The Negative Consequences of Genetically Modified Food Essay Example for Free

The Negative Consequences of Genetically Modified Food Essay Genetically modified foods (GM foods, or biotech foods) are hazardous to your health. These foods are derived from genetically modified organisms (GMOs), specifically, genetically modified crops. GMOs have had specific changes introduced into their DNA by genetic engineering techniques. Genetically modified organisms, or GMOs, are created when a gene from one species is transferred to another, creating something that would not be found in nature. GMOs are present in almost sixty percent of all processed foods including vegetable oil, Soya flour, lecithin, and Soya proteins. GMO maize products make up approximately fifty percent of processed foods including corn, cornstarch, and corn syrups. Beets, sugar, dairy products, and soybeans are also produced through genetic engineering. The six major GMO crops are Soy, Corn, Canola, Cotton, sugar beets and alfalfa. Have you ever wondered what may be causing the food allergies you or your children have? It is most likely due to GMOs. By drawing out proteins from foods and modifying other foods with them, there is a much greater chance of cross contamination of allergens. Without proper identification, this could be devastating if not deadly for those with serious food allergies. For example, a person that is allergic to peanuts (common allergen) may be also allergic to tomatoes that have had the peanut protein injected into them. Without knowing, the person may eat the tomato and have an allergic reaction to it not realizing that the tomato was genetically modified. So now, there will be more people that can develop allergies to tomatoes. Children, especially under the age of two, are more prone to develop allergies to GMO foods because they have the greatest number of reactions to new allergens in foods. They are particularly vulnerable to GM corn, which contains an allergen not found in natural varieties. Over the last several years, the greatest rise in food allergies was to soy products. In fact, â€Å"Soy allergies skyrocketed by 50% in the UK, soon after GM soy was introduced†. (1) Eating a diet with non-GMOs will also help to keep you healthy. GMOs have been linked to existing diseases and new diseases. In particular, genetically engineered corn and soy can wreak havoc on your health by promoting obesity and contributing to diseases. According to an article featured on a health website by Dr. Mercola, a well-known American physician: â€Å"The results show a positive link between GE corn and obesity. Animals fed a GE corn diet got fatter quicker and retained the weight compared to animals fed a non-GE grain diet. The studies were performed on rats, mice, pigs and salmon, achieving the same results. † â€Å"This not only may relate to a rise in obesity, but to increases in many modern diseases. These diseases include diabetes, digestive disorders, inflammatory bowel disease, colitis, autism spectrum disorders (ASD) (ADD), autoimmune diseases, sexual dysfunction, sterility, asthma, COPD and many more. (2) If you are concerned about the plight of starving people in the world, GMOs are not the answer for global food security or for reducing world hunger. Although biotech companies have argued that GM crops grow bigger and produce more food, which can help curb the poverty issue in the world, that is actually not the case. Genetically engineered crops have shown no increase in yield. In many cases other farm technology has proven much more successful, and even Monsanto, the world’s largest GM seed company, agrees that its genetically engineered crops yield less than conventional farming. In fact, when Monsanto attempted to introduce GM hybrid wheat to Europe for its cereal market, it revealed that the growth in hybrid wheat had failed to materialise. Our lack of success in hybrids means this is no longer a good strategic fit for Monsanto. (3). If you do not want to worry about the relationship between GMOs and food allergies and if you are concerned about the health risks associated with consuming GM foods, avoid purchasing GM foods. Here are some tips to help you to avoid purchasing and consuming GM foods. Look for 100% organic products, which means that all ingredients in the product are organic. Look for â€Å"non-GMO† or â€Å"Made without genetically modified ingredients† labels. Avoid at risk ingredients like soy, corn, cottonseed, canola, sugar beets, and alfalfa. In addition, consumers can change the GMO practices of food manufacturers. You can get together with your local community and start a petition to demand that GMOs be eliminated from the food supply. These two methods will help to ensure that all people can stay healthy. SOURCES CITED Audet, M. (2013). Genetically Modified Food and Risks to Human Health. Retrieved from http://organic. lovetoknow. com/natural-organic-food/genetically-modified-food-risks-human-health Smith, J. M. (2003). Genetically Engineered Foods Pose Health Risk to Children. Retrieved from http://www. saynotogmos. org/uoct03a. htm (1) Smith, J. M. (2007). Spilling the Beans. Newsletter. Retrieved from http://www. responsibletechnology. org/gmo-dangers/health-risks/articles-aboutrisks-by-jeffrey-smith/Genetically-Engineered-Foods-May-Cause-Rising-Food-Allergies-Genetically-Engineered-Soybeans-May- (2)Mercola, Dr. (2012). Decade-Long Feeding Study Reveals Significant HealthHazards of Genetically Engineered Foods. Retrieved fromhttp://articles. mercola. com/sites/articles/archive/2012/08/07/genetically-engineered-foods-hazards. aspx (3) Brown, P. and Oliver, M. (2003). Monsanto to Quit Europe. Retrieved from http://www. saynotogmos. org/uoct03b. htm#mquits.

