Fossil Fuels And Our Future - 1939 Words

Fossil Fuels and Our Future While the human race may believe its time on this planet will not to come to an end for a vast expanse of time, if humanity as a whole does not consider a change of behavior, then our end may come much soon than we expect. In this day and age, fossil fuels are a necessity to continue our day to day activity; without them we would eliminate a vast quantity of items that simplify tasks in everyday life. Although newer, more sustainable sources of generating power become more prevalent as time goes on, our society relies too much on plastics to be able to completely eliminate the consumption of fossil fuels. Much of our daily life depends on products made from fossil fuels, but fossil fuels are a finite resource and are currently burying us in pollution. However, the efficient use of renewable energy will sustain us far longer and still allow us to continue use of essential products from the remaining fossil fuels. Simply put, with the Earth’s fossil f uel reserves dwindling, we must emphasize the use of sustainable energy sources to buy the human race more time to find a suitable replacement for production of goods made from fossil fuels. Fossil fuels are intrinsic for our daily lives as they are used in everything from general fuel that we use to power things and fertilizers to allow for expedited growth of plants, to the creation of plastic and pharmaceuticals that are essential to life in this day and age (What Are Fossil Fuels Used For). SomeShow MoreRelatedFossil Fuels Are Bad For Our Environment889 Words   |  4 Pages Fossil fuels are bad for our environment, and in a economy that is struggling, there is no point in pouring billions of dollars a year into an energy source that is killing our other resources. This kind of spending and reckless destruction of our environment will eventually have to stop. The question is, when it does what will we do? There are many other forms of alternative energy that are accessible to u s right now. These energy sources will eventually have to be used in the place of burningRead MoreNuclear Energy : Nuclear Power1251 Words   |  6 Pagesnuclear power and fossil fuels, nuclear power is the safest, most environmentally friendly and will meet our country s energy demands in the future. The arguments I will be addressing in this essay are the environment, safety, economics and energetics. The form of energy that will meet our country’s energy demands in the future is nuclear energy because our supply of fossil fuels will run out before the supply of nuclear energy. People are concerned about the renewability of fossil fuels because it isRead MoreThe Effects Of Climate Change On Fossil Fuels1431 Words   |  6 Pagesatmospheric carbon dioxide produced by the use of fossil fuels.† (Google Dictionary). Due to our dependence on fossil fuels as our main source for energy and our carbon dioxide emissions over decades, climate change has rapidly emerged on Earth. Yet, we still have those who deny any scientific evidence of the effect of the dependence on fossil fuels. Climate change is a threat one should not ignore but want to reverse with the transition from fossil fuels to clean energy. An issue, which one should considerRead MoreNuclear Fusion And Nuclear Energy Essay1638 Words   |  7 Pagesnuclear installation, nuclear vessel or handling of radioactive materials. Fossil fuels are hydrocarbons, primarily coal, fuel oil or natural gas, formed from the remains of dead plants and animals. In common dialogue, the term fossil fuel also includes hydrocarbon-containing natural resources that are not derived from animal or plant sources. These are sometimes known instead as mineral fuels. The utilization of fossil fuels has enabled large-scale industrial development and largely supplanted water-drivenRead MoreNew Energy for the Future1358 Words   |  6 PagesNew Energy for the Future For years man has relied on energy in order to be successful in life. The industrial revolution relied on coal for the new inventions brought into the world. Life as has never been the same since then. However since that time, there has been little done to improve on energy efficiency and humans still primarily rely on fossil fuels for energy. For over a hundred years the Earth has become more polluted and dirtier than ever before. Now, with new, innovative technology thereRead MoreAlternative Energy And Renewable Energy1668 Words   |  7 PagesThroughout the 20th and 21st century, our knowledge about the environment and energy has steadily grown, as well as our dependence on them. Nowadays, power and electricity are in every facet of our daily lives. Due to this, we overlook several negative effects our traditional use of fossil fuels have caused. Fossil fuels are fuel deposits that were formed hundreds of millions of years ago, which is where the term fossil fuels come from. The two most common fossil fuels currently in use are coal and oilRead MoreThe Cost Of Fossil Fuels1147 Words   |  5 Pages Global Crisis Our species as a whole is very successful in many advancements such as technology, in society all together, and just overall in life but, currently we are failing our environment. Since our world is an immense place that consumes so much energy our demand is high. The ultimate goal is to no longer rely on nonrenewable energy sources, which we so strongly rely on today. Baby Steps are being taken but it is not enough. Advantages/ Disadvantages of Fossil fuels There are many advantagesRead MoreAlternative Sources of Renewable Energy Essay1629 Words   |  7 PagesWith a growing population around the world, the need for energy is growing as well. We are accustomed to using fossil fuels as our central source of energy for everyday uses. Fossil fuels are a natural matter that is found in the ground of the Earth formed in a previous time period millions of years ago that are nonrenewable and are used for energy today. Fossil fuels have to be burned in order to produce energy. When nonrenewable resources have been used, they cannot restock themselves or everRead MoreRenewable Energy Is Important For Our Environment1610 Words   |  7 Pagesin this country, but globally would be the transition from fossil fuels and coal to renewable sources of energy like solar, wind, hydroelectric, and biofuels in an attempt to reduce carbon emissions, which in turn pollute the environment and contribute to adverse climate change. Even though renewable energy is able to regenerate, does not mean that it has no ecological footprint or that renewable energy is completely sustainable for our environment (Week 14 Energy Use Transportation/RenewableRead MoreIdeological Differences On Renewable Energy1084 Words   |  5 Pageswonder what the world would be if there was no more energy, no more electricity in our household and no more gas for our car? Energy is a necessary resource that is used every day in American households and vehicles. Unfortunately, majority of the energy that is currently used comes from fossil fuels. Fossil fuels are un-renewable energy, which means that one day that it would eventually disappear. Unlike fossil fuels, there is an alternative way to get energy, from renewable sources. I will be presenting

Cuban missile crisis Free Essays

In the entire 40 years period of cold war, Cuban missile crisis represented the only event when both USA and USSR, the two nuclear powered adversaries, came to the doorsteps of a full-fledged armed confrontation. The crisis was precipitated by USSR’s decision to built nuclear missile bases at Cuba, and USA’s unqualified opposition to the USSR’s plans. The threat perception of USA was valid as Cuba was in the very close proximity to USA mainland, had communist orientation and therefore deployment of nuclear missiles presented real risks to national security of America. We will write a custom essay sample on Cuban missile crisis or any similar topic only for you Order Now The Cuban Missile Crisis brought entire world to standstill for a week with an imminent threat of a full blown nuclear war. Finally the crisis was resolved with USSR withdrawing its missiles and USA recognizing Cuba as a non-threatening nation Cuba, Cold War and USSR American Intelligence had turned its attention to Cuba soon after Cuban Revolution of 1959 when Fidel Castro overthrew dictatorial rule to establish his own government. Despite the early period of bonhomie, USA’s perception of Castro took a negative side when he executed many supporters of former Cuban dictator who had pro US bearing, toyed with the idea of setting a date for free elections, confiscated American property without warning or paying compensation, and started his own line of dictatorship that suppressed freedom of expression and political opposition. Naturally such ostensibly