbeck, 1994, p. 7). Murray and Ready had provided both men with the cards and tickets, then sent them to the next ranch. According to the novel, the last ranch they worked for was called Weed. The plight of the itinerant laborers was best expressed by George’s words: â€Å"They come to a ranch an’ work up a stake and then they go inta town and blow their stake, and the first thing you know they’re poundin’ their tail on some other ranch† (Steinbeck, 1994, p. 15). The novel also portrayed the difficult life of male migrant workers and their need for human company. It was said that majority of the migrant agricultural workers in California were single men. Since the 1870s until 1930, the fruit and wheat crops of the Golden State were harvested by single men. These men were modern day nomads, for they constantly moved from one place to another. They carried bindles whenever they went. George confirmed the situation of male farm workers in California: â€Å"Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don’t belong no place† (Steinbeck, 1994, p. 15). The solitude of the farm workers resulted in the constant need for companionship. In the absence of wives and families, the male itinerant laborers develop friendships instead. The friendship between George and Lennie was the kind of relationship created due to the circumstances of the migrant workers. Despite his complaints about having Lennie around, it was apparent that George was just as dependent on Lennie as Lennie was dependent on him. Whenever Lennie threatened to leave, George told him that he wanted his friend to stay. Their bond was so strong that they did not consider themselves as similar to the aforementioned lonely guys. George said: â€Å"With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us† (Steinbeck, 1994, p. 15). The novel revealed how agricultural laborers were marginalized in California society. All of them were misplaced and lived on dire conditions. Despite the unfortunate circumstances which befell them, there are those who remained optimistic and ambitious. However, even the ambitious laborers also fail. They would simply leave the ranch and proceed to another place. In the novel, George and Lennie went to the bunk house of the next ranch they were supposed to work for. When George asked Candy why the former occupant of his new bed quit, this was the response: â€Å"He†¦just quit, the way a guy will. Says it was the food. Just wanted to move† (Steinbeck, 1994, p. 20). George and Lennie were also ambitious. They have grown weary of working from one ranch to another, and working for people like Curley. They dreamt of having a piece of land they can personally attend to. The dream was revealed early on in the novel, and was continuously mentioned throughout the story. Candy overheard the two taking about their desire for their own (Steinbeck, 1994). He responded positively, and even offered his savings to both men so that he could also live on their land. Crooks also learned about the plan to buy land. During one night, Lennie spoke to Crooks about his plan to own land with George. Unlike Candy, Crooks had a different response to the plan. He discouraged Lennie by insinuating that his dream will never come true. Crooks said: â€Å"I seen hundreds of men come by on the road an’ on the ranches, with their bindles on their back an’ that same damn thing in their heads†¦every damn one of ‘em’s got a little piece of land in his head. An’ never a God damn one of ‘em ever gets it† (Steinbeck, 1994, p. 75). The character of Crooks was right; in 1930s California, many workers did not achieve the success they originally hoped to find there. By the end of the novel, George and Lennie proved to be unsuccessful as well. The dream of George and Lennie to obtain their own land did not come true. Lennie has a fondness for petting things which are soft; it was this fondness which guaranteed his demise (Steinbeck, 1994). Lennie and George were forced to leave the ranch in Weed because Lennie’s petting had gotten them in trouble. In the ranch in Soledad, Lennie accidentally killed a puppy because he was too strong. By accident, he pulled the hair of Curley’s wife and also broke her neck, causing her to die. When Curley and the rest of the men in the ranch found out that Lennie killed the wife, they form a mob and went to search for Lennie. Before they arrived at the ranch, George told Lennie to return to the Salinas River in case he got in trouble. George told his friend, â€Å"Lennie—if you jus’ happen to get in trouble like you always done before, I want you to come right here an’ hide in the brush† (Steinbeck, 1994, p. 17). After he killed Curley’s wife, Lennie proceed to the brush and George met him there. George began to speak of the land they would own together and the rabbits that Lennie would take care of. Afterwards, he shot Lennie on the back of his head (Steinbeck, 1994). The farm was a representation of every migrant worker’s dream: to own a piece of land and be in control of their own lives. The farm served as a symbol of freedom and independence. For George, the death of his friend was also the end of their dream. Of Mice and Men by John Steinbeck was truly a representation of California during the 1930s. Through the story of George, Lennie and the other characters, Steinbeck was able to illustrate the agricultural labor problem that existed in the Golden State during that decade. The novel revealed the displacement of workers, the harsh realities of living as a nomad in California, their isolation and need for companionship and the broken dreams that come with the journey. By reading this novel, one is given a glimpse of California in the 1930s. Reference Steinbeck, J. (1994). Of Mice and Men. New York: Penguin Classics.

Discuss the Use of Mendacity in Cat on a Hot Tin Roof Essay

Discuss Williams’ treatment of mendacity in Act I and Act II â€Å"Mendacity is the system in which men live† – Brick to Big Daddy Mendacity is a key theme in the play â€Å"Cat on a Hot Tin Roof† and the lies that the characters in the play keep from each other is a technique Williams uses to create suspense and scandal. The secrets that eventually surface are what Williams dubs the â€Å"inadmissible things† that are repressed at all costs. The two main subjects of repression are Bricks concealed homosexuality and Big Daddy’s imminent death, which the family are all aware of except Big Daddy himself, and Big Mama. Big Mama desperately invests all her future hopes in the dream of Brick becoming a family man after the men are forced to confront these secrets. She is under the false belief that the responsibility of fatherhood will put an end to his alcoholism, and that their estate could go to the rightful heir. Big Mama believes that the pre servation of the family line runs through Brick, and he will represent Daddy’s immortality. The idyllic fantasy of Brick and Maggie’s â€Å"family†, however, is yet another of the play’s lies. The relationship between Brick and Maggie in â€Å"Cat on a hot tin roof† represents repression of both the truth and sexual desires. Maggie continuously refers to herself as a â€Å"cat† which is a method used by Williams to represent how through how her husband’s neglect she has been forced into a constant state of anxiety and bitterness and is frantically desiring Bricks affection. Brick is cold towards Maggie from the beginning of the play which insinuates that perhaps an incident had happened previously in their marriage that caused Maggie to become frantic and Brick to resort to liquor in an attempt to â€Å"put up a screen himself and the real world† namely his relationship with his wife. Maggie possesses a constant burning desire to have a child with Brick, not only because she loves him, but as she believes it will help them ga in a larger share of Big Daddy’s fortune when he dies from cancer. As Maggie is fully aware of the fact that Big Daddy’s death is imminent she resorts to bringing up the subject of Brick’s late friend Skipper in an attempt to relate with the cold, emotionless Brick; something we learn Brick made her promise not to do on the grounds that they’ll stay together. The mendacity in Brick and Maggie’s marriage begins to surface at the end of Act I when Maggie suggest that the feelings that Skipper had for Brick weren’t â€Å"pure† and implies that Skipper had homosexual desires for Brick. Brick becomes angered by the fact that Maggie was  insinuating that Skipper was gay, he tells her she’s naming their friendship â€Å"dirty† to which she exclaims â€Å"I’m naming it so damn clean that it killed Skipper!†. Williams uses Skipper’s suicide to create a reason for Brick to turn to alcohol. In Act II Brick reveals to Big Daddy that mendacity is the reason that he drinks, and he drin ks to escape reality and so things, in his own head, become â€Å"peaceful†. Williams uses the unrequited love felt for Brick by many of the characters to create a sense of responsibility to which Brick is in no fit state to live up too. This is physically represented by the way Brick repeatedly tries to flee from having an important conversation with Big Daddy in Act II. Both the characters of Big Daddy and Brick display disgust with mendacity. Big Daddy represents this with his outbursts at his own family such as when he confronts Mae for eavesdropping and says â€Å"I can’t stand sneakin’ and spyin’ in makes me puke†¦Ã¢â‚¬  Big Daddy also reveals to Brick at how he can’t stand Big Mamma, and continuously refers to her as â€Å"fat an’ ugly† and confessing how he â€Å"never should have wasted so much time with her†. Big Daddy and Brick are both hypocritical in the sense that they openly share their hatred of the mendacity that surrounds them, when in fact it is the lies and secrets they keep to themse lves that they kept from each other that are the true causes for their unhappiness. Big Daddy confronts this issue when he suggests Brick take responsibility for Skippers death , he tells Brick; â€Å"You been passing the buck. This disgust with mendacity is disgust with yourself. You!—you dug the grave of your friend and kicked him in it!—before you’d face the truth with him!† Daddy delivers his ultimate diagnosis of Brick toward the end of Act II. Brick is disgusted with his own mendacity before the homosexual desire in his friendship with Skipper. He metaphorically dug his friend’s grave for him rather than face the truth that they possibly shared more than a close friendship. Thus Daddy calls his son to judgment: â€Å"You!† he cries accusingly. While Daddy’s diagnosis rings true, it is suspiciously familiar. Indeed, it repeats Daddy’s own remark to himself in Act II, in which he exclaims in disgust over the mendacity in his staying with Big Mama for forty years. Brick himself has echoed Daddy’s outburst on mendacity as a feint, as another way of â€Å"passing the buck†. Daddy has interpreted its hidden truth. It also seems, however, t hat he has perhaps projected his own disgust with mendacity onto Brick, highlighting the narcissistic nature of the relationship they share. Williams created the  relationship between Brick and Big Daddy to represent a degree of honesty in a play that is saturated in lies and secrets. Although they are not entirely open with each other, they share a mutual respect which means they are truthful and Williams uses them to bring to the surface Big Daddy’s true opinions on his family and their attitudes towards him, and the inheritance they so desperately desire. Another technique Williams uses to highlight mendacity in the family is through the way the characters of Mae and Gooper are portrayed. Supposedly the example of an ideal family with five â€Å"no-neck monsters† they call children, Mae, Gooper and their children appear grotesque and irritating to both the audience and Big Daddy. They personify the human nature of greed and are known to be manipulative by constantly â€Å"sneakin’ and spyin’† on Brick and Maggie and reporting to Big Mamma the many problems they have within their marriage, including how they don’t sleep together. Williams uses comparison between the ugly yet child-bearing Mae and Gooper and the beautiful childless couple Maggie and Brick to highlight how greed and the desire to inherit Big Daddy’s fortune is the only reason they spawned their â€Å"five same little monkeys†. At the end of Act II when Brick confesses to Big Daddy that he is in fact dying, he loses his temper branding his family bar Brick â€Å"LYING SONS OF – LYING BITCHES†. Williams uses Big Daddy’s description to Brick of the relief he felt on hearing he was supposedly all clear of cancer to build up tension in the scene. Brick, although almost completely void of emotion in other scenarios, feels guilt upon hearing Big Daddy’s plans when he though he had his life back. Williams continuously uses the word â€Å"rot† in Big Daddy’s dialogue; for example when he says â€Å"Why should I do that? – Subsidize worthless behaviour? Rot? Corruption?† By doing this he is subliminally making the character of Big Daddy make unknowing references to his cancer, which symbolises the way that the family knows about his illness, but Big Daddy himself is unaware. The whole time Williams is building up drama for the climax of the scene when Brick accidentally tells Big Daddy that he is, in fact, dying. In conclusion mendacity is a tool used by Williams to build up tension in the play. Williams uses the character of Big Daddy and his naivety towards his terminal illness to highlight the extent of the lies and secrets his own family were keeping from him. The way in which the scenes flow is also another method the playwright uses to create suspense and dramatic tension;  although the dialogue is fast paced the conversations between characters, particularly Brick and Big Daddy, are gradually built up to a climactic state until an interruption of some sort, which slows the pace of the dialogue back down. The time period in which the book is set, in Mississippi in the mid 1950’s, contributes to the use of mendacity in the play. Williams understood the gossiping nature of the communities on the deep south of America and uses what would have been the pressure to be well presented to your peers to explain why Brick and Maggie had stayed together when Maggie’s love is unrequited.