Mythological Realism in Fifth Business :: Fifth Business

Mythological Realism in Fifth Business Spellbinding like his creation Magnus Eisengrim, Robertson Davies is a wizard of the English language. Who says that Canadian literature is bland and unappealing? New York Times applauded Fifth Business – the first of the Deptford triptych – as "a marvelously enigmatic novel, elegantly written and driven by irresistible narrative force." How true this is. Dunstable Ramsay – later renamed Dunstan after St. Dunstan – may be a retired schoolteacher, but what an engaging narrator he is! Shaped by Davies’s colourful writing, Ramsay masterfully relays the story of his role as "fifth business," the unobtrusive yet vital character in life’s drama. Fifth Business, told in the form of a letter to the schoolmaster, begins with a snowball that young Percy Boyd Staunton throws at Ramsay. The stone-in-a-snowball misses Ramsay but hits Mary Dempster, causing the premature birth of Paul Dempster. Paul grows up to be Magnus Eisengrim, a mysterious and graceful magician. Tormented by his guilt of avoiding the snowball, Ramsay makes Mary his personal saint and is weighed down by his conscience until Mary’s eventual death in an asylum. On the eve of becoming the lieutenant governor of Ontario, "Boy" Staunton is found dead in the Toronto harbour with the fateful stone in his mouth. Though the adventures that Dunstan embarks on in Fifth Business are that of the spiritual nature, make no mistake: this is not a occult novel that attempts to lure one into a religion, but a magnificently told tale of maturation. It is a story of revenge, of redemption, of becoming. Told from the perspective of being nearly completed, the novel follows Ramsay in his search for balance in his life – and balance he does find when the grotesque yet intelligent Liesl seduces him. With depth and breadth of knowledge in Jungian concepts, Robertson Davies draws us fathoms beneath the surface of the human personality. The audience is not left grasping for breath, but is enraptured by the rich dualism in this fantastical world of Dunstan Ramsay. Good and evil; illusion and reality; history and myth – the shadows and lights of the world are exposed and explored. These juxtaposing elements are never revealed under a glaring light, however. Davies uses prose that is nothing short of elegant, and weaves a mythical tale that is imbued with much realism. Real-life incidents are transfused with many amazing "coincidences," paving the path to surrealism.

Grief Counselling Essay

Attachment, loss and the experience of grief. Attachment Theory founded by John Bowlby (1977) it explains how we as humans obtain affectionate bonds with others and how when they are threatened how we as humans tend to react. He suggests that these attachments come from a need for security and safety. (P7) when it comes to loss of a loved one it then explains how we as humans are very much the same as the animal world in the way that we grieve a loved one. Grief is the term used to describe the loss that someone has experienced , morning is the process that the person goes through in adapting to the loss bereavement defines the loss to which the person is adapting to. Grief affects people in very different ways it can effect them physically, emotionally and cognitively, all of this can effect the way in which people function and go about there everyday life, this is all very normal and everyone who is grieving will go though this process in one way or another. Chapter 2 25-47 understanding the mourning process. Since mourning is a process, it has been viewed in various ways, primarily as stages, phases, and tasks of mourning. The tasks of mourning are: to accept reality; to experience the pain; to adjust to environment without loved one including external, internal and spiritual adjustments; to relocate and memorialize loved one. The second task in this chapter is that of the counsellor who is helping the client through the grieving process. The counsellor needs to look at the following things; the person who died, nature of attachment, circumstances of death, personality mediators, historical mediators, social mediators, concurrent changes. Chapter 3 51-80 Grief counseling Facilitating uncomplicated grief Grief counselling is not for everyone who has had a loss, most people are able to work though the mourning process on their own without any outside help. Some may just need time to process their loss and time to try and rebuild their lives after the loss this can be done on their own or some ay need the help of a counsellor to walk alongside them. The counsellor then needs to identify weather or not the bereaved fits into the at risk Category, at risk meaning at risk of falling into the category on complicated grief. Some medications can be helpful when going through the grief process, but are mainly helpful in dealing with anxiety issues or insomnia issues. Grief counselling can also be effective in counselling the be reaved as it gives them more support than just the counsellor. Chapter 4 83- 98 Abnormal Grief reactions: Complicated Mourning. This is looking at why people fail to grieve. Many factors can stand in the way as to why people fail to grieve. These are; relational factors, these are what type of relationship did the person have with the deceased. Circumstantial Factor; this relates to the circumstances of the loss they can be a hindrance if there is uncertainty as to how the deceased died. Historical factor; if the person has had trouble grieving in the past they may have trouble grieving in the future. Personality Factors; some are unable to cope with distress and this makes it hard for them to grieve appropriately.