anti-American theatrics endeared Cuba to communist sections of world, and it increasingly became dependent on Soviet military and economic assistance. When US spy planes and reconnaissance efforts found by October 14, 1962 that Soviet Union was on the way of preparing a comprehensive missile base in Cuba that included launch pads for ICBM and MRBM missiles, it was immediately clear that world was headed towards a big showdown between two of its most powerful nations. The news was rapidly conveyed to Intelligence heads and the office of President. It was immediately clear to every one that by placing nuclear missiles in the proximity of USA, USSR had openly challenged US influence. Many top level defense strategists felt that unless USA would act with resolution, its reputation would take a irrevocable beating from Soviet Union, providing a great impetus for growth of communist forces around the world. Whereas US defense secretary of the time, Robert McNamara, argued against taking any action and ignoring the situation altogether, many believed that political fallout of the missile crisis could be devastating for USA. The one question that had stirred everyone related to intent and purpose of Soviet Union. No body was sure whether this was a mere populist stunt by Khrushchev to humiliate USA and gain popularity, a strategic error on part of Soviet leadership, or actual preparation of an impending war that was secretly pushed ahead in Kremlin. The question of Cuba also, in way, could determine fate of John F. Kennedy who could fall out of public favor if he was perceived to be softening against the glaring communist offensive. Kennedy, in the initial phase of the situation when it was generally believed that no medium range missile base existed at Cuba, had already given vocal assurance to people that USA would not tolerate deployment of nuclear warheads in Cuba, thereby setting a yardstick for himself. On the other hand, as Kennedy and highly placed government officials knew, Soviet Union had not shown any prudence in its action so far-their very decision to bring nuclear missiles close to US mainland indicated towards their inept political and strategic acumen, and Kennedy had apprehensions that on the slightest pretexts, Soviet Union may indulge in a full-fledged Nuclear War with USA. Meanwhile defense analyst correctly pointed out missiles deployed by Soviet Union would double the number of nuclear warheads in possession of Soviets against USA. More, and even worse, once USA deliberately overlooks Soviet efforts of building the base, the Soviets would steadily reinforce the missile base and increase the number until they could easily fire multiple missiles at every city and military target in the United States. By increasing the firepower, USSR would effectively neutralize potential USA deterrent and response power and in the end, effectively routing out US’ capacity to offer any resistance. In the given circumstances, USA played its own strategic game of cover and fire. On the face of it, the government did not jump to any explosive reaction and apparently thing went smoothly even a couple days after detection of Soviet nuclear facilities. On the advises of his intelligence chiefs, Kennedy himself let the visiting Soviet foreign minister, Andrei A. Gromyko know in a dissuading manner that US possessed advanced knowledge on deployment of MRBM and ICBM in Cuba. The calmness and assured way in which the news was conveyed to Soviet minister created a false sense of security in them, as they assured themselves that USA would not take any effective action, at least until the election. Supplied with crucial information from intelligence, almost all the major facets of government pretended to carry business as usual, sending the watchful Soviet leaders in further complacency. Intelligence officers completely camouflaged their movements in and around White House, in order to avoid any suspicion on government’s next course. Most importantly, Soviets could not detect the constant flight of U2 planes over Cuba and therefore took US statements on the face of it. The Crisis and the Aftermath On October 22, 1962, President Kennedy broadcasted the knowledge of nuclear missiles discovery in Cuba, following which the crisis immediately bloomed into a full-fledged international crisis. There was immense pressure on Kennedy to launch offensive against Cuba, irrespective of USSR’s commitment. Kennedy did not heed to advises of armed conflict, but he firmly made it clear to Kremlin that unless Soviets withdrew themselves from Cuba, no meaningful line of dialogue could be established between the two countries. USA intelligence had meanwhile clarified the issue that even Khrushchev was greatly distressed by escalation in tension and searching for a mutually acceptable to diffuse the situation. Political hawks, both in USA and USSR pressed their state heads for hard and non-evasive action to utilize the situation best in their own favors. There were universal calls for naval blockade, air strike, full scale invasion of Cuba or even pre-emptive nuclear strikes. On the diplomatic channel, members of US intelligence committee, EXCOMM, were in secret conversation with UNO, where UNO would call for withdrawal of hostilities on part of both sides, thereby providing a dignified escape route to combating parties. On October 22 itself, the chief of Army Staff sent the message to US air force to get ready for full-blown strike, and the message was sent purposefully in un-coded form so that it could be captured by Soviet intelligence. The strategic inputs from all the combined intelligence heads strongly refuted the idea of any strike against Cuba. They argued that although a pre-emptive strike may be successful operationally, its long term effect would be to weaken moral grounds of USA, where it would be forever looked as an aggressor. A strike after warning, on the other hand made no sense as it would provide soviets with enough time to organize their defense. Under these circumstances, US favored strategic blockade of Cuba-a non military but very strong move against USSR. On the other hand the USSR leadership was also in a quandary due to their decision of deploying missiles and US’s tough stand that was not expected by Soviet leadership. However, now that the crisis was public and with US already taking a firm stand, USSR leadership found themselves in a very tight spot where compromise on their end would appear as victory of capitalist forces over communism. As a result Nikita Khrushchev let the perception broadcast in world media that USSR would not fire the first missile, but in case USA launches the attack on Cuba, USSR would be left with no option to strike back. USA, despite keeping its air force at DEFCON2, was also aware of the crisis which may be precipitated if it would act without thinking. Throughout 26th and 27th October, senior diplomats on both sides tried to work out a solution that would be favorable to prestige of both nations while warding off threat of impending nuclear war. USSR was willing to remove the missiles from Cuba and see the crisis over, but it said that doing so just on the face of American protest would be construed as weakness in the communist world. Therefore a trade off was reached where USA would remove the Jupiter missile system it had deployed in Turkey, following which USSR would announce the removal of its Cuban deployments. Finally the stalemate ended on 28th October with a statement by Nikita Khrushchev to the effect of destroying the launch sites in Cuba and recall of payloads back to USSR. Thus was prevented one of the most major crisis faced by World in 20th century. How to cite Cuban missile crisis, Papers Cuban Missile Crisis Free Essays Explain why relations changed between the USA and the USSR as a result of events in Cuba between 1959 and 1962 and how the Cuban missile Crisis affected relations between the USA and the USSR. The USA and the USSR never really got on after WW2 ended, it was always a competition to see who the greatest superpower was. The Cuban Missile Crisis was the nearest that both sides came to an actual nuclear war. We will write a custom essay sample on Cuban Missile Crisis or any similar topic only for you Order Now The tensions were intense for both sides, for both USA and USSR could have started a war if they wanted to because of their opponents. And in this essay I am going to explain why their relations changed and how the Cuban Missile Crisis affected relations between 1959 and 1962. One of the first reasons why relations between the USA and the USSR changed is because of Cuba, Cuba is the largest island in the Caribbean and it is situated only 90 miles from Florida, in Southern USA. Also the Americans owned most of the businesses, banks, sugar and tobacco plantations, as