Banning the use of cell phones Essay

TITLE: Why banning the use of cell phones while driving should be mandatory nationwide. 1a.General purpose: To highlight the mis-use of hand-held cell phones whilst driving. 1b.Specific purpose: To reduce road fatalities; by persuading the Government of St.Vincent and the Grenadines to implement a law banning motorists from using cell phones on all roads (major and minor roads) in non-emergencies cases. 1c.Central Idea: Using a cell phone can distract motorists, leading them to taking their eyes off the road or to lose their concentration whilst driving which involves teens. Main Points: mis-use of hand-held cell phones road fatalities mandatory intervention Summarize the Key Points of Introduction 1. Cell phones can be useful in many situations. However they are now being mis-used in non-emergencies cases such as making or receiving regular standard calls, texting and being on others social network sites whilst driving. 2. Road fatalities have increased resulting from poor driving by motorists especially teens whilst they are on their cell phones. Many motorist, pedestrians and animals have been killed or seriously injured due motorist distractions. 3. The Government should implement a law banning motorist from using cell phones on all roads (major and minor roads) throughout St Vincent and the Grenadines as a means of reducing road fatalities Conclusion Cell phones have been around for over 30years and are now accessible to a range of people; they can be a valuable communication device. However, when used inappropriately, this can lead to road collisions and fatality. References * In 2006, Liberty Mutual Insurance Group Http//:ven.wikipedia .org/wiki/texting- while-driving In 2006 article American Automobile Association International Telecommunication Union (NTSB) Why banning the use of cell phones while driving should be mandatory nationwide. I will be highlighting why banning the use of a cell phones whilst driving should be mandatory throughout St Vincent and the Grenadines. I will be focusing on situations where the cell phone is being used for non- emergencies when driving. Cellular phones were first introduced into civilian life and the market place around the mid- 1980s. Before this period it was used mainly in the military and in some businesses. Over the years, there has been dramatic growth in the use cell phones. Today cell phones are available to everyone around the world regardless of their age or status. The indiscriminate use of hand held cell phones by persons while driving has resulted in many fatal accidents in recent years and as such is a compelling reason for Parliament to enact legislated to address this precautious situation by banning the use of cell phones while driving in St.Vincent and the Grenadines. It well established that in attentive caused by some forms of distraction is the most common cause of vehicle accidents, engaging in a conversation on a cell phone while driving is a serious distraction in the sense that people lose focus being so imbibed in the conversation that they become totally loss to the surrounding activities. It may be arguable that accidents caused by cell phone use are far less than those caused by other forms of distractions but that is not important in considering whether a total ban should be placed on the use of cell phone while driving. What is of utmost importance is the safety o the general public; it is not of prime necessity to use a cell phone while driving. A driver may be better advised to pull over at the side of road, stop and use his or her cell phone whether be in to dial a number or to receive an incoming call or text messages which is becoming more popular in today technology world. According to Liberty Mutual Insurance Group 2006 conducted a survey of more than 90 teen from twenty six high schools across United States. The result showed that 37% of students considering texting to be  Ã¢â‚¬Å"very† or â€Å"extremely† distracting. A study by the America Automobile Association discovered that 46% of teens admitted to being distracted behind the wheel because of texting. This distracting is alarming The risk of crashing while texting because reading or sending a text diverts the driver’s eyes from the road for an average of 4.6 seconds—the same as driving the length of a football field, blind, at 55 mph. The International Telecommunication Union states that â€Å"texting, making calls, and other interaction with in-vehicle information and communication systems while driving is a serious source of driver distraction and increases the risk of traffic accidents increases by 23 times. While celebrities such as Oprah Winfrey have campaigned against texting while driving, there are reports that the message has not been getting through to teenagers. Perhaps the force and might of government authority might be able to get through to them. The practice has been viewed by many people and authorities as dangerous. It has also been ruled as the cause of some motor -vehicle accidents, and in some places has been outlawed or restricted. Is there any reason why my country St. Vincent and the Grenadines cannot emulate such a restriction? Cell phones have become a valuable devise for communicating with others. However, there are situations where it can be said that they are being misused. This would include texting whilst driving, receiving or sending calls and accessing face-book/Twitter and instant messaging on whatever social networks. I will make mention of how texting, using face book and using twitter could endanger the life of the driver, animals, passengers and/or other motorist and pedestrians on the road. (Road collisions and fatality). It is so sad that one’s life have to end just like that or turn into a vegetable because of someone else careless mistake and their future dreams are scattered. The use of cell phone while driving should not be allowed to continue unabsorbed in any civilized society where human life is valued at the highest. Laws should not only be enacted but they must be enforced and the punishment shall be such as to deter would be offenders. Therefore they must not only penalties but penalties should be rather serious and fitting the  offence of using a cell phone while driving. Cell phones have been around for over approximately 30years and are now accessible to a range of people; they can be a valuable communication device. However, when used inappropriately, this can lead to road collisions and fatality.

Acadian ambulance service Essay Example | Topics and Well Written Essays - 750 words

Acadian ambulance service - Essay Example Flight system. Acadian ambulance service offers specialized aviation services with international expertise. It provides information required to make conversant decisions and to deal with the risks effectively. The flight services make it expedient to travel with increased concentration on valuable experience. The flight services of Acadian Ambulance Service is available 24/7 for any emergency services with safe, relaxed and effortless travel ([2] Acadian, â€Å"Executive Aircraft Charter Service†). Employment opportunities. Acadian Ambulance Service is known for providing excellent employment opportunities and offering them a greater prospect to grow as professionals. It helps the employees to progress and to try different activities in order to help and improve the ambulance services which can have positive impact on the life of others. In Acadian Ambulance Service, there are diverse employment opportunities for individuals to select such as HR generalist, billing specialist, safety technician and pilot among others ([3] Acadian, â€Å"Careers†). Pension system. Acadian Ambulance Service is committed to provide several pension and benefitsto its employees. It allows employees the flexibility to select such benefits and plans which matters highly for their individual objectives. The pension plans of Acadian Ambulance Service are based on delivering keen support to the wellness of its employees along with their families (Acadia University, â€Å"Total Reward Philosophy†). Benefits. Acadian Ambulance Service provides several benefits to the employees. The remunerations and benefits are regarded as a key portion of the organization’s strategy and it also determines its image as an ideal place to work. The benefits provided by Acadian Ambulance Service comprise reasonable earnings, dental plan, family assistance program, sports affiliation, leisure services, fuel

Contracts As a Common Phenomenon in the Business Sector Case Study

Contracts As a Common Phenomenon in the Business Sector - Case Study Example Formalities required by law have been reduced and currently, only a few formalities get required. Formalities on signing of deals and putting contracts in writing have been abolished. This has made contracting easier as parties have less legal processes involved when making such contracts. This means that oral agreements are acceptable. However, contracting in this way can be disadvantageous as parties can misinterpret, misunderstand or misremember the terms of the contract (Howells & Schulze 2009, pp.125). In a case where the agreement gets made over the telephone, the terms of the agreements should be put in writing for clear future references. Oral agreements should be summarized in writing to protect the terms of the contract from misinterpretation. In the case provided, some of the agreements made got reached over the phone. It could have been advisable that John puts such an agreement in writing. The law further provides for cases when a contract must be put in writing. This includes a case where a contract contains a guarantee. In John’s case, the agreement did not contain any guarantee. Putting the terms of the agreements in writing was, therefore, not necessary. There are several advantages that come with putting the terms of an agreement in writing. One such advantage is that formal writing is less prone to manipulation and misinterpretation as it is the case with oral agreements. When parties put their agreement in writing, copies can be made and preserved by both parties. Both parties get obliged to follow these agreements. Another advantage is that written agreements have the option of including signatures which commit the parties to that agreement (Howells & Schulze 2009, pp.125). However, considering the nature of

Genocide in Rwanda and Burondi Assignment Example | Topics and Well Written Essays - 2000 words