The Sectional Struggle, Reborn: 1848-1854

APUSH Study Guide 17 The Sectional Struggle, Reborn, 1848-1854 Themes/Constructs: The sectional conflict over the expansion of slavery that erupted after the Mexican War was temporarily silenced by the Compromise of 1850, but Douglas’s Kansas-Nebraska Act of 1854 re-ignited the issue again. In the 1850s American expansion in the West and the Caribbean was extremely controversial because it was tied to the slavery question. The acquisition of territory from Mexico created acute new dilemmas concerning the expansion of slavery, especially for the two major parties, which had long tried to avoid the issue. The antislavery Free Soil Party pushed the issue into the election of 1848. The application of gold-rich California for admission to the Union forced the controversy into the Senate, which engaged in stormy debate over slavery and the Union. After the untimely death of President Taylor, who had blocked a settlement, Congress resolved the crisis by passing the delicate Compromise of 1850. The compromise eased sectional tension for the moment, although the Fugitive Slave Law aroused opposition in the North. As the Whig Party died, the Democratic Pierce administration became the tool of proslavery expansionists. Controversies over Nicaragua, Cuba, and the Gadsden Purchase showed that expansionism was closely linked to the slavery issue. The desire for a northern railroad route led Stephen Douglas to ram the Kansas-Nebraska Act through Congress in 1854. By repealing the Missouri Compromise and making new territory subject to â€Å"popular sovereignty† on slavery, this act aroused the fury of the North, sparked the rise of the Republican Party, and set the stage for the Civil War. Terms/names/topics: Gen. Lewis Cas ‘popular sovereignty’ Zachary Taylor Free Soil Party ‘conscious Whigs’ Martin Van Buren Election of 1848 ‘gold fever’ California Constitution (1849) Texas boundary dispute Underground Railroad‘stations’‘passengers’ ‘conductors’ Harriet Tubman ‘Immortal Trio’—Clay, Calhoun, Webster â€Å"Great Pacificator†Ã¢â‚¬Å"Great Nullifier† Millard Fillmore Nashville Convention Compromise of 1850 Fugitive Slave Law (1850) Franklin Pierce—‘second dark horse’ Winfield Scott (Whig) Election of 1852 Jefferson Davis—Secretary of War ‘slavocrats’ William Walker Clayton-Bulwer Treaty (1850) Cuban â€Å"filibustering expeditions† Ostend Manifesto Crimean War Gadsden Purchase (1853) Stephen A. Douglas Repeal of the Missouri Compromise Kansas-Nebraska Bill (1854) The new Republican Party Past APUSH essay questions from this area of study: 1. Although historically represented as distinct parties, the Federalists and Whigs, in fact, shared a common political ideology, represented many of the same interest groups, and proposed similar programs and policies. Assess the validity of this statement. (FRQ, 1991) 2. Discuss the impact of territorial expansion on national unity between 1800 and 1850. (FRQ, 1997) APUSH Study Guide 18 The Road to War, 1854-1861 Historian’s view: James McPherson, from Ordeal By Fire: The Civil War and Reconstruction (1992) â€Å"The social and political strains produced by rapid growth provoked repeated crises that threatened to destroy the republic. From the beginning, these strains were associated mainly with slavery. The geographical division of the country into free and slave states ensured that the crisis would take the form of sectional conflict. Each section evolved institutions and values based on its labor system. These values in turn generated ideologies that justified each section’s institutions and condemned those of the other. â€Å"For three-quarters of a century the two sections [North and South] coexisted under one flag because the centripetal forces of nationalism—the shared memories of a common struggle for nationhood—proved stronger than the centrifugal forces of sectionalism. But as early as 1787, conflict over slavery at the constitutional convention almost broke up the Union before it was fairly launched. † Themes/Constructs: A series of major North-South crisis in the late 1850s culminated in the election of the antislavery Republican Abraham Lincoln to the presidency in 1860. His election caused seven southern states to secede from the Union and form the Confederate States of America. The 1850s were punctuated by successive confrontations that deepened sectional hostility until it broke out in the Civil War. Harriet Beecher Stowe’s Uncle Tom’s Cabin fanned northern antislavery feelings. In Kansas, proslavery and antislavery forces fought a bloody little preview of the Civil War. Buchanan’s support of the proslavery Lecompton Constitution alienated moderate northern Democrats like Douglas. Congressman Brooks’ beating of Senator Sumner aroused passions on both sections. The Democratic Party split along sectional lines, allowing Lincoln to win the four-way 1860 election. Seven southern states quickly seceded and organized the Confederate States of America. As southerners optimistically cast off their ties to the hated North, lame-duck President Buchanan proved unable to act. The last minute Crittenden Compromise failed because of Lincoln’s opposition. Terms/names/topics: Harriet Beecher StoweUncle Tom’s Cabin Hinton R. HelperImpending Crisis of the South New England Immigrant Aid Company â€Å"Beecher’s Bibles† Burning of Lawrence John BrownPottawatomie Creek Lecompton Constitution â€Å"Bleeding Kansas† Charles SumnerPreston Brooks Election of 1856James Buchanan ‘Nativists’ American PartyKnow-Nothing Party John C. Fremont Dred Scott decision Panic of 1857 Abortive Homestead Act (1860) Tariff of 1857 Lincoln-Douglas debates Freeport Doctrine John BrownHarper’s Ferry Charleston Nominating Convention John C. Breckenridge Constitutional Union Party Republican Party platform (1860) Election of 1860 Secession of South Carolina Jefferson Davis â€Å"lame duck† interlude Crittenden Compromise Self-determination Southern nationalism Past APUSH essay questions from this area of study: 1. To what extent was President-elect Abraham Lincoln responsible for the defeat of the Crittenden proposal on the territorial expansion of slavery? (DBQ, 1974—Mr. D has the documents) 2. John Brown’s raid on the federal armory at Harpers Ferry, Virginia, in October 1859, involved only a handful of abolitionists, freed no slaves, and was over in two days. Although many Northerners condemned the raid, by 1863 John Brown had become a hero and martyr in the North. To what extent and in what ways do the views about John Brown expressed in the documents illustrate changing North-South relations between 1859 and 1863? (DBQ, 1982—Mr. D has the documents) 3. Throughout our history, the Supreme Court has acted as a partisan political body rather than a neutral arbiter of constitutional principles. Assess the validity of this generalization for the period 1800-1860. (FRQ, 1984) 4. By the 1850s, the Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the Union it had created. Using the documents and your knowledge of the period 1850-1861, assess the validity of this statement. (DBQ, 1987—Mr. D has the documents) 5. â€Å"I am not, nor have ever been, in favor of bringing about in any way, the social and political equality of the white and black races. † How can this 1858 statement of Abraham Lincoln be reconciled with his 1862 Emancipation Proclamation? (FRQ, 1988) 6. Analyze the ways in which supporters of slavery in the nineteenth century used legal, religious, and economic arguments to defend the institution of slavery. (FRQ, 1995) . Assess the moral arguments and political actions of those opposed to the spread of slavery in the context of TWO of the following: (FRQ, 2000) Missouri Compromise Mexican War Compromise of 1850 Kansas-Nebraska Act 8. Analyze the effectiveness of political compromise in reducing sectional tensions in the period 1820 to 1861. (FRQ, 2004) APUSH Study Guide 19 Building the War, Fighting the War, 1861-1865 Histori an’s view: James McPherson, from Battle Cry of Freedom (1988)—A view of the Civil War as expanding national power and Northern economic dominance The old federal republic in which the national government had rarely touched the average citizen except through the post-office gave way to a more centralized polity that taxed the people directly and created an internal revenue bureau to collect taxes, drafted men into the army, expanded the jurisdiction of the federal courts, created a national currency and a national banking system, and established the first national agency for social welfare—the Freedmen’s Bureau†¦. These changes in the federal balance paralleled a radical shift of political power from South to North†¦. The accession to power of the Republican Party, with its ideology of competitive, egalitarian, free-labor capitalism, was a signal to the South that Union victory in the war destroyed the southern vision of America and ensured that the northern vision would become the American vision. † Themes/Constructs: Building for War The North effectively brought to bear its long-term advantages of industrial might and human resources to wage a devastating total war against the South. The war helped organize and modernize northern society, while the South, despite heroic efforts, was economically and socially crushed. Lincoln’s skillful political leadership helped keep the crucial Border States in the Union and maintain northern morale, while his effective diplomacy kept Britain and France from aiding the Confederacy. South Carolina’s firing on Fort Sumter aroused the North for war. Lincoln’s call for troops to suppress the rebellion drove four upper South states into the Confederacy. Lincoln used an effective combination of political persuasion and force to keep the deeply divided Border States in the Union The Confederacy enjoyed initial advantages of upper-class European support, military leadership, and a defensive position on its own soil. The North enjoyed the advantages of lower-class European support, industrial and population resources, and political leadership. The British upper classes sympathized with the South and abetted Confederate naval efforts. But effective diplomacy and Union military success thwarted those efforts and kept Britain as well as France neutral in the war. Lincoln’s political leadership proved effective in mobilizing the North for war, despite political opposition and resistance to his infringement on civil liberties. The North eventually mobilized its larger troop resources for war and ultimately turned to an unpopular and unfair draft system. Northern economic and financial strengths it to gain an advantage over the less-industrialized South. The changes in society opened new opportunities for women, who had contributed significantly to the war effort in both the North and the South. Since most of the war was waged on Southern soil, the South was left devastated by the war. Fighting the War The Civil War, begun as a limited struggle over the Union, eventually became a total war to end slavery and transform the nation. After several years of seesaw struggle, the Union armies under U. S. Grant finally wore down the Southern forces under Robert E. Lee and defeated the Confederate bid for independence as well as the institution of slavery. The Union defeat at Bull Run ended Northern complacency about a quick victory. George McClellan and other early Union generals proved unable to defeat the tactically brilliant Confederate armies under Lee. The Union naval blockade put a slow but devastating noose around the South. The political and diplomatic dimensions of the war became