well as a large naval base. The Monroe Doctrine was a key part of USA’s foreign policy. This said that further efforts by European governments to colonise land or interfere with sates in the USA would be viewed by the USA as an act of aggression, requiring US intervention. The USA regarded the American continent as its sphere of influence and would not tolerate a communist government in power inside their sphere of influence. The overthrowing of the pro-American dictator, General Batista in 1959 also led to deterioration in US revelations with Cuba. The new leader of Cuba, Fidel Castro, nationalised industries and banks, and introduced land reforms. This hurt US banking interests, as it was their land and their businesses that were being taken over. In 1960 ended an argument to buy Cuba’s sugar exports, in 1961 the USA broke off diplomatic relations and cut off all trade links with Cuba. This caused relations to change because a lot of their trade was with USA and they would have lost a good sum of money. Also Cuba was economically dependent on the USA, so Castro turned to the USSR. By 1962 over 80% of Cuba’s trade was with the USSR. Cuba exported sugar, fruit and tobacco and they also exported oil and machinery. And in 1961 Castro announced that Cuba was a communist country. Of course this sent alarm bells going in USA. President Kennedy wasn’t prepared for a Russian satellite that was so close. And in April 1961 the CIA and 1400 Cuban exiles organised an invasion to overthrow Cuba’s communist leader. USA provided transport, weapons, military advisors. The Bay of Pigs invasion was a huge failure, and made Americans and especially Kennedy look foolish. Some of the Americans landing craft were wrecked by coral reefs which were mistaken for seaweed in photographs, and few people joined the uprising which was quickly crushed. So this is how Cuba’s relations changed with the USA between 1959 – October 1962. Cuba’s relation with the USSR is another reason for the relation changes between USA and the USSR. Well after USA cut diplomatic relations with Cuba, Castro edged closer to the USSR. In May 1962 the USSR agreed to supply Castro weapons to protect Cuba from future US invasions. Not only did they supply them with thousands of guns but also, patrol boats, tanks and jet fighters, all this made the Cuban army better equipped. There were also 42,000 USSR soldiers that were sent to Cuba, the Americans thought there were only 16,000 at most. In 1962, USSR was increasingly concerned at the ‘missile gap’ resulting from USA’s superiority in long – range nuclear weapons. Khrushchev was also concerned about American/NATO missiles which were in Turkey, close to the USSR. Russian influence in Cuba offered Khrushchev an opportunity to balance the threat. USSR sent technicians to secretly build silos, missile erectors and install 43 short and medium range missiles, which meant that USA were now in range of the missiles. The 13 day crisis was most likely the closest event that both sides have been to a nuclear war. On October 14th, a U2 plane got photographs of the missile sites. These photographs proved that the Russian missiles were well advanced and that most of the USA was in short and medium range of the missiles in Cuba. On October 16th President Kennedy sets up EXCOMM to deal with the crisis. On October 17th Khrushchev assures Kennedy that he will not put missiles in Cuba. On October 20th Kennedy decides that he is going to put a naval blockade around Cuba. On October 22nd President Kennedy goes on television to tell the American people about the crisis. The news shocks the world as everyone knows a nuclear war would be fatal. On October 23rd the US navy set up the blockade around Cuba. On October 24th 18 Russian ships, many carrying parts for nuclear missiles, turned back, but there were still missiles in Cuba. On October 26th Khrushchev sent the first letter to Kennedy, in it he promised to remove the missiles from Cuba if Kennedy promised not to invade Cuba. On October 27th Khrushchev sent a second letter which demanded that the US remove the missiles from Turkey as well. News had come in that a U2 plane had been shot down over Cuba and the pilot killed. The tensions were high at this point, Kennedy could have declared war on them, military chiefs advised an air strike followed by an invasion. Kennedy replied to the first letter and ignored the second letter accepting Khrushchev’s offer. He also promised to remove he missiles in Turkey but insisted this promise was to be kept a secret. And finally on October 28th Khrushchev accepted the offer and the crisis is over. The 13 day crisis was one of the biggest reasons why relations between USA and the USSR changed. The effects of the Cuban missile crisis were; Kennedy’s reputation was enhanced as he stood up to Khrushchev and held his ground. Kennedy played down any show of triumph and praised Khrushchev for compromising, as Kennedy knew if he started boasting, that it could have the potential to get Khrushchev angry and maybe even start a war. Khrushchev was criticised by the Chinese for taking the missiles out of Cuba. However, Khrushchev viewed his actions as a success as he got the missiles removed from Turkey. USA agreed that Castro could remain a communist leader. Both leaders realised how close they had actually come to a nuclear war, so a ‘hot line’ to both The White House and The Kremlin was set up in 1963. The Cuban missile crisis also showed how the need for nuclear arms control, so they brought in the ‘Test Treaty Ban’ which banned all nuclear tests except underground tests. In 1969 both signed a treaty on ‘Non Proliferation of Nuclear Weapons’ which paved the way for a period of detente between the superpowers in the 1970’s. These are the effects of the Cuban Missile Crisis on the superpower relations. The relations changed for sure between the USA and the USSR. The events in Cuba changed their relation between them especially when Cuba turned to the USSR for help when USA cut off all trades. But the Cuban Missile Crisis was the closest they were to a nuclear war and that would have been devastating. This was the biggest part of their change of relations. How to cite Cuban Missile Crisis, Papers

Coca-Cola Still Number One free essay sample

Coca-Cola has long been a world leader in cola products, with Pepsi being the only competitor coming even remotely close to removing them from their number one spot. However, with increasing globalization comes increasing fear that the success of domestic products may falter. In turn, this results in an increase in domestic producers of similar products in an effort to increase domestic success and limit control of foreign producers. Regardless of these subsequent growths in domestic competitors, Coca-Cola may never truly be outdone. In the early 2000’s, domestic competitors began to arise in Europe and the Middle East in response to Coca-Cola’s control of the cola market. Mecca Cola was launched in an effort to become the new choice of cola for Muslims worldwide, as well as to provide a substitute for the American cola product. This new company pledged to donate twenty percent of its profits to Muslim and Palestinian charities, and even sponsored the peace march in London that demonstrated against the U. S. involvement in the war against Iraq (Gillespie Hennessy, 2011). During that peace march, 36,000 bottles of Mecca Cola were given out along with 10,000 T-shirts bearing the Mecca Cola logo and anti-war slogans. They even equipped a vehicle with a twenty-foot high Mecca Cola can pulling a trailer with an advertisement board bearing the slogan â€Å"Human beings are all born free and equal†¦ and should think before they drink† (Britt, 2003). However, even with Mecca Cola’s pledge to domestic charities and its anti-war campaign, it was not strong enough to overthrow Coca-Cola’s hold on the market. Yet another European competitor was born with the creation of Qibla Cola, which launched in Britain in 2002. Like Mecca Cola, Qibla vowed to donate a percentage of its profits to humanitarian efforts worldwide, and was against the U. S. led war in Iraq. Qibla even went as far as to call for a boycott of all American-made products as a result of the Iraq war. But, like Mecca Cola, Qibla was not strong enough to compete against a world leader like Coca-Cola. Even domestic producers like Zam Zam cola, Iran’s alternative to Coke, couldn’t compete. As Zam Zam expanded further into Middle Eastern markets, Coca-Cola began reintegrate itself into Iran’s markets. None of the European or Middle Eastern producers had what it takes to compete with a global leader like Coca-Cola (Gillespie Hennessy, 2011). In Latin America, however, Coca-Cola faced a legitimate threat in Kola Real, which was produced by Peru natives Eduardo and Mirtha