Genocide in Rwanda and Burondi - Assignment Example What is genocide? The term Genocide according to history books was unknown prior to 1994. It is a word formed by a Polish-Jewish lawyer describing the Nazi policies of systematic murder and the destruction of European Jews. It comes from the Greek word geno that means a race or tribe, and cide, a Latin word that means to kill. Accordingly, in coming up with this word, he thought of â€Å"a coordinated plan or action to destruct the foundations of the life of a national group, or annihilating the groups themselves†. He appealed this to the United Nations; thereafter, the United Nations considered â€Å"genocide† as an international crime. It is then defined by the UN as† â€Å"referring to violent crimes committed against groups with the intent to destroy the existence of the group. (US Holocaust Memorial Museum Updated 11 May 2012). Genocide, as an international crime includes any of the following action: acts committed with intent to destroy, in whole or in part , a national, ethnical, racial or religious group, as such: (a) Killing members of the group; (b) Causing serious bodily or mental harm to members of the group; (c) Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; (d) Imposing measures intended to prevent births within the group; (e) Forcibly transferring children of the group to another group. The crime of Genocide in Rwanda Politics and ambition started it all. The first conviction of Genocide was given in 1988 by the International Criminal Court for Rwanda to Jean-Paul Akayesu, a local President of Democratic Republican Movement. He was found guilty of charges against humanity for acts he made while being a mayor. Akayesu was sentenced to a life imprisonment. On this date too rape became an addendum to the list of genocide crimes. (US Holocaust Memorial Museum) Akayesu was the town Mayor of Taba from 1993 to 1994. Initially, he led the town peacefully, fostering the local economy, had control of the police, and a well respected man until a group of oppositionists started the turmoil. At first he was hesitant to join but was compelled to because he was afraid of opposition, and was also scared to lose his position. Since then, he was one among those who instigated violence, incited the people to join mass killings and turned the former quiet place into a scene of violence, rape, torture, and murder (US Holocaust Memorial Museum). Rwanda in 1994 has a population of seven million composed of three ethnic groups: the Hutus (85%), Tutsi, (14%) and Twa (1%). The United Human Rights Council reported that the Hutus extremists’ political group kept on blaming the Tutsi group for various reasons including: â€Å"the country’s increasing social, economic, and political pressures. Tutsi civilians were also accused of supporting a Tutsi-dominated rebel group, the Rwandan Patriotic Front (RPF). Through the use of propaganda and constant political maneuvering, Habyarimana, who was the president at the time, and his group increased divisions between Hutu and Tutsi by the end of 1992. The Hutu remembered past years of oppressive Tutsi rule, and many of them not only resented but also feared the minority.† But why should the Hutus have resentments to a minority group like Tutsi? First let us begin with the description of the past of the two warring tribes. Roseber, Jennifer,

High Tech Computer Corporation Research Paper Example | Topics and Well Written Essays - 1250 words

High Tech Computer Corporation - Research Paper Example The products it offers are of high quality yet they are available at affordable prices for the middle-class earners; a population that is very high in the world today. Today, one can rightfully say that the HTC Corporation is the top of the list when it comes to highly innovative companies in the world today. HTC Corporation was founded in 1997 when Cher Mi Wang partnered with HT Cho and Peter Chou. Their main of coming together was to form a company that would be in a position to manufacture phones that would serve as communication gadgets as well as personal assistant to the users (General books, 2010). The project did not kick off as planned and the partners ended up utilizing a lot of capital while incurring losses. The Wang family was by then one of the richest families in Taiwan and their riches came in handy once the partnership went flat broke. They were given the permission to use the wealth to acquire whatever it was that they needed to bring the company back on its feet. Cher Mi Wang invested heavily in the improvement of engineering and design sections of the company as they were more wanting. With the company up and running again, the partners decided to add to their objectives to adapt to the market. They decided that apart from manufacturing the phones that they initially planned to manufacture, they would also produce products for other brands. The new plan resulted in the manufacturing of a mobile computer in 2000 for the Compaq Corporation. HP also hired HTC Corporation to manufacture a mobile computer for them after seeing the success of the one produced for Compaq. HTC attracted the attention of big wireless providers such as Vodafone, Orange, Sprint Nextel and Verizon Wireless when it produced the first pocket personal computers (PCs) that operated under the Microsoft operating systems.

Critical Analysis of Paper Research Example | Topics and Well Written Essays - 1250 words

Critical Analysis of - Research Paper Example In addition, history has much borrowing to do from political science. Individuals’ understanding of history remains meaningless supposing the political bearings of occurrences and movements are sufficiently connected. For instance, there cannot be a complete understanding of the accounts of the 19th century in Europe devoid of bringing out the importance of the movements such as imperialism, socialism, individualism, and nationalism. This does not imply that political science and history have a similar inkling. There exist fundamental dissimilarities between political science and history. History denotes accounts of previous occurrences and movements that embrace revolution, warfare, military campaigns, and political, economic, religious, as well as, social upheavals. No aforementioned are essential for political science purposes. The major concern of a political science student would be studies on the progression of political institutions alongside supplementary actualities t hat influence openly or indirectly the state. As such, political science selects particulars out of history. Accordingly, even though, history and political science are different subjects, they cut-across each other on numerous points. In Praise of Difficult People: A Portrait of the Committed _Whistleblower Philip H. Jos, College of Charleston Mark E. Tompkins, University of South Carolina Steven W. Hays, University of South Carolina According to the authors of the mentioned investigation, opponents of large organizations consider principled personal dissent including whistleblowing to be significant for making sure responsibility in otherwise irresponsible bureaucracies. There is a broad commentary of whistleblowing being an expensive action for the whistleblower that many consider as additional proof of the necessity for enhanced legal safeguarding along with prodigious outside control over the organizations tangled. The conflict stimulated through dissent entails superior incent ives for the organizations, as well. Besides challenging numerous societal prohibitions, whistleblowing frequently pits loyalty to an individual’s customers or counterparts in opposition to the public loyalty and entails accusation, which the superiors of an individual or fellow colleagues have abused or neglected the trust of the public1. Consequently, whistleblowing denotes one of the mainly threatening sorts of organizational dissent, probable to result in considerable hostility alongside various kinds of organizational retribution. Overall, the understanding of whistleblowing remains anecdotal, even though restricting knowledge of individuals sounding these apprehensions, their inspiration, alongside their ensuing fate. The authors address numerous fundamental issues raised through the legislative deliberations and academic investigation concerning whistleblowing. Foremost is the concern of what happens to individuals who have opted to become whistleblowers. The concern f ocuses on whether the retaliations could be as unembellished as numerous persons have proposed. Subsequently, discerning what inspires the whistleblowers is necessary by centering on the influences that prompt such individuals into risking career sanctions, ostracism, alongside other retribution forms whilst most of their counterparts stay complacently silent. Idyllically, whistleblowing studies would integrate employee attitude measures along with conduct taken

Writing to Evaluate Essay Example | Topics and Well Written Essays - 750 words

Writing to Evaluate - Essay Example This is because many razors in the market do not meet my expectations. Most of them do not last long; others are highly priced, while the rest cause irritations to my skin because of their poor design. I am sure a lot of men are reluctantly finding themselves in this quest as well. After a long search for a razor that could shave my tough beard and not irritate my sensitive skin, I settled on one of the popular blade manufactures, Gillette Company. I have been using their blades for the last fifteen years and although their products do not always meet my expectations, I find them better than most manufacturers in the industry (Adam 12). So, when the company released a new razor in the market a week ago; I was yearning to try it. The following is a review of the Gillette Fusion Power Gamer razor. This evaluation specifically focuses on its price, design, longevity and effectiveness. The Gillette Fusion Power Gamer comes only six months after Gillette released the Gillette Mach 3 late last year. This shaver is a cartridge razor which makes it simple to use and convenient. Fusion’s design is an improved version of the Mach 3. It bears a lot of similarities with the Mach such as the shape of its head. However, the Fusion razor has six shaving blades compared to the three that the Mach 3 has. I found the Fusion much lighter than the Mach, which is a good thing. Its small in size and rubber grip on the handle makes it very comfortable to hold. There are other additional features that make the Fusion a better blade such as the automatic shut off and the battery level indicator (Adam 15). Besides this, the sixth blade that is placed on the back of the cartridge is one of the best elements of this product. It made shaving under the nose and trimming of my sideburns using the Fusion less hectic. I did not cut myself on the nose-lip area which is something I frequently experienced with the Mach 3. Gillette also significantly reduced the size of the Fusion’s head. This is particularly useful when shaving tight spaces or looking for a closer shave. The blade manufacturer has distributed two versions of the product: the powered and the manual razor. I personally prefer the powered version for a quicker shave. For the powered version of the razor, drag across the face is highly reduced and the Fusion glides effortlessly. This is however the only good functionality of the vibrations caused by the powering, as I did not get a thorough shave (Adam 17). The Gillette Fusion also comes with a blade stabilizer which ensures the blades are at a fixed distance from each other and they do not shift as you shave. Gillette introduced another new feature in this product, what they called Low Cutting Force Blades aimed at reducing resistance on the skin. All this make this razor much smoother than its predecessor. This multiple blade razor also gives Gillette Company a competitive lead in the market against its competitor company, Schick. Apart from the design, cost is another key quality that I consider when purchasing a blade. The Fusion razor retails for 12 dollars, same to the Mach 3. This comes with a single cartridge and AAA battery. The consistency in price is a good thing for loyal Gillette customers, as we do not have to pay extra. However, this price is higher compared to other razors in the market. Further, the cost of the Fusion’s blades is higher compared to that of the Mach 3 blades. An 8 pack of Fusion’s blades cost 32 dollars compared to the 24 for the Mach. This is an 8 dollar variance in the two prices. This is a big deal for me. The high price is nonetheless compensated for by the long life of its cartridge (6 to 10 shaves) and the high number of shaves (4 to 5) the Fusion gives you before the blades are completely dull. This in