critical. In order to retain the border states, Lincoln first de-emphasized any intention to destroy slavery. But the Battle of Antietam in 1862 enabled Lincoln to prevent foreign intervention and turn the struggle into a war against slavery. Blacks and abolitionists joined enthusiastically in a war for emancipation, but white resentment in part of the North created political problems for Lincoln. The Union victories at Vicksburg in the West and Gettysburg in the East finally turned the military tide against the South. Southern resistance remained strong, but the Union victories at Atlanta and Mobile assured Lincoln’s success in the election of 1864 and ended the last Confederate hopes. The war ended the issues of disunion and slavery, but at a tremendous cost to both North and South. Terms/names/topics: Building For War â€Å"Butternut region† â€Å"King Wheat and King Corn vs. King Cotton† Trent Affair (1861) CSS Alabama Charles Francis Adams Laird Rams Southern States’ Rights Lincoln’s arbitrary powerhabeas corpus Federal conscription power New York draft riots â€Å"bounty brokers† â€Å"rich man’s war but a poor man’s fight† Income tax Morrill Tariff Act National Banking System Homestead Act (1862) Dr. Elizabeth Blackwell Clara Barton Dorothea Dix Sally Tompkins Fighting the War â€Å"On to Richmond† Bull Run (Manassas Junction) â€Å"Stonewall† Jackson Gen. George McClellan The Peninsula Campaign Shenandoah Valley â€Å"Jeb† Stuart Seven Days’ Battles â€Å"Total War† â€Å"Blockade running† 2nd Battle of Bull Run Gen. John Pope Antietam Emancipation Proclamation 13th Amendment Fort Pillow, Tenn. Gen. A. E. Burnside Fredericksburg, Va. â€Å"Fighting Joe† Hooker Chancellorsville, Va. Gen. George G. Meade Gettysburg, Penn. Gen. George Pickett Ulysses S. Grant Fort Henry and Fort Donelson, Tenn. Battle of Shiloh David G. Garragut Port Hudson Vicksburg Chattanooga Gen. William T. Sherman Atlantaâ€Å"March to Savannah† Election of 1864 Congressional Committee on the Conduct of the Warâ€Å"Radical Republicans† Copperheads Union Party Andrew Johnson Battles in the Wilderness Hampton Roads, Va. Appomattox Courthouse John Wilkes Booth English Reform Bill (1867) Past APUSH essay questions from this area of study: There have been no DBQ or FRQ questions from this area of study. APUSH Study Guide 20 Reconstruction, 1865-1877 Historian’s view: William A Dunning, Reconstruction: Political and Economic (1907)—A view of Reconstruction as a national disgrace. Few episodes of recorded history more urgently invited thorough analysis than the struggle through which the southern whites, subjugated by adversaries of their own race, thwarted the scheme which threatened permanent subjection to another race†¦. The most rasping feature of the new situation to the old white element of the South was the large predominance of northerners and negroes in position of political power†¦. The most cunning and malignant enemy of the United States could not have timed differently this period of national ill-repute; for it came with the centennial of American independence†¦ Kenneth Stamp, The Era of Reconstruction (1965)—A favorable view of Reconstruction. Finally, we come to the idealistic aim of the radicals to make southern society more democratic, especially to make the emancipation of Negroes something more than an empty gesture. In the short run this was their greatest failure†¦. Still, no one could quite forget that the Fourteenth and Fifteenth Amendments were now part of the federal Constitution†¦. Thus, Negroes were no longer denied equality by the plain language of law, as they had been before radical reconstruction, but only by coercion, by subterfuge, by deceit, and by spurious legalisms†¦. The blunders of that era, tragic though they were, dwindle into insignificance. For it was worth four years of civil war to save the Union, it was worth a few years of radical reconstruction to give the American Negro the ultimate promise of equal civil and political rights. Themes/Constructs: Johnson’s political blunders and southern white recalcitrance led to the imposition of Congressional military Reconstruction on the south. Reconstruction accomplished some good, such as the Fourteenth and Fifteenth Amendments, but it left behind a legacy of racial and sectional bitterness. With the Civil War over, the nation faced the difficult problems of rebuilding the South, assisting the freed slaves, reintegrating the southern states into the Union, and deciding who would direct the Reconstruction process. The South was economically devastated and socially revolutionized by emancipation. As slaveowners reluctantly confronted the end of slave labor, blacks took their first steps in freedom. Black churches and freedmen’s schools helped the former slaves begin to shape their own destiny. The new President Andrew Johnson was politically inept and personally contentious. His attempt to implement a moderate plan of Reconstruction, along the lines originally suggested by Lincoln, fell victim to Southern whites’ severe treatment of blacks and his own political blunders. Republicans imposed harsh military Reconstruction on the south after their gains in the 1866 Congressional elections. The Southern states reentered the Union with new radical governments, which rested partly on the newly enfranchised blacks, but also had support from some sectors of southern society. These regimes were sometimes corrupt but also implemented important reforms. The divisions between moderate and Radical Republicans meant that Reconstruction’s aims were often limited and confused, despite the important Fourteenth and Fifteenth Amendments. Embittered whites hated the radical governments and mobilized the Ku Klux Klan to restore white supremacy. Congress impeached Johnson but failed to convict him. In the end, the poorly