Aranos-Jeri, founders of the Ajegroup. Kola Real was created in response to the rebels in Latin America routinely hijacking Coca-Cola delivery trucks. As a result of these hijackings, the Ajegroup decided to produce its own cola product and distribute it locally. As they did not have the large overhead costs, such as advertising, that Coke did, they were able to sell their cola product at a price considerably lower than that of Coca-Cola. This lower price is what helped the Ajegroup to take a considerable share of the Latin American cola market out of the hands of American-made Coca-Cola. Kola Real was by far more competitive with Coca-Cola than its European and Middle Eastern counterparts (Gillespie Hennessy, 2011). There is a reason that Kola Real was more competitive than both Mecca and Qibla Colas. Compared to Coca-Cola, Mecca Cola and Qibla Cola had some strengths, but had far more weaknesses. The strengths that these two domestic producers contained were simply that they were domestic, they pledged to local charities in an effort to enhance their own communities, and they refused to support American war efforts in Iraq. These factors helped these domestic companies to have slight success in their local markets. However, their lack of price competitiveness, as well as their lack of capital, marketing plans, and knowledge of global integration strategies restrained them from becoming truly competitive with the global leader. In comparison, Ajegroup contained more of the strengths required to compete with a global producer of this magnitude. Being that it was a family business, they were able to avoid some of the costs incurred by larger corporate ventures. For instance, they did not advertise, which permitted them to avoid a considerable production cost. This was a major factor in their ability to price their cola product far below that of Coca-Cola, which in turn allowed them to be competitive in the Latin American cola markets. Also, Ajegroup distributed and sold their products in the smaller mom-and-pop stores that made up the Latin American market. In Mexico alone, these small mom-and-pop type stores make up 75 percent of all cola sales (Gillespie Hennessy, 2011). Ajegroup’s competitive pricing and its locale have contributed to its success in Latin American markets. With its competitive edge, I do think that Ajegroup’s cola product has the potential for success if expanded outside of Latin America. I think if distributed in European or Middle Eastern countries, it may have a chance at being competitive with Coca-Cola in those markets if they can continue to remain competitive with their prices. I also think that they have an opportunity to be successful in those markets as there is no animosity between the areas, whereas there is animosity between these areas and the U. S. Also, Ajegroup has the potential to be competitive if expanded into the U. S. , partially due to its competitive pricing, and partially due to the Hispanic population that would prefer to buy products from their home country. As it is, Ajegroup has already successfully expanded into sixteen different countries with its product â€Å"Big Cola,† including areas in Central and South America, as well as Southeast Asia (Positive Publications, LLC, 2012). Any company has the potential to be competitive when expanding, and with Ajegroup’s already competitive edge in the Latin American markets, I believe they just may have what it takes to expand successfully. Given Ajegroup’s success in the Latin American markets, and the threat it imposed on Coca-Cola’s share, Coke began to retaliate. Coca-Cola began to threaten some of the smaller Latin American stores, stating that if they sold this new cola product, they would pull their own product out of their stores. Coke also â€Å"bought† its distributers’ loyalty by providing things such as free refrigerators to chill their Cokes and life insurance policies for the store owners. Obviously this is something that Ajegroup was in no position to do, so many stores refused to sell their Kola Real product as a result of the threats and/or bribes from Coca-Cola (Gillespie Hennessy, 2011). Coca-Cola abused their market power over distributors in an attempt to retain their power over the Latin American cola markets. I think Coca-Cola could have retained their power over Latin American markets with several strategies that did not involve abusing their power over their distributors. For instance, Coca-Cola has the ability to mass-market, and could have retained a local celebrity or athlete to promote their product. They also could have revamped their product image, making their product more attractive in that particular market. They also could have tried discussing the possibility of partnering up with Ajegroup, which would give them the ability to have not one, but two products dominating the Latin American Markets. Although making the most of the power you already have is most likely the easier route, there are always more ethical options. In conclusion, although domestic competitors arise in response to global competition, Coca-Cola may never truly be outdone. Even though increasing globalization results in an increasing fear of domestic failure, domestic producers may never truly have what it takes to compete against the global giant. Coca-Cola has been, and continues to be the world leader of cola products in markets around the world. References

My Own Sona Essay Example

My Own Sona Essay Good Afternoon everyone. Thank you, speaker Dela Cruz, Senate President Macaso, Senators, Representatives, Vice President Emma Santos, President Samson, Chief Justice Legarda, Ambassadors, friends: Before I became president I have notice that millions of people had lost there jobs, products got more expensive, corruption was not stopped, people with crime did not get justice, so I am standing here today in front of all you people to share all of my proposals and promises to make this country a better place. For the past years many politicians or leaders of the government had requested over budgets for there projects of there own towns and cities. After they finish there projects, where does the extra money go? It goes into there pockets. Isn’t this a crime? Stealing money from the money of the people? I promise to you this corruption will stop and everyone will receive justice. I have received many complains about rough and broken roads on there streets, but what did the past leaders do, they spent the country’s budget on unnecessary uses like expensive dinners instead of making cement concrete roads and streets. We will write a custom essay sample on My Own Sona specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on My Own Sona specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on My Own Sona specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I shall put a stop to this and spend our budget more wisely. Last year when typhoon Daisy hit the Philippines many people were stranded on the tops of the roofs of there houses begging for help, but the government wasn’t prepared to save those people with only 6 motor boats. My fellow country men we should learn from our mistakes or learn from the mistakes of others. We shall not let this happen again. I shall request calamity safety equipment worth 35 million pesos for; if this incident ever happens again we shall be prepared. For there is nothing to fear if you are prepared. For our medical assistance I shall request medical equipment and vaccines of AH2N1, Chicken pox and other medicines against any deadly diseases so whenever a flu or sickness will hit our country there will be nothing to fear. And also I decided to make the senior citizens discount bigger to 25 percent for cheaper medicine and materials, I hope this will be enough help for our elderly love ones From the most recent calamities of typhoon Ding many schools were damaged, so am I am approving 1. billion pesos to build new schools all over the country. I will also provide jobs for new teachers. I shall put a stop to the increasing of prices of electricity, water, and products that are sold at the grocery stores and supermarkets. For I see that there are many Pilipinos who ara having a hard time having money management. We shall put the stop of buying/importing to much/sobra sobra rice from other countries like Vietnam and China for, because buying to much is just a waste for the rice just spoils when it is not consumed at time. I know at my first term as president I have only a few proposals, but I belive this is big step to help improve our country. Our country is facing a big challenge right now, and the future is in our hands. So come and lets help one another. And to the people of our good country, thank you for allowing me to serve as your president. Maraming salamat po. Mabuhay ang Pilipinas!!!