Issues and results of the second Vatican council Essay

Issues and results of the second Vatican council - Essay Example It opened under Pope John XXIII in 1962 and closed under Pope Paul VI in 1965. It was a response to the changing culture of the post World War II world and a call to the spiritual renewal of the church. Even after all these years, the results of Vatican II continue to be debated and it has its supporters and its critics. It remains a bone of contention for theologians and Catholics, as it is subject to various interpretations. Traditionalists see Vatican II as a departure from the earlier beliefs and practices of the church and condemn the break with the past. Supporters see it as a step in the right direction and as a much-needed move to bring the church in step with the modern world. The opposing positions show that â€Å"Its champions, in many cases, see it as having liberated Catholics from a long night of oppression, thus restoring to the people of God their rightful liberties. Its detractors blame it for shattering the unity and order of the church and introducing an era of co ntestation and doubt† (Dulles, 2003). However, whatever may be the stand taken, it cannot be denied that Vatican II ushered in a new era in the history of the Church and has far-reaching implications for practicing Catholics today. ... It can be seen as the decision of the Church to â€Å"throw in their lot with all the forces making for humanization and progress† (Dulles, 2003). As O’Malley (2003) points out, the language used by Vatican II is a marked departure from that of earlier Church canons. It rejects the authoritarian, judgmental style of the past for a speaking style which conforms to contemporary communication. By opening channels of communication with all people, including non-believers, Vatican II ensures that the Church retains its relevance as a political and religious force to be reckoned with in today’s multicultural, diverse society. A refusal to engage in dialogue would result is a fortress-like mentality and effectively isolate the Church from the affairs of the world. Such isolation would definitely be â€Å"to the detriment of the church's mission† (Dulles, 2003). Vatican II attempts to see that its message â€Å"is extended and broadened to the entire world† (Pope Paul VI Closing Speech, 1965). By proclaiming its readiness to enter into a dialogue, and remain open to diverse viewpoints, Vatican II ensures that the Church can be a legitimate participant in international deliberations and contribute to finding solutions to the problems which beset the world. The purpose of the dialogue is to express the Church’s solidarity with all men, including non-believers. This objective of Vatican II is reiterated by Pope Francis in his recent address to the Diplomatic Corps, in which he expresses his wish that dialogue will help â€Å"to build bridges connecting all people† (Pope Francis, 2013). Pope Francis’ â€Å"embrace of the world† is a true reflection of the spirit of Vatican

Autonomy in Death Essay Example for Free

Autonomy in Death Essay Physician-assisted suicide is a controversial topic with only a few states having legalized it; however, many groups are advocating for its approval. Physician-assisted suicide has ethical limitations that only allow a doctor to prescribe, not administer, a lethal dose of medication for a patient who has been deemed terminally ill with less than six months to live by two physicians. The prescription allows the patient to choose both the timing and setting of death and the physicians only role is provision of medication. This gifts patients with autonomy in their death and relieves the doctor of any moral burden in participation with death keeping this action an ethical practice. Oregon was the first of few states to have legalized physician-assisted suicide but I would like to argue its potential advantages to the entire United States. Ball (2010) said, â€Å"In Oregon the one state in the U.S. where assisted suicide is legal – doctors are allowed to help only state residents who are expected to die within six months† (p.1). Giving terminally ill patients the power to choose a peaceful death demonstrates empathy toward the ill patients and their families. Terminally ill patients without this empowerment face the difficult choice of using limited resources to end their lives if not given the legal freedom to choose how and when they die. The Code of Ethics for Nurses provision 1.4 is the right to self-determination and it states that Respect for human dignity requires the recognition of specific patient rights, particularly, the right to self-determination. Self-determination, also known as autonomy, is the philosophical basis for informed consent in health care. Patients have the moral and legal right to determine what will be done with their own person; to be given accurate, complete, and understandable information in a manner that facilitates an informed judgment; to be assisted with weighing the benefits, burdens, and available options in their treatment; to accept, refuse, or terminate treatment without deceit, undue influence, duress, coercion, or penalty; and to be given necessary support throughout the decision-making and treat ment process. Such support would include the opportunity to make decisions with family and significant others and the provision of advice and support from knowledgeable nurses and other health professionals. Patient should be involved in planning their own health care to the extent they are able to choose to participate (American nurses association, 2001, p.148). Giving this added right to chose physician assisted suicide allows patients the autonomy described in the Nursing Code of Ethics. The purpose of this paper is to argue that physician-assisted suicide is ethical and beneficial because it allows for patient autonomy. â€Å"I would argue that by denying terminally ill people recourse to death with dignity via physician prescribed medication, they are inflicting their own brand of coercion and abuse. The concept of a merciful death needs to be part of this discussion. It is a sad commentary that our society responds to our pets terminal suffering more humanely than to our fellow human beings end-of-life struggles†(â€Å"Death is best approached†, 2012, p. 1). Many feel that denying patients the right to choose is not advocating for their best interest and is a form of abuse. We wouldnt leave our ill family pet alive to suffer so why wouldnt we consider letting our loved ones put themselves out of their misery in a peaceful way? The entire point is to give the public a choice. It would still be up to each individual to decide whether or not to exercise that right if their physician deemed their situation appropriate. The Code of Ethics for Nurses says that â€Å"Respect for human dignity requires the recognition of specific patient rights, particularly, the right of self-determination† (American nurses association, 2001, p.148). This statement implies that the patient should have the right to make end of life decisions on their own. When terminal patients are in pain and suffering, they may not have the strength or will to fight any longer. It is cruel to prolong a patients pain and suffering and deny their autonomy to make the decision of having a peaceful death. Also, it can be argued that when patients have their mind set on ending their lives, they tend to follow through on their own even if their physician cannot assist them. This may lead to a more traumatic death and a scene that can be quite traumatizing for the family member or friend who finds their loved ones remains. The alternative is a prescribed medicine that the patient may take home, choosing the preferred place to die, to allow the patient to die peacefully without sustaining disfiguring injuries thus allowing them a more dignified burial if the family chooses to view the body one last time. However, in most of the United States, physician-assisted suicide is still illegal so very few Americans are afforded the right to choose to end their life when they are terminally ill. Because physician assisted suicide was brought to the publics attention as an option by the unconventional tactics of Dr. Jack Kevorkian, the idea of legalizing this was tainted from the beginning, making many states hesitant to allow assisted suicide. Miller (2011) notes that â€Å"Jack Kevorkian rose to national prominence as Dr. Death, a physician who insisted that sometimes a doctors first duty to his patient was to help him die. The retired pathologist, who became an assisted suicide advocate claiming to have had a hand in 130 deaths in the 1990s, helped spark a national debate over euthanasia† (p. A5). Jack Kevorkians tactics were questionable because he publicized the deaths of elderly, disabled, and terminally-ill patients using inhaled carbon dioxide or using his self-made suicide mach ine. Although the patients had asked for Dr. Kevorkians assistance to end their suffering by assisting in their suicide, he received a lot of negative attention because he publicized his assistance in this process by encouraging CBS to broadcast a video of himself injecting a cocktail of lethal drugs into a patient suffering from Lou Gehrigs disease (Miller, 2011). After much backlash from the public over the fact that he actually injected patients with lethal drugs, he developed a suicide machine which allowed the patient to press a button that caused the machine to administer a