conceived Reconstruction policy failed disastrously. Terms/names/topics: Exodusters Black Baptists churches African Missionary Association Freedmen’s Bureau 10% Plan—Lincoln Wade-Davis Bill Radicals Johnson’s Reconstruction plans Black Codes Sharecroppers â€Å"whitewashed rebels† Civil Rights Bill Fourteenth Amendment Congressional elections, 1866 Radicals in the Senate Thaddeus Stevens Moderate Republicans Military Reconstruction Act Fifteenth Amendment Ex parte Milligan (1866) â€Å"scalawags† â€Å"carpetbaggers† KKK ‘literacy tests’ Tenure of Office Act Edwin M. Stanton Past APUSH essay questions from this area of study: 1. The unpopular ideas and causes of one period often gain popularity and support in another, but the ultimate price of success is usually the alteration or subversion of the original ideas and programs. For the period 1830-1877, discuss this statement with reference to both (a) the ideas and activities of abolitionism and (b) the policies of the Republican party. (FRQ, 1978). . How do you account for the failure of Reconstruction (1865-1877) to bring social and economic equality of opportunity to the former slaves? (FRQ, 1983) 3. Discuss the political, economic, and social reforms introduced in the South between 1864 and 1877. To what extent did these reforms survive the Compromise of 1877? (FRQ, 1992) 4. In what ways and to what extent d id constitutional and social developments between 1860 and 1877 amount to a revolution? Use the documents and your knowledge of the period 1860 to 1877 to answer the question. (DBQ, 1996—Mr. D has the documents)

What is Work-Life Balance Anyway

What is Work-Life Balance Anyway Work-Life Balance is one of those concepts that was assumed to be valuable up until recent years, when many people are turning the concept on its head and saying â€Å"work-life† balance is really about LIFE balance. While I agree to some extent, I don’t see the reason to toss out the concept of work-life balance altogether. To me, work-life balance is a moment-by-moment experience. I have chosen to own my own business because I have certain things I want in my life: the ability to work remotely so I can visit family and not take â€Å"vacation days†; the option to do yoga or go for a swim in the middle of the day; and the flexibility to work early in the morning or late at night. These things might not be non-negotiable, but they are important to me. For me, they create â€Å"work-life balance† or just plain â€Å"life balance.† Of course they also create challenges for maintaining that balance when things get busy in the business and threaten to infringe upon my â€Å"me† time. You might be examining for yourself what constitutes work-life balance or any sort of balance as you move toward a new job, your first job out of college, getting into college, or any other venture. Are you interested in creating a life where you work less than 40 hours per week, are not stressed out constantly, are fulfilled and have fun? If so, you have a lot of company! I don’t often write blogs based on infographics, but I found this one- Careers with Great Work-Life Balance- to be enlightening. I realize that work-life balance is just one aspect of balance; you can have the right amount of time at work vs. personal life, but then get out of balance taking care of others in your personal life when you need to be taking better care of yourself! Or you can run into challenges in your work life itself in finding balance with the types of activities you do or relationships you create. Nevertheless, here are some of the main points to consider when planning for your quality of life in relation to your work: Flexibility at Work Nine out of 10 Americans feel that their current jobs don’t afford them enough time to attend to their family’s needs: a major indicator that they do not have work-life balance. Furthermore, half of these employees believe that if they were allowed more flexibility in their jobs–with work hours, vacation days, clock management, etc.–they’d be able to perform their jobs better. Flexible schedules, in fact, have become so much in demand that the U.S. Department of Labor has devoted a whole page and many articles to the topic. Consider the things that are most important to you in terms of your working hours. Does your career path provide the flexibility you desire? Are you getting to spend enough time with your family? Can you take the vacations you want to take? Can you work from home when necessary? If you are seeking to change careers, or change the structure of your current work life, it will help to know what you want in terms of schedule flexibility so you can create a structure that provides the work-life balance you need. What are the Indicators of Successful Work-Life Balance? According to the OECD Better Life Index, an organization dedicated to promoting policies that improve economic and social well-being, popular indicators of successful work-life balance include: Total hours worked per week Time devoted to leisure Average pay Growth potential Flexibility Stress Are these barometers of work-life balance important to you? Will considering these factors change the way you pursue your education, your next career, or how you conduct your job search? Perhaps it will be informative to check out the jobs listed in the infographic that make top honors. You might be surprised by some of them! Creating Successful Work-Life Balance is up to You What constitutes work-life balance is subjective: what is most important to you in your work and personal life may be completely different from what matters to your friends, family or even colleagues. So define the non-negotiables in your life, then do your best to create a career path that meets your unique definition of balance. I for one can tell you it’s a constant challenge!