Participation in Physical Education

Participation in Physical Education Free Online Research Papers This study will explore factors that may contribute to the level of participation in physical education classes. Previous research has shown that attractiveness to classmates plays a role in the exertion level of students. With exercise becoming an increasingly important component of our daily lives, it is essential individuals get as much as possible out of a class. That is why we must find what circumstances can best benefit the physical education classroom setting. (Remers, Widmeyer, Williams Myers 1995) found that large classes are heavily favored over medium size classes. The study was of college physical education classes. This study showed that there were several reasons that larger classes were preferred over medium classes; attractiveness to classmates and better group cohesion was among the top. Two other reasons that they did not expect to find were noise level and lower expectations. The noise level results were not expected because logic would tell you that the medium size class would have a lower noise level. Lower expectations in a larger class makes sense, but hardly seems like a good reason to prefer a large class to a medium one. In contrast to (Remers, Widmeyer, Williams Myers 1995), which found larger classes to be a benefit, (McKenzie, Marshal, Sallis Conway, 2000) found that among junior high school student’s larger class sizes actually had a negative affect. The larger classes had lower involvement. This study also compared activity levels to national guidelines. In (McKenzie, Marshal, Sallis Conway, 2000) boys were found to be more active than girls in all areas, which include skill drills, game play, and free play. The weekly totals of 25 minutes of vigorous activity and 83 minutes of moderate-to-vigorous activity were well below national objectives. Similarly to (McKenzie, Marshal, Sallis Conway, 2000), (Sit Linder, 2006) found that males have a higher activity level than females. However, this study looked at both recreational and competitive sports. This study examined situational state balances and motives for sport activity participation. The group was competitive or recreational sports participants 14-20 years of age. The study found seven motivational factors: status, team/friend, excitement/challenge, skill, energy release, fitness, and situational factors. They assessed that male and competitive sport participants were more influenced by these seven motivational factors than females and recreational participants. In another study (Cardon, Verstraete, Clercq, Bourdeaudhuij, 2004) swimming and non-swimming classes were compared for activity level. Children 8-12 years of age were put in two classes, swimming and non-swimming. The student participation level in the swimming class was higher. Their moderate-to-vigorous activity level during swimming was 52% while non-swimming only produced 40%. The author made the point that for this reason swimming should be included in physical education classes. However, both classes were still below the national standards for activity level. Group cohesion and individual adherence to physical activity has also been studied. Two areas were examined separately (Carron, 1988). The first area tried to link cohesiveness to adherence behavior in both organized sports and classrooms (Carron, 1988). The second examined individual perception of group cohesion to tardiness in recreation participants (Carron, 1988). Both studies concluded that group cohesion plays a role in individual adherence behavior. The results were the same for styles including fitness classes, recreational sports teams, and even elite sports teams. In one secondary article by, (*Lottes, 1996), the focus was on how to reduce class size to increase student involvement. It was reported students do not feel comfortable in a normal health class because enrollment is too high. This is an area in which students express anxiety talking in front of the class. Gettysburg College decided to lower class size to around 15 as opposed to the 30-35 averages. They did not have enough faculty members to cover the class, so they had to sign on extra help in the form of volunteers, coaches, and even a foreign language professor. Faculty took sections of the health class that they had the most experience with. This system worked and students became much more relaxed and involved. This supports the idea that smaller classes are a benefit to physical education. (National Institute of Child Health and Human Development Early Child Care Research 2005) studied third grade classrooms in academic courses, which used whole group activity. Teacher behavior and classroom climate were only slightly correlated with class size or teacher experience. Student engagement was found to be higher when more instructional and emotional support was given. Positive class environment and teacher sensitivity had a significant impact on the children. Participation was minimally affected by class size, but teacher involvement had a large influence. Sticking with the elementary level and influences of participation, (Finn Pannozzo, 2004) looked at kindergarten classes for engagement and learning behaviors for the class and for individual students. The areas of full or half day, class size, and whether teacher aid was present were variables. Class behavior was largely influenced by length of day (half day was better behaved) and class size (small classes were better behaved). Student aids were not a factor in behavior. Individual student behavior was not significantly correlated to class size or length of day. The purpose of this research is to examine internal and external factors that affect participation and attendance in fitness style physical education classes. Exploring this plays a vital role in understanding what is most beneficial for the students. Finding these factors can lead to a better understanding in those areas. I intend to explore the areas of class size and type of class. Since I am manipulating the size and type of class this would be considered the independent variable. The participation level and attendance are the dependent variables. The study will involve three class sizes and three different types of classes. These three classes will be fitness walking, jogging, and mini marathon training. These classes all have a different level of expected participation and exertion because they all require different paces and distances. I expect this to influence the results in our previously mentioned categories. Recent studies have shown that there are several reasons participation level is affected. Those that have already been addressed are age, sex, race, and types of classes. Studies have already shown that large classes are preferred over medium classes. The rationale behind this is better class cohesion, more attractiveness to classmates and lower expectations of both the class and instructor. This has contributed to higher overall satisfaction and higher exertion rates. However, I want to explore the affects of small, medium, and large classes and the differences they present. I suspect that small classes may have a positive affect on participation and exertion. I also want to further explore the theory of larger classes being more desirable than medium classes. Participants and Design My hypothesis is that smaller classes will have a higher participation level and better attendance than medium and large classes. Also, higher intensity classes will have higher participation level and better attendance than medium and low intensity classes. Three class sizes were used: a small class (10-15 people), a medium class (26-40), and large class (60 plus). There also will be three different types of physical education classes. These classes are fitness walking, jogging, and mini marathon training. These classes are open to all students; thus, there is no way to equally distribute the classes based on gender, age, or demographic data. Measures This research will take place during the spring 2007 semester. Participants will not know they are being examined until the last week of the semester. However, they will be given a questionnaire in their first and last week of class. The first questionnaire will ask questions about their expectations in the class. This will include level of exertion, attendance, energy level of instructor, one on one time, and various other questions relating to expectations. The questionnaire handed out on the last week of class will ask a lot of the same questions, but