mixture of sodium pentothal and potassium chloride which was first used on Janet Adkins, a 54 year old sufferer of Alzheimers disease (Miller, 2011). The last thing Janet Adkins said was, You just make my case known,' Dr. Kevorkian told the Associated Press† (Miller, 2011, p. A5). Although his tactics were extreme and caused a lot of public controversy, his patients wanted to end their suffering and his act ions caused others to advocate for ethical standards to be put into place for legal physician assisted suicide while at the same time completely turning others away from the concept of legalizing euthanasia. Dr. Goodwin, a general practitioner, said he began advocating for the right to help terminally ill people die after listening to his patients (Miller, 2012). They want autonomy at this time, to be allowed to die at home with the comfort and support of their families, Dr. Goodwin said in a 2001 interview (Miller, 2012, p. 1). Because of the extreme tactics used by Jack Kevorkian, who initiated the debate on legalizing euthanasia, many people view those who advocate for the clients right of physician assisted suicide as cruel or lacking in empathy for patient and families. However, â€Å"Peter Goodwin, a family physician who wrote and campaigned for Oregons right-to-die law in the 1990s, died after taking a cocktail of lethal drugs prescribed by his doctor, as allowed under the legislation he championed. Dr. Goodwin, 83 years old, had been diagnosed with a degenerative brain disorder similar to Parkinsons disease and had been given less than six months to live.†(Miller, 2012, p. 1). Dr. Goodwin believed in a patients autonomy in death so much that he chose to exercise his own rights in the same fashion in order to end his own suffering. In an interview with the Oregonian, the local newspaper in Oregon, Dr. Goodwin said that his health was deteriorating and he would soon end his life. â€Å"His family gathered to bid him farewell. The situation needs thought, it doesnt need hope, he said. Hope is too ephemeral at that time†(Miller, 2012, p. 1). This clearly articulates the feelings of a terminally ill man towards the importance of autonomy in concern of his own death. â€Å"End-of-life decisions are not arbitrary or impulsive. Why shouldnt a person choose to end his or her life with dignity if it is obvious that all options for leading any kind of meaningful life are non-existent? I would think any modicum of compassion would respect such a momentous, personal decision. Suffering, physical and mental, and the anguish it causes should produce empathy for t he patients wishes and desires, even if they run counter to our own sense of rectitude. It is not about us. Its about the patients right of autonomy. We need to understand that it is ultimately his or her decision to make, not ours†(Death is best approached, 2012, p. 1). In this statement, an unknown author expressed the utmost sympathy for those suffering from terminal illness. Physician assisted suicide is ethical as it demonstrates compassion and empathy towards someone elses pain, suffering, and rights. There is nothing cruel about autonomy over the decision to die. These kinds of laws need to be considered using a deep emotional understanding of the terminally ills feelings and problems. Other countries have legalized euthanasia and have less restrictive laws which allow them to provide services for foreigners. Because of this, if all United States citizens arent granted the autonomy they desire in their own country they will still be able to get the results they so desperately want but the outcome may be more painful to family members whose loved ones would end up dying in other countries and in less desirable conditio ns. Mr. Minelli, who is head of Dignitas, a Swiss company that provides euthanasia services only to foreigners, said that â€Å"a memory of his seriously ill grandmothers pleading in vain with her doctor to help her die left him with a particular interest in Switzerlands growing right-to-die movement, and he joined one of the main groups. In 1998, he quit to found Dignitas†(Ball, 2010, p. 2). In 2008, his neighbors complaints forced Dignitas out of his rented apartment that he had been using to conduct the assisted suicides and Zurich city officials refused permission for a new venue. In response to this Mr. Minelli organized suicides in cars, a hotel room, industrial sites, and his own home which drew the attention of local officials. Someone who is used to a five-star hotel cant come to Dignitas and expect the same, says Mr. Minelli†(Ball, 2010, p. 2). Is it really beneficial to force terminally ill patients into a foreign country to a harsh environment to grant them the freedom to end their own lives? If terminally ill patients really want a physician assisted suicide, they will find another setting in which they can achieve one but allowing patients to have one in their own country optimizes the setting and allows for more family support near the time of death. It also saves the family the trouble of getting the body of a loved one from a foreign country after t he time of death and allows the family to begin funeral arrangements sooner so that they can go through the stages of grieving that they need to in order to move forward with their own lives. This act of ending the life sooner also spares the family the pain of watching their loved one suffer longer than they want to. Another benefit to approving physician assisted suicide is that just know that the option is available can be therapeutic for terminal patients. â€Å"Mr. Minelli argues that making assisted suicide available removes a taboo around suicide, helping people who want to kill themselves open a dialogue and seek help. About 70% of people who get the green light from Dignitas for an assisted suicide never contact the group again, proving the palliative effect of knowing help is available, he says†(Ball, 2010, p. 2). This clearly proves that just knowing that euthanasia is an option is enough to help patients carry on with terminal illness. Even if a patient chooses never to exercise the right to a physician assisted suicide, the knowledge that they have an option for a way out of their suffering is comforting in itself. Craig Ewert was a retired university professor who suffered from Amyotrophic Lateral Sclerosis (ALS) or Lou Gehrigs disease. He decided to end his life because he wanted to make this decision before he lost the ability to decide his own fate, overcoming the resistance of his doctors (Ball, 2010). When youre completely paralyzed and cant talk, how do you let someone know you are suffering? he told a television interviewer before his death in September 2006. This could be a complete and utter hell (Ball, 2010, p. 3). Mr and Mrs. Ewerts were from the U.K. but they traveled to Switzerland and chose Mr. Minellis group, Dignitas, because it accepts foreigners. Mrs. Ewert said that had she not been able to travel to get her husband the assisted suicide services that he desired she may have been forced to help her husband die and she worried that she wouldnt have known exactly what to do (Ball, 2010). She defended Mr. Minelli saying Sure, there have to be some protections for people, but I think were going way beyond what there needs to be, I admire Minelli for being willing to take the heat (Ball, 2010, p. 3). Because Craig Ewert was allowed to make his own decision to die, his wife was spared the pressure that he may have put on her to help him end his life. Furthermore, had he been denied the right to make his own decision and his wife Mary had been coerced to help him commit suicide, there would have been extreme emotional and possibly even legal consequences to her action despite the fact that it was her husbands wish. This is a situation that may Americans are also threatened with because physician assisted suicide is illegal in most of the country. All United States citizens should be afforded the right to choose a physician assisted suicide if they have been deemed terminally ill because this freedom shows compassion and empathy towards the patients suffering. If patients arent allowed to legally choose death here, they may travel to another country to receive services or chose to carry out suicide on their own. If patients chose to take matters into their own hands this would be harder on the patient as the death would probably not be as peaceful as the lethal injection that the physician would prescribe and if would also be harder on the patients loved ones. If patients decide to go to another country to achieve the death they desire they would lose the privilege of dying in their own comfort zone and the distance would make the death harder on the family to make funeral arrangements and move on with their own lives. The Code of Ethics for Nurses stated that â€Å"Respect not just for the specific decision but also for the patients method of decision-making is consistent with the principle of autonomy† (American nurses association, 2001, p.149). Regardless of whether or not we understand an individuals motivation for seeking a physician assisted suicide, nurses should support the autonomy that patients needs to make this choice on their own. Giving terminally ill patients autonomy in their death, by making physician assisted legal for every United States citizen, is only giving patients additional rights that they may or may not chose to exercise and is the most compassionate way to show empathy for those who are dying.