International Educational Week Journal Entry †Creative Writing

International Educational Week Journal Entry – Creative Writing Free Online Research Papers International Educational Week Journal Entry Creative Writing International Educational Week is a great experience in every exchange student’s life. It helps us understand and at least start thinking about things that we would never think about, just living and doing things like we have done before. It helps realize a lot of different things and this is my story. First time when I got papers about International educational week I thought that it will be boring and useless spending of my time. But when time comes, we always improve or change our point of view. This was one of the greatest experiences in my life. When I started collecting information about history and culture of my country, it seemed rather difficult to me. How and what should I do to make my presentation interesting for American students? I had found these answers and even didn’t recognize that. I was spending my time, searching for more and more interesting facts. I couldn’t imagine that it can be so interesting to find information and describe my own country. I learned a lot about the history of my own country, being thousands miles away from it. My host parents were interested too. They asked me a lot of questions about my project, helped me in difficult situations. A lot of students in my school were excited by the coming presentation. Most of them only knew that Russia is the biggest country in the world. I had spent a lot of time, doing this presentation, but it worth that. It is so interesting to learn a lot about your own country and to teach all other people near me. So, it takes time, skills and hard work. And the moment comes. Presentation is ready. You know what you are going to say, you are ready to answer all kind of questions and you are sure that everything will be good . . . Excellent! And you are standing and feeling the moment, you have been waiting for so long. You are standing in front of people that don’t know anything about your country and they will remember all the details of your presentation, they will ask questions. And you are happy, because they like it, they like to learn something about different culture, different people. And after that, they go home, tell everything to their parents. Then you understand that you did a great work. Work that helps us being together and understanding each other on the new level of relationship. The name of this level is â€Å"Friends.† When you start your presentation there is nothing except you and people in front of you. The entire presentation passes like a second, and they applause, because they like that. They want to talk to you. They want to ask even more. Not now. Later. Share it with their friends and relatives. This is the way to peoples’ hearts. I need to tell them about my country, my people, history, my family, friends and my way of life. It is like building a bridge. You can’t do all work doing it from one side. I had learned a lot when we were comparing our countries. Besides, we had found a lot of similarities. That makes us even closer friends. It was interesting and a great experience in my life. As I said before, International Educational Week is not only a great experience in your life. It is also a lot of fun, knowledge, new friends. It seems to be hard at the beginning but then you even can hardly notice hoe quickly it is finished. You share your culture with other people and learn even more because you get knowledge about your own country and United Sates too. This is the best thing that our placement organization can do for us. To make us think wider, so we can use every moment of our life in the United States. This is a big bridge that connects two banks that are far away from each other and make them as close as possible. It helps us understand each other much better. And I feel like a builder. The builder of very good type of relationship called Friendship. Research Papers on International Educational Week Journal Entry - Creative WritingStandardized TestingNever Been Kicked Out of a Place This NiceThe Effects of Illegal ImmigrationBook Review on The Autobiography of Malcolm XTrailblazing by Eric AndersonThe Masque of the Red Death Room meaningsMind TravelAnalysis of Ebay Expanding into AsiaThe Project Managment Office SystemInfluences of Socio-Economic Status of Married Males

Programming a Class to Create a Custom VB.NET Control

Programming a Class to Create a Custom VB.NET Control Building complete custom components can be a very advanced project. But you can build a VB.NET class that has many of the advantages of a toolbox component with much less effort. Heres how! To get a flavor of what you need to do to create a complete custom component, try this experiment: - Open a new Windows Application project in VB.NET.- Add a CheckBox from the Toolbox to the form.- Click the Show All Files button at the top of Solution Explorer. This will display the files that Visual Studio creates for your project (so you dont have to). As a historical footnote, The VB6 compiler did a lot of the same things, but you never could access the code because it was buried in compiled p-code. You could develop custom controls in VB6 too, but it was a lot more difficult and required a special utility that Microsoft supplied just for that purpose. In the Form Designer.vb file, you will find that the code below has been added automatically in the right locations to support the CheckBox component. (If you have a different version of Visual Studio, your code might be slightly different.) This is the code that Visual Studio writes for you. Required by the Windows Form Designer Private components _ As System.ComponentModel.IContainerNOTE: The following procedure is requiredby the Windows Form DesignerIt can be modified using the Windows Form Designer.Do not modify it using the code editor.System.Diagnostics.DebuggerStepThrough() _Private Sub InitializeComponent() Me.CheckBox1 New System.Windows.Forms.CheckBox() Me.SuspendLayout() CheckBox1 Me.CheckBox1.AutoSize True Me.CheckBox1.Location New System.Drawing.Point(29, 28) Me.CheckBox1.Name CheckBox1. . . and so forth ... This is the code that you have to add to your program to create a custom control. Keep in mind that all the methods and properties of the actual CheckBox control are in a class supplied by the .NET Framework: System.Windows.Forms.CheckBox. This isnt part of your project because its installed in Windows for all .NET programs. But theres a lot of it. Another point to be aware of is that if youre using WPF (Windows Presentation Foundation), the .NET CheckBox class comes from a completely different library named System.Windows.Controls. This article only works for a Windows Forms application, but the principals of inheritance here work for any VB.NET project. Suppose your project needs a control that is very much like one of the standard controls. For example, a checkbox that changed color, or displayed a tiny happy face instead of displaying the little check graphic. Were going to build a class that does this and show you how to add it to your project. While this might be useful by itself, the real