whether their expectations in the class were met. Questions concerning the professor’s preparation, amount of time given in class to be active, activities, and classmates will all be addressed. This form will also involve questions where the students can recommend areas of improvement. These questionnaires will be on a seven point Likert scale ranging from never (1) to always (7). There will be three instructors taking part. Each will teach all three class sizes in their area of expertise. Expertise is based on types of classes the instructor has taught in the past. Participants will be analyzed by the student’s attendance and quantity of participation. Quantity of participation will be based on how long the class is given to exercise that day and how long each participant is involved in the daily activity. For instance if the participant walks for 20 minutes and the instructor has assigned them 30 minutes to be active they have a quantity of participation of 67%. This information will be evaluated and graphed. The different classes and sizes will then be compared to see which size and activity level is best suited for secondary education classes. This information should give us knowledge of what we need to provide students so they are able to get more from the physical education classroom setting. The number of students in each class has already defined class size. Attendance taken by the instructor was averaged out for the entire class. Each class has a mean and a standard deviation. Quantity of participation was a formula figured by dividing the number of minutes active by the number of minutes the instructor gave students to be active. This number would be in decimal form and then would be converted to a percentage. Two researchers were to watch each class. After the class was over the researchers would compare their results. They would have to come to an agreement on 90% of one class before continuing to the next class. Procedures Participants were signed up for fitness walking, jogging, or mini marathon training through a university physical education class. Depending on which class participants enrolled in they could be in a class of 10-15 students, 26-40 students or 60 plus students. During each class students would be given a daily exercise routine. The students would exercise for the remaining time after the instructor explained the routine. On the first day of class instructors told the students that participation is a significant part of the grade. They went over the course syllabus and made them aware of their expectations. The instructors also told the students that they would be observed closely to see how much effort they are putting forth. However, the instructors did not tell the students that they are being observed as part of a research project. The students were not made aware of the experiment until the last day of class when they were asked to fill out their second questionnaire. It was then that I asked each student to sign a consent form for his or her results to be shared. If a student chose not to sign the form his or her information was discarded (30 participants were eliminated from the study). Participants (N=318) that met all guidelines were 55% female. Also, 48.5% were Caucasian, 25.4% African-American, 17.6% Latin American, 6.4% Asian, and 3.1% Muslim. Ages ranged from 18-36 years of a ge (M=25.7 and SD 3.48). Figure 2 on page 17 shows participants that were included or excluded from results. Figure 3 on page 17 shows a more detailed look at the age range of participants. Each class was observed by two of the six researchers. Two researchers were assigned to all sizes of a specific class (fitness walking, jogging, or mini marathon training). Since the areas where the classes took place are not closed during use, the researchers were easily able to sit in. The researchers sat in on random days and had two tasks when sitting in on a class. The first task was to observe whether any outside factors were manipulating their data. Factors could include bad weather, instructors’ participation, or a disruptive student. If it was found a certain class had outside influences that class would be disregarded. The second task was to measure the quantity of participation of each student. Since this category is determined by amount of time spent doing the activity divided by the number of time given to do the activity, it was an easy equation to figure. Each researcher was assigned to watch the whole class. They calculated their results separate ly during the class. The researchers then compared one class at a time and had to agree on 95% of that class before continuing. Grades and attendance were kept by the instructor and were not needed until the end of the semester. Each researcher was a graduate assistant who has taught at the university level. These instructors have all taught these three types of classes before. Since they have taught these classes they know what is expected of the instructor and the students. In addition each of these researchers has taken part in prior research and is familiar with collecting and analyzing data. Data Analysis I have visually inspected my data for outliers and non-linear relationships. There was no data that was outside the normal scores. All students involved in the research were well within the expected area. Probability levels were set at .05. A series of one-way ANOVA was the process used to analyze data. Figures 4-7 located on pages 17 18 are each one-way ANOVA ran. These ANOVA’s include comparing 1. Attendance in small classes to medium and large classes, 2. Participation in small classes to medium and large classes, 3. Attendance in high intensity classes to low and medium intensity classes, and 4. Participation in high intensity classes to low and medium intensity classes. The group means were found in both attendance and quantity of participation. Both categories were based on three class sizes and three class types. The questionnaires will also be scored to see what other factors students felt influenced their participation and attendance. Results I wanted to find possible factors influencing participation in physical education classes. The areas I wanted to study were class size and class type. With the study we have conducted we can break these categories down individually. Participation and attendance were not influenced by either category. Figure 1 on page 16 shows the quantity of participation. Participation was evaluated in the three different class types as well as the three different sizes. The nine totals are grouped by type of class and a color is give to each class size. Results found that class type does have an influence on participation. The mini marathon class had the highest participation followed by jogging and finally walking. The data also showed that class size influenced participation. In all three types of activities small class size (10-15) had the highest level of participation followed by large classes (60+). Medium classes (26-40) finished last. The data that was conducted reached a .83 level Table 1 on page 16 shows the absences for each of the nine classes. The absences are presented by the mean and a standard deviation is provided to show the curve. The results are similar to the finding of the quantity of participation graph. The mini marathon classes on average had fewer absences, followed by jogging, and finally walking. Absences were also the lowest in smaller classes. Larger classes were second and medium classes were third. The data collected for this reached a .91 level. A relationship between class type and class size could impact participation. Results supported higher activity type classes. In the table results attendance was lowest in smaller classes and highest in medium classes. For instance, not only is quantity of participation higher in mini marathon than walking, but in small classes versus medium classes as well. Combining these two factors shows that quantity of participation is even more significant between small mini marathon classes and medium walking classes. The same results are found for attendance. Class size and class type were both factors that contribute to attendance. Class size found students of small classes to be more likely to attend class followed by large and medium classes respectively. Class type found that students in the more active classes were more likely to attend class. Class size and class type were also factors in quantity of participation. Results showed smaller classes had a higher quantity of participation followed by large classes