Abstract Globalization Essay Example for Free

Abstract Globalization Essay Abstract Globalization is a term now circulating frequently in both popular media as well as formal academic disciplines. It has many meanings, some of which are contestable, others simply descriptive. This work attempts to explore some implications of globalization for the field of curriculum studies. This paper is an attempt to explore some of the symbols of nationality that are embedded in, or associated with, our curriculum, and to suggest that these may present some problems in terms of values and of equality. The work will explore the hegemonic relationship exerted by culture through the curriculum, relating this particularly to the ways in which a curriculum might be assessed. The particular curricular examination suggests that African-American life and history are reflected in various conceptions of the curriculum. Therefore the study will also consider how functional approach to teaching social skills to African American students is infused throughout the curriculum. Curriculum Development Introduction A vague presumption has come to pervade the publics understanding of education, namely that its content should somehow be apolitical and value-free. If values are not explicitly addressed in the classroom then what is taught are simple â€Å"facts† unadulterated and value-neutral. Values, however, are not a separate category of the mind, but arise, part and parcel, out of our total understanding of reality, our worldview. It is this realization that three of our contributors bring to bear, each in a different way, on the problems of the contemporary curriculum. James B. Macdonald (1971) asserts: The process of curriculum development includes selection from the total culture and the creation of a pattern of encounter that will maximize the authenticity of the material and the probability of its being internalized by learners. As a system of ideas and beliefs, it includes aspects of the cognitive world isolated by disciplines and/or subjects in terms of facts, information, generalization, principles, laws, and the like. It also includes awareness of and facility in the use of expressive symbols such as art, music and language. Further, it includes systems of value orientation for action in the form of such things as modes of inquiry, seeking new knowledge, respecting the integrity and worth of individuals, being concerned for other peoples, using democratic procedures , and so forth (pp. 97-98). Macdonald takes issue with the attempt of all scholars to mimic science as the only reliable path to â€Å"truth. † For him, restructuring the curriculum does not mean trying to integrate the disciplines as they now exist, but rather, seeking an altogether new worldview -what he calls a new â€Å"anthropology. † His point is that we need to consider values, meaning, and purpose in the curriculum in order to create a more adaptive and accurate vision of the world. A balance must be maintained between local culture and global culture. Thanks to that balance, groups win be able to develop or reinforce local cultures, and at the same time will be able to communicate with the main global culture in a mutually reinforcing relationship. We must of course agree as to what language to use to communicate throughout the global network. The problem is not very different from what we do for instance in air traffic control. At a certain moment we must accept that in order to communicate we must have a common global language. This does not negate local languages and cultures on the contrary. The fact that one speaks English does not prevent him/her from communicating in his/her native Italian, nor does it reduce his/her pride in Italian culture. By speaking English, he/she is able to communicate that culture to other cultures, and vice versa. The â€Å"Global Education† mentioned in the abstract might be understood as the universal education of humankind a worthy goal. But we first have to ask: what will we teach? There are too many facts to be taught, yet they are insufficient. We need instead to exercise our intelligence to grasp and teach what is best namely the promotion of our well-being. The cultural/historical dimension, whereby students are stimulated to broaden their perspective on life, is already being addressed in some programs of curriculum reform. At my home institution, Temple University, for example, a two semester course entitled â€Å"The Intellectual Heritage† is required for all undergraduate students. This course introduces seminal texts and ideas from Western, African, and Asian traditional intellectual histories and cultures. Through classic works such as the Tao Te Ching, the Koran, and the Analects, the heritage of all humankind, students are able to enlarge their intellectual and historical vision, while becoming sensitized to the values of their own, often unexplored, roots. This suggests that curriculum must include voices, visions, and perspectives of people of color and other marginalized groups. Literature Review Henderson noted in her paper that conventional economic theory is based more on the values of economic theorists and their wealthy sponsors than on actual observation of real economies (Davis 1988). Not only economics, but everything that is taught bears the stamp of someones values whether those of a legislator, a teacher, a textbook writer, or a group of academic theorists. Value-neutrality is one of the most pervasive misconceptions of modern education. The curriculum is not unbiased, and students are not left to form their own opinions. Whatever is taught bears the imprint of the values implicit in society, and if by chance those values are part of the cause of a societys problems, then it becomes necessary to address them openly and critically in the educational curriculum. This, of course, is the real meaning of â€Å"academic freedom,† something that the American public has yet to accept. The problem of what set of values, what sort of vision of humankind, we could put in place of or at least use to modify our present faulty vision is taken up by Charles Weihsun Fu in a brilliant analysis of the distinctions between two of the worlds dominant worldviews: the Eastasian and the modern Western. Fu skillfully juxtaposes the Confucian and Judeo-Christian understandings, pointing out the social and political consequences of each, and especially their inherent weaknesses. More specifically, he contrasts their respective bases in personal morality and social responsibility on the one hand and in law and contractual relationships on the other. Fu concludes with a proposal for interweaving these two approaches which, if introduced into the Western curriculum, could serve simultaneously to correct our destructive tendencies toward alienation while softening our pretensions of moral superiority. His arguments seem to us to feed well into those of Johan Galtung, who discusses the path to global peace under the next theme. The process by which change is to be accomplished likewise is addressed by Frances Moore Lappe, as she critiques our political value system. Too often, Lappe argues, the curriculum teaches only superficial explanations for societys problems, relying upon the unexamined assumptions of single disciplines, which are often graced with the label of common sense. She calls for the introduction of dialogue into the curriculum to force us to delve deeper into the underlying causes of problems, thus revealing their true complexity. Such dialogue ultimately demands the critical self-evaluation of values and a sense of political engagement that she believes are essential for an active, informed, truly democratic citizenry. If they are to achieve a productive dialogue rather than a polarizing debate, both Western traditionalists and the multiculturalists must face some facts. The growing number of people of color in our society and schools constitutes a demographic imperative educators must hear and respond to. The 1999 Census indicated that one of every four Americans is a person of color. By the turn of the century, one of every three will be of color. Nearly half of the nations students will be of color by 2020 (Council for Exceptional Children 2002). Although the school and university curriculums remain Western-oriented, this growing number of people of color will increasingly demand to share power in curriculum decision making and in shaping a curriculum canon that reflects their experiences, histories, struggles, and victories. People of color, women, and other marginalized groups are demanding that their voices, visions, and perspectives be included in the curriculum. They ask that the debt Western civilization owes to Africa, Asia, and indigenous America be acknowledged (Grossman 1998). The advocates of the Afro centric curriculum, in sometimes passionate language that reflects a dream long deferred, are merely asking that the cultures of Africa and African-American people be legitimized in the curriculum and that the African contributions to European civilization be acknowledged. People of color and women are also demanding that the facts about their victimization be told, for truths sake, but also because they need to better understand their conditions so that they and others can work to reform society. The significance of culture in curriculum implementation is supported by Michaels (1981) study of differences in narrative styles used by African American children and their European-American teacher. In Michaels study, a European-American teacher did not make explicit the literate narrative style employed in school learning and, thus, African-American children did not acquire a prerequisite skill for reading acquisition. Narrative styles are culturally acquired. The narrative style employed in school is based on the European-American culture and does not need to be made explicit to most members of that culture. Schools and the curriculum are often portrayed as culturally neutral and, because the practice of schooling has become traditional, it is difficult to identify the specific aspects of culture that are present. A more specific example of teachers response to students cultural or ethnic background is found in a research study reported by Perry Gilmore (1985) in which African-American childrens access to advanced literacy is denied on the basis of their level of acculturation rather than acquisition of prerequisite skills. Creators of the standard curriculum as members, of the society, function in multiple settings (e. g. , systems) and, as a result, are socialized by many agents. Attitudes about what children should be taught and how they should be taught are shaped. Likewise, attitudes about social issues such as race and ethnicity are also influenced heavily by multiple systems-giving messages, sometimes conflicting messages, about the importance of these factors. Branch (1993) suggested that the ethnicity and race of the teachers/educators and learners figure prominently in the learning equation. He posits that the attribution of characteristics to learners influences how they perform in the classroom, perhaps as much as their abilities. Frequently, teachers view African-American childrens academic performance as a function of their race and ethnicity and the children themselves may develop limiting self-perceptions as a consequence of their interactions within the ecosystem. For example, Fordham and Ogbu (1986) reported that some African-American high school students perceive academic excellence as an instance of â€Å"acting White. † Background It was not easy, even in the heyday of nineteenth-century nationalism, to define what was meant by national identity. Nations were often based on some notion of unity, or of consanguinity, or of some shared culture, or appearance, or language. None of these seems to be either a necessary or a sufficient condition, however. The United States manages without consanguinity, for example—though it currently seems to see language as a defining issue, as can be seen in the moral panic about the possibility of non-English speakers forming a majority. The pedagogic will seek to produce structures and curricula that are designed to maintain national identity, particularly at moments when national authority might seem to be in question. Bernstein (1971) expressed part of this when he wrote that â€Å"how a society selects, classifies, distributes, transmits and evaluates the educational knowledge that it considers to be public reflects both the distribution of power and the principles of social control†. If existing power structures and distribution are to be maintained, knowledge, and the particular kinds of knowledge that constitute cultural capital, must be selected and transmitted to particular groups. Such cultural capital must be identified, protected and valued over other cultural phenomena. Authorities need to assert their identity and control, and, in the context of the arguments presented in this paper, they need national and cultural symbols to do this, and they need control over the way in which they are transmitted. Some of the unhappy facts of our condition are being disseminated through the media, but in spite of this we still suffer from serious misunderstandings about the nature of global problems. While we have all been told that there are environmental, economic, and political crises the greenhouse effect, species extinction, the hole in the ozone layer, the Third World debt, the instability of political institutions and have been informed that there are some causative agents such as carbon dioxide emissions, deforestation, poverty, and a dearth of the appropriate sustainable development, we clearly do not comprehend. We misunderstand precisely because an insistence on the facts alone constitutes that little bit of knowledge that is a dangerous thing. Western traditionalists and multiculturalists must realize that they are entering into debate from different power positions. Western traditionalists hold the balance of power, financial resources, and the top positions in the mass media, in schools, colleges and universities, government, and in the publishing industry (Duckworth 1996). Genuine discussion between the traditionalists and the multiculturalists can take place only when power is placed on the table, negotiated, and shared. However, multiculturalists must acknowledge that they do not want to eliminate Aristotle and Shakespeare, or Western civilization, from the school curriculum. To reject the West would be to reject important aspects of their own cultural heritages, experiences, and identities. The most important scholarly and literary works written by African-Americans, such as works by W. E. B. DuBois, Carter G. Woodson, and Zora Neale Hurston, are expressions of Western cultural experiences. African-American culture resulted from a blending of African cultural characteristics with those of African peoples in the United States (Wald 1996). Rather than excluding Western civilization from the