goal is to demonstrate VB.NETs inheritance. Lets Start Coding To get started, change the name of the CheckBox that you just added to oldCheckBox. (You might want to stop displaying Show All Files again to simplify Solution Explorer.) Now add a new class to your project. There are several ways to do this including right-clicking the project in Solution Explorer and selecting Add then Class or selecting Add Class under under the Project menu item. Change the file name of the new class to newCheckBox to keep things straight. Finally, open the code window for the class and add this code: Public Class newCheckBox Inherits CheckBox Private CenterSquareColor As Color Color.Red Protected Overrides Sub OnPaint( ByVal pEvent _ As PaintEventArgs) Dim CenterSquare _ As New Rectangle(3, 4, 10, 12) MyBase.OnPaint(pEvent) If Me.Checked Then pEvent.Graphics.FillRectangle( New SolidBrush( CenterSquareColor ), CenterSquare) End If End SubEnd Class (In this article and in others on the site, a lot of line continuations are used to keep lines short so they will fit into the space available on the web page.) The first thing to notice about your new class code is the Inherits keyword. That means that all the properties and methods of a VB.NET Framework CheckBox are automatically part of this one. To appreciate how much work this saves, you have to have tried programming something like a CheckBox component from scratch. There are two key things to notice in the code above: The first is the code uses Override to replace the standard .NET behavior that would take place for an OnPaint event. An OnPaint event is triggered whenever Windows notices that part of your display has to be reconstructed. An example would be when another window uncovers part of your display. Windows updates the display automatically, but then calls the OnPaint event in your code. (The OnPaint event is also called when the form is initially created.) So if we Override OnPaint, we can change the way things look on the screen. The second is the way Visual Basic creates the CheckBox. Whenever the parent is Checked (that is, Me.Checked is True) then the new code we provide in our NewCheckBox class will recolor the center of the CheckBox instead of drawing a checkmark. The rest is what is called GDI code. This code selects a rectangle the exact same size as the center of a Check Box and colors it in with GDI method calls. The magic numbers to position the red rectangle, Rectangle(3, 4, 10, 12), were determined experimentally. I just changed it until it looked right. There is one very important step that you want to make sure you dont leave out of Override procedures: MyBase.OnPaint(pEvent) Override means that your code will provide all of the code for the event. But this is seldom what you want. So VB provides a way to run the normal .NET code that would have been executed for an event. This is the statement that does that. It passes the very same parameter- pEvent- to the event code that would have been executed if it hadnt been overridden, MyBase.OnPaint. Using the New Control Because our new control is not in our toolbox, it has to be created in the form with code. The best place to do that is in the form Load event procedure. Open the code window for the form load event procedure and add this code: Private Sub frmCustCtrlEx_Load( ByVal sender As System.Object, ByVal e As System.EventArgs ) Handles MyBase.Load Dim customCheckBox As New newCheckBox() With customCheckBox .Text Custom CheckBox .Left oldCheckBox.Left .Top oldCheckBox.Top oldCheckBox.Height .Size New Size( oldCheckBox.Size.Width 50, oldCheckBox.Size.Height) End With Controls.Add(customCheckBox)End Sub To place the new checkbox on the form, weve taken advantage of the fact that there is already one there and just used the size and position of that one (adjusted so the Text property will fit). Otherwise we would have to code the position manually. When MyCheckBox has been added to the form, we then add it to the Controls collection. But this code isnt very flexible. For example, the color Red is hardcoded and changing the color requires changing the program. You might also want a graphic instead of a check mark. Heres a new, improved CheckBox class. This code shows you how to take some of the next steps toward VB.NET object oriented programming. Public Class betterCheckBox Inherits CheckBox Private CenterSquareColor As Color Color.Blue Private CenterSquareImage As Bitmap Private CenterSquare As New Rectangle( 3, 4, 10, 12) Protected Overrides Sub OnPaint _ (ByVal pEvent As _ System.Windows.Forms.PaintEventArgs) MyBase.OnPaint(pEvent) If Me.Checked Then If CenterSquareImage Is Nothing Then pEvent.Graphics.FillRectangle( New SolidBrush( CenterSquareColor), CenterSquare) Else pEvent.Graphics.DrawImage( CenterSquareImage, CenterSquare) End If End If End Sub Public Property FillColor() As Color Get FillColor CenterSquareColor End Get Set(ByVal Value As Color) CenterSquareColor Value End Set End Property Public Property FillImage() As Bitmap Get FillImage CenterSquareImage End Get Set(ByVal Value As Bitmap) CenterSquareImage Value End Set End PropertyEnd Class Why The BetterCheckBox Version Is Better One of the main improvements is the addition of two Properties. This is something the old class didnt do at all. The two new properties introduced are FillColor and FillImage To get a flavor of how this works in VB.NET, try this simple experiment. Add a class to a standard project and then enter the code: Public Property Whatever Get When you press Enter after typing Get, VB.NET Intellisense fills in the entire Property code block and all you have to do is code the specifics for your project. (The Get and Set blocks arent always required starting with VB.NET 2010, so you have to at least tell Intellisense this much to start it.) Public Property Whatever Get End Get Set(ByVal value) End SetEnd Property These blocks have been completed in the code above. The purpose of these blocks of code is to allow property values to be accessed from other parts of the system. With the addition of Methods, you would be well on the way to creating a complete component. To see a very simple example of a Method, add this code below the Property declarations in the betterCheckBox class: Public Sub Emphasize() Me.Font New System.Drawing.Font( _ Microsoft Sans Serif, 12.0!, _ System.Drawing.FontStyle.Bold) Me.Size New System.Drawing.Size(200, 35) CenterSquare.Offset( CenterSquare.Left - 3, CenterSquare.Top 3)End Sub In addition to adjusting the Font displayed in a CheckBox, this method also adjusts the size of the box and the location of the checked rectangle to account for the new size. To use the new method, just code it the same way you would any method: MyBetterEmphasizedBox.Emphasize() And just like Properties, Visual Studio automatically adds the new method to Microsofts Intellisense! The main goal here is to simply demonstrate how a method is coded. You may be aware that a standard CheckBox control also allows the Font to be changed, so this method doesnt really add much function. The next article in this series, Programming a Custom VB.NET Control - Beyond the Basics!, shows a method that does, and also explains how to override a method in a custom control.