and medium classes respectively. Class type showed that more active classes had a higher quantity of participation. Figure 8 on page 18 (class intensity) and figure 9 on page 19 (class size) show the mean and standard deviation of attendance and participation. The questionnaires revealed some other potential factors that should be included in future research. In the questionnaire given prior to the start of the semester students identified the instructors preparation, instructors expectations, and group cohesion as the three main factors that could influence their participation and attendance in class. However, at the end of the semester a final questionnaire was given and the students revealed attractiveness to classmates, group cohesion, and student’s expectations to be the three factors that contributed to their own participation and attendance. Discussion The purpose of this study is to find potential factors that contribute to participation in physical education classes. Results found that participation and attendance could be affected by class size and class intensity. This study had two purposes. The first was to compare attendance and participation in smaller classes to medium and large classes. In our study smaller classes did have better attendance and higher participation than both medium and large classes. The second was to compare attendance and participation in high intensity classes to medium and low intensity classes. In our study high intensity classes did have better attendance and higher participation. My findings had a different result than (Remers, Widmeyer, Williams Myers 1995) because they concluded that larger classes are the best setting for physical education classes. My results show smaller classes to be the most favorable. However, just like (Remers, Widmeyer, Williams Myers 1995) my research did show that large classes are preferred over medium sized classes. My research found intensity level to be a factor. (Cardon, Verstraete, Clercq, Bourdeaudhuij, 2004) concluded that swimming classes are beneficial to physical education because the high intensity level raises participation. My study also found that high intensity classes have higher participation. A study in physical education classes, (Carron, 1988), found group cohesion to be a factor in participation. In my questionnaires, both before and after the study, students identified group cohesion as one of the top three motivational factor of participation. (Carron, 1988) found adherence to exercise to the other main factor, but this was not listed by any student on either of the two questionnaires. This studied showed that participants in physical education prefer smaller class sizes. In small classes both attendance and participation level were higher than in medium and larger classes. This is important for university physical education departments and instructors because they can go into a class having a better idea of what to expect. If staffed properly universities can focus on smaller classes in order for the experience to be more effective for students. This study also showed participants performed better in high intensity classes. In high intensity classes attendance and participation was higher than low and medium intensity classes. Universities can also use this information to have a better understanding going into a class. They can plan a more vigorous routine in the high intensity classes because the student’s expectations of these classes are higher. The combination of small classes and high intensity classes show even greater attendance and participation. This is key for instructors to plan the semester and to have legitimate expectations for the class. Group cohesion, instructor’s preparation, instructor’s expectations, student’s expectations and attractiveness to classmates have all been identified by participants to be other key factors in attendance and participation. The more factors that an instructor can facilitate can help keep the students involved. The goal of this study was to find factors that could influence participation. Using what we have learned could contribute to a higher student satisfaction. Higher satisfaction can lead to better health. Limitations to my study could include design and selection of participants. The design could be limited because I did not account for participant exertion. I measured the participation level by taking the time spent working out by the time given to work out. However, I did not test to see how hard each participant was working out. It could be possible that most participants were working at a low level of exertion. The selection process could also influence the results. Since this was a physical education class I could not decide for myself who would be involved. It was just a matter of who signed up for what class. If I would have controlled the environment results could be different. Joining a class with a friend, year in school, and major course of study could all be possible influences in participation. Since I did not account for this there is no way of knowing if it was a factor. In my research classes were limited to a walking/running type format. Different types of classes such as weight training or a particular sport might yield different results. If the researcher can find a proper way to calculate the participant’s exertion rate this should be done. Future research should take demographics and schooling into consideration. Age, sex, race, anthropometrics, year in school and major course of study are all factors that could influence participation in physical education classes. Exploring these areas could lead to a better understanding of student engagement. Exploring attendance and participation based on class size and intensity level yielded useful results. Both class size and intensity levels are factors that contribute to attendance and participation. Students could benefit from smaller and higher intensity classes. Using this information is key to benefiting the student. With a more positive environment to work in students are more likely to return. They are also more likely to sign up for future classes. This could improve the health of many people. References Cardon, G., Verstraete, S., De Clercq, D., De Bourdeaudhuij.I. (2004). Physical activity levels in elementary-school physical education: A comparison of swimming and non-swimming classes. Journal of Teaching in Physical Education, 23, 252-263. Carron, A. (1988). Group cohesion and individual adherence to physical activity. Journal of Sport and Exercise Psychology, 10, 127-138. Finn, J., Pannozzo, G.M. (2004). Class organization and student behavior in kindergarten. Journal of Educational Research, 98, 79-92. *Lottes, C.R. (1996). Reducing class size to reduce student involvement. The Pennsylvania Journal of Health, Physical Education, Recreation, Dance, 66, 18-19. McKenzie, T.J., Marshall S.J., Sallis, J.F., Conway, T.C. (2000). Student activity levels, lessons context, and teacher behavior during middle school physical education. Research Quarterly for Exercise and Sport, 71, 249-260. National Institute of Child Health and Human Development Early Child Care Research Network (2005). A day in third grade: A large scale study of classroom quality and teacher and student behavior. The Elementary School Journal, 105, 305-323. Remers, L., Widmeyer, W.N., Williams, J.M., Myers, L. (1995). Possible mediators and moderators of the class size-member adherence relationship in exercise. Journal of Applied Sport Psychology, 7, 38-49. Sit, C.H.P., Linder K.J. (2006). Situational state balances and participation motivation in youth sport: A Reversal Theory Perspective. The British Journal of Educational Psychology, 76, 369-384. Research Papers on Participation in Physical EducationStandardized TestingThe Relationship Between Delinquency and Drug UseInfluences of Socio-Economic Status of Married MalesResearch Process Part OneEffects of Television Violence on ChildrenBionic Assembly System: A New Concept of SelfMarketing of Lifeboy Soap A Unilever ProductHip-Hop is ArtPersonal Experience with Teen PregnancyPETSTEL analysis of India

Sauropods - The Biggest Dinosaurs