curriculum, multiculturalists want a more truthful, complex, and diverse version of the West taught in the schools. They want the curriculum to describe the ways in which African, Asian, and indigenous American cultures have influenced and interacted with Western civilization (Combleth 1988). They also want schools to discuss not only the diversity and democratic ideals of Western civilization, but also its failures, tensions, dilemmas, and the struggles by various groups in Western societies to realize their dreams against great odds. The inclusion of African-American literature (a) clearly reveals the conflicts and contradictions of class, race, and gender bias in a democratic society, (b) puts students in touch with their own bias and that of their peers, and (c) helps students learn to challenge bias in themselves, their peers, and the larger society, and in the literature they read. The teachers personal commitment allows to overcome aspects of the school culture and resistance and racial conflict among students to reach a point of shared understanding and experience for students. The racial conflict clearly raises the issue of personal and group identity, however. Method Curriculum development is designed to reflect the course of study in schools. It is intended to present information to students in an organized manner through various instructional methods and strategies. Teachers must be cognizant of creative and innovative ways to individualize and maximize learning for pupils by providing practical learning activities. Designing curriculum involves two major methodologies (Grossman 1998). The first methodology is experimental instruction. Experimental instruction is designed to intrinsically motivate student interests inside and outside of the classroom. The second approach, systematic instruction, involves teacher/student interaction. The major purpose of systematic instruction is to develop a skill or concept and design materials and activities that enable students to achieve the selected objectives. Curriculum development in most school districts is concerned with developing academics in order to equip pupils to master the complex tasks presented by our society. This approach is valid for most pupils. However, due to poor social and interpersonal skills development of many minority and young African-American students, social skill development may be necessary before academic skills can be mastered. It is generally agreed by most professionals in the field of education that schools should be involved in teaching social and interpersonal skills. For example, social skills education and interpersonal skills development are ideal ways to teach responsibility for self and others and for exploring the meaning of human interaction and relationships. A social skills curriculum can also help students understand: (1) how to develop self-esteem along with their emotions and how their emotions affects others; (2) how to develop positive social relationships; (3) respect for others; (4) respect for rules and regulations; (5) ways to develop moral and character; (6) ways to examine ones values; (7) ways to make responsible choices; (8) their potential and worth as human beings; (9) How to develop a sense of responsibility toward others and ways of behaving appropriately in public places; (10) the role and duty of responsible citizens; and (11) how to develop effective communication skills. Curriculum strategies outlined in this text are designed to address the social skills and others as they relate specifically to African American students. Experimental, direct, and systematic curriculum methodologies were employed. The phenomenon of educating African-American students has been studied and investigated extensively, resulting in numerous educators advocating that these â€Å"special† students demonstrate inappropriate social skills/ behaviors inside as well as outside the classroom. Developing the appropriate social skills for successful interaction with peers and significant adults (teachers, parents) can be considered one of the most important accomplishments of childhood and early adolescence should be addressed as soon as possible. This is particularly true in the area of establishing and maintaining relations with peers and authority figures. Not only can social skills deficits have a negative impact on future interpersonal functioning, it may also affect current functioning, reducing the quality and quantity of the learning experiences to which students are exposed in their educational settings. Social skills have been defined as goal-oriented, rule-governed, situation-specific learned behaviors that vary according to social context. Social skills involving both observable and nonobservable cognitive and affective elements that help elicit positive or neutral responses and avoid negative responses from others. As such, social behavior constitutes an intricate interfactional process. As a result, the behavior of school-age children influences and is influenced by that of their partners (e. g. , teachers, mentors, tutors, and peers) within the interaction. Society expects that when children reach various developmental stages, they will demonstrate greater foresight and more controlled behaviors. Society also expects that children will be capable, not only of meeting increased demands within learning tasks, but also more complex, subtle social situations. Failure to meet these expectations may increase their sense of social alienation and helplessness. The curriculum presented here is designed to enable African American students to become socially contributing members of society by meeting expected standards. Strategies have been developed to assist educators in providing these students appropriate social skills training to enable them to operate successfully in the schools and society. Intervention techniques have been selected based upon research techniques to assist young Black students in controlling aggression, assuming responsibility, and becoming productive members of the group. The author highly endorses that proactive approach be employed when teaching social skills to African-American students. Since proactive instruction provides children with social intervention before negative behaviors occur, this approach is preferable to reactive teaching. Whereas proactive instruction teaches social skills before social rejection is experienced, reactive instruction waits for the individual to fail and then applies intervention strategies. Many African-American students have problems developing appropriate social skills due to the problems outlined throughout the text. Proactive instruction will prevent many of the negative consequences of inappropriate social skills, as well as improve the self-image of young African-American males. Recommended strategies for proactive instruction may assist the boys in: 1. dealing positively with accusations 2. accepting the feelings of others in a nonthreatening manner 3. respecting the feelings of others 4. avoiding fights and conflicts 5. dealing effectively with teasing 6. giving praise or compliments to others 7. accepting compliments from others 8. apologizing for inappropriate behavior 9. expressing anger in a positive way 10. showing affection and appreciation toward others 11. practicing self-control These instructional activities may be expanded or modified as needed. As indicated, African-American students must be taught appropriate social skills if they are going to be contributing members of society. The social skills outlined here should be infused throughout the curriculum and integrated as needed by the teacher. These strategies are seen as immediate, useful sources for teaching pro-social skills to African-American students. Additionally, the curriculum is based upon in-depth research and years of teaching and observing the social skills development of African-American students. Results The initial step in developing a social skills curriculum is to identify those general social behaviors that are critical to successful social functioning. These general social behaviors are then rewritten as general objectives, which provide the framework for constructing other components of the curriculum. The second stage is to sequence specific objectives as they relate to the general objectives. All specific objectives are designed to achieve the general objectives. Specific objectives are stated in behavioral and measurable terms. The third step is to identify activities and resources that can achieve the stated objectives. Activities should be functional and reflect real life experiences that African-American students are exposed to. As much as possible, parents should be involved in reinforcing the social skills taught. Parents may be used as resource individuals and may offer suggestions relative to material and activities. The fourth step is to include cultural, ethnic, and racial diversity into the curriculum. This approach affords young African-American males the opportunity to appreciate and understand their own self-worth and sense of importance and belonging as well as identify Blacks and other minorities who have made significant contributions in several fields. An additional benefit is that the young Black males can identify and associate with appropriate role models. A curriculum that does not highlight the contributions of Blacks and minorities gives an inaccurate and distorted view of the many significant contributions made by them. Multicultural activities and strategies enrich the curriculum by showing differences in cultural styles, patterns, and interests of diverse groups. Conclusions and Recommendations A social skills curriculum should be based upon those social skills needed to function successfully in ones society. Much of the research reviewed indicates that a significant number of y African American students have not mastered the social skills needed to function successfully in our society. A functional approach involves exposing the learner to real-life situations, concepts, and activities such as self-identity, acquiring self-concept, achieving socially acceptable behavior, bonding, respecting the rights of others, maintaining good interpersonal skills, achieving independence, employing problem-solving skills, taking turns, and communicating appropriately with others. It is language the exquisite use of symbols that makes us truly human, and I would like to see a core curriculum in which students study the origins of language not just parts of speech (Frisby 1993). I would also like to see students consider how symbol systems vary from one culture to another, how language can be shared, and perhaps all students should become familiar with a language other than their own, so they can step outside their own language skin to understand better the nature of communication. And surely a course of study on the centrality of language would include mathematics, which is a universal symbol system. All human beings respond to the aesthetic. This condition is found in all cultures on the planet, and students, in the new core curriculum, should study the universal language we call art. When Picasso confronts the unspeakable agonies of war, the dismembered child, the scream of a bereft mother, the shattered home, and puts them on a huge canvas called â€Å"Guernica,† he makes a universal statement about destruction that can be felt in the heart of every human being (Spears-Bunton 1990). I am suggesting that for the most intimate, most profound, most moving experiences, we need subtle symbols, and students should learn how different cultures express themselves through the universal language of the arts. Bibliography Bankee N. C. Obiakor F. E. (1992). â€Å"Educating the Black male: Renewed imperatives for Black and white communities. † Scholar and Educator: The Journal of the Society of Educators and Scholars, 15, 2:16-31. Bernstein, B. (1971). â€Å"On the Classification and Framing of Educational Knowledge†, in Young, M. F. D. (ed. ) Knowledge and Control: New Directions for the Sociology of Education, London: Collier-Macmillan. Bok, Derek. Higher Learning. Cambridge, Mass. : Harvard University Press, 1986. Branch C. (1993). â€Å"Ethnic identity as a variable in the learning equation. † In E. Hollins, J. King, W. Hayman (Eds. ), Teaching diverse populations. Albany: State University of New York Press. Combleth, Catherine. (1988). â€Å"Curriculum In and Out of Context,† Journal of Curriculum and Supervision, 3:2, pp. 85-96. Council for Exceptional Children (CEC). (2002). Addressing over representation of African American students in special education: The prereferral intervention process An administrators guide. Washington, DC: National Alliance of Black Schools Educators. Davis, Allen J. (1988). â€Å"Education for Citizenship: The Role of Progressive Education and Interdisciplinary Studies,† Innovative Education 13, 1. Duckworth E. (1996). The having of wonderful ideas and other essays on teaching and learning. New York: Teachers College Press. Falvey, M. A. (Ed. ). (1995). Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction. Baltimore: Brookes. Frisby C. (1993). â€Å"One giant step backward: Myths of Black cultural learning styles. † School Psychology; Review, 22(3), 535-557. Fu Charles Wei-hsun. (1988). On the Task of Constructive Modernization of Confucian Ethics and Morality, Taipei: Universitas (Philosophy and Culture) Monthly. Fordham S. Ogbu J. U. (1986). â€Å"Black students school success: Coping with the burden of acting white. † The Urban Review, 18(3), 176-205. Grossman, H. (1998). Ending discrimination in special education. Springfield, IL: Charles C. Thomas. Hirsch E. D. , Jr. , (1993). â€Å"The core knowledge curriculum Whats behind its success? † Educational Leadership, 50, 23-30. Macdonald, James B. (1971). `Curriculum Development in Relation to Social and Intellectual Systems. In The curriculum: Retrospect and Prospect, part I, pp. 97-112. Seventeenth Yearbook of the National Society for the Study of Education. Chicago: University of Chicago press, 1971. Michaels S. (1981). â€Å"Sharing time: Childrens narrative styles and differential access to literacy. † Language in Society, 10, 423-442. Obiakor, F. E. (1994). The eight-step multicultural approach: Learning and teaching with a smile. Dubuque, IA: Kendall/Hunt. Obiakor, F. E. (1999). Beyond the steps: Multicultural study guide. Dubuque, IA: Kendall/Hunt. Obiakor, F. E. , Schwenn, J. O. (1996). Assessment of culturally diverse students with behavior disorders. In A. F. Rotatori, J. O. Schwenn, S. Burkhardt (Eds. ), â€Å"Advances in Special Education: Assessment and Psychopathology Issues in Special Education† (Vol. 10, pp. 37-57). Greenwich, CT: JAI Press. Spears-Bunton, Linda A. (1990). â€Å"Welcome to My House: African American and European American Students Responses to Virginia Hamiltons House of Dies Drear,† The Journal of Negro Education, 59:4, pp. 566-576. Wald, J. L. (1996). â€Å"Diversity in the special education training force. † NCPSE News, 1, l6.

Symptoms Of Gastrointestinal Inflammatory Diseases Health And Social Care Essay

Symptoms Of Gastrointestinal Inflammatory Diseases Health And Social Care Essay Inflammation is a type of defence mechanism that the body exhibits in response to damage to part or all of its tissues. Depending on the severity of the insult and consequent damage to cells, the inflammatory response involves recruitment of varying proportions of neutrophils, eosinophils, basophils, lymphocytes (both T and B cells), natural killer cells and cells of the monocyte macrophage lineage. Inflammation normally seeks to eliminate the cause of the insult and repair the damage caused. However, if the damage persists, persistent recruitment of inflammatory cells to the injured area will lead to further damage leading to chronic inflammation. [9] The gastrointestinal (GI) tract is a hollow muscular tube running from the mouth to the anus. It is about 7 to 9 meters long in adult. The enormous mucosal surface, which is the innermost layer of the gastrointestinal tract, is constantly exposed to a plethora of antigenic, mitogenic, mutagenic, and toxic stimuli thus clearly making th e gastrointestinal tract vulnerable to such inflammatory responses. [10] Gastrointestinal inflammatory diseases Inflammation can affect any part of the gastrointestinal tract. Inflammatory Bowel Disease The inflammatory bowel diseases (IBD) are chronic inflammatory diseases affecting the gastrointestinal tract. IBD encompasses two forms of intestinal inflammation, namely ulcerative colitis and Crohns disease. Crohns Disease may affect all parts of the gastrointestinal tract, but more commonly it involves the distal part of the small intestine and the colon. On the other hand, ulcerative colitis results in colonic inflammation which can affect only the rectum, or can progress proximally to involve the colon, either partly or entirely [11]. Currently, the etiology of IBD is unknown, but recent investigations have identified contribution of genetic, environmental as well as immunological factors underlying the disease [12]. Susceptibility to disease is thereby determined by genes encoding immune responses which are triggered by environmental stimuli [13]. Figure 1.1 shows a combination of genetic and environmental culprits triggering activation of intestinal immune and non-immune syste ms which culminate in inflammation and tissue damage. [14] Figure 1.1: Etiology and pathogenesis of IBD. Current medical therapy of IBD consists of salicylates, corticosteroids, immunosuppressants and immunomodulators. However, their use is associated with severe side effects and complications, such as an increased rate of malignancies or infectious diseases. [15] Gastritis (Inflammation of stomach lining) Gastritis represents a group of disorders characterized by gastric epithelial cell injury and regeneration together with the induction of inflammatory changes in the gastric mucosa [16]. Inflammation of the gastric mucosa occurs as a result of an imbalance between mucosal defensive and aggressive factors. It is now well established that H. pylori infection is the cause of the most common form of chronic gastritis [17]. Studies have established that H.pylori directly contributes to abundant inflammatory response and cause injury to gastric epithelial cells through elaboration of cytotoxic factors and it may also make gastric epithelial cells more susceptible to carcinogenic conversion [18]. There is also evidence that drugs and alcohol may cause gastritis. Iron therapy has also been implicated as a cause of gastritis. Iron-pill gastritis involves mucosal erosion which is accompanied by acute and chronic inflammation and marked regenerative epithelial changes [19]. Autoimmune and hype rsensitivity reactions may also be culprits in gastritis. [20] Esophagitis (Inflammation of the oesophagus) Eosinophilic esophagitis is a chronic inflammatory condition whereby presence of dense eosinophilic inflammation of esophageal mucosa contributes to esophageal dysfunction. Eosinophilic esophagitis is a newly acknowledged disease whose incidence and prevalence is rapidly increasing in developed and developing countries [21]. The disease is a major cause of gastrointestinal morbidity among children and adults. It is thought to be immune mediated, whereby food or environmental antigens trigger a T-helper (Th)-2 inflammatory response. [22] Pancreatitis Chronic pancreatitis is well-known as a persistent inflammatory disorder of the pancreas, characterized by destruction of the pancreatic parenchyma, maldigestion, chronic pain and diabetes mellitus. Susceptibility to chronic pancreatitis is inherited in a complex manner, involving mutations in several genes conferring various degrees of risk. [23] Although the exact etiology of acute and chronic pancreatitis is unknown, studies have revealed that they are most frequently caused by a high consumption of alcohol and tobacco [24]. Other common causes include gallstones, hypertriglyceridemia, hyperparathyroidism, trauma, pancreatic tumors, and intra-abdominal and non-abdominal surgery. Drugs constitute a relatively infrequent cause of acute pancreatitis and account for 1.4 to 2% of the cases in the general population. [25] Gastroenteritis Gastroenteritis refers to inflammation of the gastrointestinal tract, involving the stomach and intestines. Acute gastroenteritis is a common disease occurring worldwide, which affects all age groups and leading to an estimated three million deaths annually. In many patients the causal agent cannot be identified, but research has implicated bacteria and parasites as well as viruses such as rotavirus, adenovirus, and caliciviruses as major culprits in causing gastroenteritis. [26] Symptoms of gastrointestinal inflammatory diseases Table 1.1: Symptoms of GI inflammation Gastrointestinal Inflammatory Disease Symptoms Inflammatory Bowel Diseases Diarrhoea Blood in stools Gastrointestinal bleeding Abdominal pain Fistulas (usually around the rectal area, may cause draining of pus, mucus, or stools) Constipation Weight loss [11] Gastritis Nausea Vomiting (possibly with blood) Abdominal pain and bloating Indigestion Loss of appetite Blood in the stools. [27] Esophagitis Food impactions Dysphagia (difficulty swallowing) Nausea Vomiting Heartburn chest pain or abdominal pain [28] Pancreatitis Abdominal pain Nausea Vomiting Weight loss Mild yellowing of skin (jaundice) Fatty stools [29] Gastroenteritis Abdominal pain Nausea and vomiting Diarrhoea Joint stiffness or muscle pain Poor feeding and weight loss [30] Biomarkers of Gastrointestinal inflammation Inflammatory activities occurring within the gastrointestinal tract can be assessed using a variety of techniques. Presently, the most reliable means to assess intestinal inflammation is endoscopy with mucosal biopsy. However, this technique is expensive, invasive, time-consuming and is not popular with patients [31]. Moreover, this technique requires a skilled operator and an uncomfortable preparatory regimen. Other techniques constitute measurement of conventional non-invasive acute-phase inflammatory markers in plasma and faeces. [32] Blood inflammatory biomarkers Serological biomarkers are principally produced when the intestine is exposed to the normal commensal bacteria and their increased levels might be indicative of an impaired or wrongly regulated inflammatory response. Erythrocyte sedimentation rate (ESR), white blood cell count (WBC) and C-reactive protein (CRP) are well-established indicators of inflammatory conditions within the intestine. [33] C-reactive protein (CRP) CRP is one of the vital acute phase proteins in humans, which is normally produced in low quantities by hepatocytes (/= 30 kg/m2. However, this method has been subjected to criticism because it does not distinguish fat from fat-free mass such as muscle and bone [76]. In addition, it has also been observed that for the same value of BMI, women are, on average, fatter than men, and Asians are, on average, fatter than Caucasians [77]. Distribution of body fat is highly important in evaluating obesity-related health risks. It has been well-established that accumulation of intra-abdominal fat, that is central obesity, shows stronger correlation with disease states in comparison with total body fat [78]. According to a recent study, waist circumference, and not BMI, explains obesity-related health risk. [79] Obesity is associated with low-grade inflammation. The inflammatory process originates and resides mainly in adipose tissue, as it is responsible for production and secretion of various proteins involved in development of obesity related adverse health effects [80] . Through this mechanism, increasing obesity leads to reduction of adiponectin levels, which has anti-inflammatory properties, and to elevated levels of C-reactive protein (CRP) and results in systemic inflammation, including gastrointestinal inflammations. Intestinal inflammation is a key feature in severe obesity [81]. A study has established diet-induced intestinal inflammation as an early biomarker and mediator of obesity [82]. Findings in adult humans and in animals have suggested that the inflammatory status at mucosal surfaces of various organs including the adipose tissue, ooesophagus, pancreas, colon, which are associated with the increase of fat mass, may be involved in the pathogenetic pathways of obesity compli cations [81]. In addition, animal studies showed that obese mice display enhanced intestinal permeability [83]. Recent epidemiological studies have demonstrated that obesity is associated functional bowel disorders, which may have resulted from a low-grade inflammation [81]. Furthermore, obesity has been found to increase the severity of acute pancreatitis through amplification of the immune response to injury [84]. Obesity, especially abdominal obesity, was also found to be a significant risk factor for erosive esophagitis [85]. Very recently, an association of obesity with endoscopic gastritis was demonstrated. [86] Results of a recent study pointed that circulating neutrophils are greatly activated in severely obese subjects, thereby indicating the association between obesity and activation of the innate immune response. In addition, elevated levels of faecal calprotectin, which is a non-invasive biomarker of intestinal inflammation, have been reported in individuals with high BMI [87]. Another study demonstrated a strong correlation between circulating calprotectin levels with abdominal adiposity in Japanese men, and also showed that weight loss in the subjects led to decreased circulating calprotectin. [88] Genetics Gastrointestinal inflammatory diseases may also be influenced by genetic components. Family studies have revealed strong familial association and high sibling risk ratio in etiology of eosinophilic esophagitis. [89] Genetic factors also play a role in pancreatitis. [90] In addition, increased familial risk has also revealed a genetic basis in Inflammatory Bowel Disease [91], and an increased faecal calprotectin concentration has also been demonstrated in asymptomatic first-degree relatives of IBD patients, thus indicating a high prevalence of subclinical intestinal inflammation in them. [92] Gender Gender may play a role in gastrointestinal inflammatory diseases. Animal studies in mice have demonstrated  that females  develop more severe intestinal inflammation than do males [93]. On the other hand, a study has shown that bile reflux gastritis was more frequent to male gender [94]. Another study found a positive correlation between the male sex and pancreatitis [95]. Additional studies found that there is a slight preponderance of colitis ulcerosa in men and of Crohns disease in women [96]. Lifestyle factors Smoking Cigarette smoking affects ulcerative colitis (UC) and Crohns disease (CD) in very different ways. According to recent studies, smoking cigarettes has a negative effect on the course of CD, and that smoking cigarettes may have a protective effect in some patients with UC [97]. Conversely, smoking cessation aggravates ulcerative colitis and improves CD [98]. Furthermore, studies showed that smoking conferred a strong, independent and dose-dependent risk of pancreatitis that may be additive or multiplicative when combined with alcohol. [99]. Alcohol Most cases of chronic pancreatitis are alcohol-related. [100] However, a recent study showed that faecal calprotectin concentrations in active-drinking alcoholics were not significantly different from the healthy controls thereby indicating the absence of a subclinical intestinal inflammation involving activation of neutrophils in the alcoholics. [101] Diet Pro- or prebiotics will directly influence the microbial flora, while immunonutrition, including omega-3 fatty acids and certain polyphenols, including green tea polyphenols, may reduce the symptoms of gut inflammation [102]. Studies have shown that lycopene, an antioxidant which is abundantly found in foods that have a natural red color such as tomato and watermelon, may play a role in attenuating the inflammatory process [103]. A study showed that intestinal bacteria and high fat diet interact to promote proinflammatory changes in the small intestine [104]. Certain studies suggested that refined sugar consumption might be a risk factor for Crohns Disease, but not Ulcerative Colitis. Fat intake is reportedly positively associated with ulcerative colitis [105], whereas vegetables and fiber consumption seem to decrease GI inflammatory process as shown by decreased faecal calprotectin [106]. Stress Psychological stress reportedly increases disease activity in inflammatory bowel disease by both direct and indirect mechanisms as shown below. [107] Figure 1.2: Direct and indirect ways by which stress can aggravate Inflammatory Bowel Diseases Socioeconomic status Epidemiological studies have demonstrated Inflammatory Bowel Diseases to be more prevalent among people of high socioeconomic status. Such an occurrence was explained by the hyegiene hypothesis, according to which individuals with higher standards of living may be living in cleaner environments and thus are more protected from childhood infections, but however exposure to infectious agents later in life makes them more vulnerable to chronic intestinal inflammation in adulthood [108]. A study in China demonstrated that levels of faecal calprotectin were significantly increased in the rural infants as compared to urban ones. [5] Gastric surgery Partial gastrectomy increases the risk for chronic pancreatitis in male alcoholics [109]. Appendectomy has possibly protective effects in ulcerative colitis but it is suggested as a risk factor in Crohns disease. Tonsillectomy is a risk factor for developing Crohns disease. [110]