Sauropods - The Biggest Dinosaurs Think of the word dinosaur, and two images are likely to come to mind: a snarling Velociraptor hunting for grub, or a giant, gentle, long-necked Brachiosaurus lazily plucking the leaves off the tops of trees. In many ways, the sauropods (of which Brachiosaurus was a prominent example) are more fascinating than famous predators like Tyrannosaurus Rex or Spinosaurus. By far the largest terrestrial creatures ever to roam the earth, sauropods branched into numerous genera and species over the course of 100 million years, and their remains have been dug up on every continent, including Antarctica. (See a gallery of sauropod pictures and profiles.) So what, exactly, is a sauropod? Some technical details aside, paleontologists use this word to describe large, four-legged, plant-eating dinosaurs possessing bloated trunks, long necks and tails, and tiny heads with comparably small brains (in fact, sauropods may have been the dumbest of all the dinosaurs, with a smaller encephalization quotient than even stegosaurs or ankylosaurs). The name sauropod itself is Greek for lizard foot, which oddly enough counted among these dinosaurs least intuitive traits. As with any broad definition, though, there are some important buts and howevers. Not all sauropods had long necks (witness the oddly truncated Brachytrachelopan), and not all were the size of houses (one recently discovered genus, Europasaurus, seems to have only been about the size of a large ox). On the whole, though, most of the classical sauropodsfamiliar beasts like Diplodocus and Apatosaurus (the dinosaur previously known as Brontosaurus)followed the sauropod body plan to the Mesozoic letter. Sauropod Evolution As far as we know, the first true sauropods (such as Vulcanodon and Barapasaurus) arose about 200 million years ago, during the early to middle Jurassic period. Preceding, but not directly related to, these plus-sized beasts were smaller, occasionally bipedal prosauropods (before the sauropods) like Anchisaurus and Massospondylus, which were themselves related to the earliest dinosaurs. (In 2010, paleontologists unearthed the intact skeleton, complete with skull, of one of the earliest true sauropods, Yizhousaurus, and another candidate from Asia, Isanosaurus, straddles the Triassic/Jurassic boundary.) Sauropods reached the peak of their eminence toward the end of the Jurassic period, 150 million years ago. Fully grown adults had a relatively easy ride, since these 25- or 50-ton behemoths would have been virtually immune to predation (although its possible that packs of Allosaurus might have ganged up on an adult Diplodocus), and the steamy, vegetation-choked jungles covering most of the Jurassic continents provided a steady supply of food. (Newborn and juvenile sauropods, as well as sick or aged individuals, would of course have made prime pickings for hungry theropod dinosaurs.) The Cretaceous period saw a slow slide in sauropod fortunes; by the time the dinosaurs as a whole went extinct 65 million years ago, only lightly armored but equally gigantic titanosaurs (such as Titanosaurus and Rapetosaurus) were left to speak for the sauropod family. Frustratingly, while paleontologists have identified dozens of titanosaur genera from around the world, the lack of fully articulated fossils and the rarity of intact skulls means that much about these beasts is still shrouded in mystery. We do know, however, that many titanosaurs possessed rudimentary armor platingclearly an evolutionary adaptation to predation by large carnivorous dinosaursand that the biggest titanosaurs, like Argentinosaurus, were even bigger than the biggest sauropods. Sauropod Behavior and Physiology As befitting their size, sauropods were eating machines: adults had to scarf down hundreds of pounds of plants and leaves every day in order to fuel their enormous bulk. Depending on their diets, sauropods came equipped with two basic kinds of teeth: either flat and spoon-shaped (as in Camarasaurus and Brachiosaurus), or thin and peglike (as in Diplodocus). Presumably, spoon-toothed sauropods subsisted on tougher vegetation that required more powerful methods of grinding and chewing. Reasoning by analogy with modern giraffes, most paleontologists believe sauropods evolved their ultra-long necks in order to reach the high leaves of trees. However, this raises as many questions as it answers  since pumping blood to a height of 30 or 40 feet would strain even the biggest, most robust heart. One maverick paleontologist has even suggested that the necks of some sauropods contained strings of auxiliary hearts, kind of like a Mesozoic bucket brigade, but lacking solid fossil evidence, few experts are convinced. This brings us to the question of whether sauropods were warm-blooded, or cold-blooded like modern reptiles. Generally, even the most ardent advocates of warm-blooded dinosaurs back off when it comes to sauropods  since simulations show that these oversized animals would have baked themselves from the inside, like potatoes, if they generated too much internal metabolic energy. Today, the prevalence of opinion is that sauropods were cold-blooded homeothermsthat is, they managed to maintain a near-constant body temperature because they warmed up very slowly during the day and cooled off equally slowly at night. Sauropod Paleontology Its one of the paradoxes of modern paleontology that the largest animals that ever lived have left the most incomplete skeletons. While bite-sized dinosaurs like Microraptor tend to fossilize all in one piece, complete sauropod skeletons are rare on the ground. Further complicating matters, sauropod fossils are often found without their heads, because of an anatomical quirk in how these dinosaurs skulls were attached to their necks (their skeletons were also easily disarticulated, that is, trampled to pieces by living dinosaurs or shaken apart by geological activity). The jigsaw-puzzle-like nature of sauropod fossils has tempted paleontologists into a fair number of blind alleys. Often, a gigantic tibia will be advertised as belonging to an entirely new genus of sauropod, until its determined (based on more complete analysis) to belong to a plain old Cetiosaurus. (This is the reason the sauropod once known as Brontosaurus is today called Apatosaurus: Apatosaurus was named first, and the dinosaur subsequently called Brontosaurus turned out to be a, well, you know.) Even today, some sauropods linger under a cloud of suspicion; many experts believe that Seismosaurus was really an unusually large Diplodocus, and proposed genera like Ultrasauros have been pretty much discredited altogether. This confusion about sauropod fossils has also resulted in some famous confusion about sauropod behavior. When the first sauropod bones were discovered, well over one hundred years ago, paleontologists believed they belonged to ancient whalesand for a few decades, it was fashionable to picture Brachiosaurus as a semi-aquatic creature that roved lake bottoms and stuck its head out of the surface of the water to breathe! (an image that has helped fuel pseudo-scientific speculation about the true provenance of the Loch Ness Monster).

Centers for Disease Control and Prevention Research Paper

Centers for Disease Control and Prevention - Research Paper Example During these prolonged incidents of best rest, elderly adults incur an increased risk for pressure ulcers. Other chronic conditions also present a similar risk of prolonged bed rest including osteoarthritis and cancer. This issue is being reviewed because pressure ulcers are preventable conditions, especially if the adequate nursing management remedies are in place. There are, however, factors or issues which impact on the management of pressure ulcers. This review now, therefore, seeks to evaluate the effective management of pressure ulcers among elderly patients with chronic diseases. According to the Centers for Disease Control and Prevention (2011), about 160,000 nursing home residents have had pressure ulcers, with Stage 2 pressure ulcer being the most common affliction. Residents who were more than 64 years of age were also likely to suffer from this issue and those who have had shorter hospital stays (one year or less) were also more likely to suffer from pressure ulcers, as c ompared to those who have stayed in nursing homes for longer durations (CDC, 2011). About one in five of these elderly patients with pressure ulcers have gone through weight loss and about 30% of these residents had to receive special wound care services for their health issue. In general, pressure ulcers are attributed to unrelieved pressure on the skin and often develop over bony protrusions. They are also serious medical issues and a common issue encountered among patients in nursing homes. About 2-28% of nursing home elderly patients are suffering from pressure ulcers and these ulcers are graded from stage 1 to stage 4 depending on the range of skin breakage seen on the ulcers. In about 1.5 million nursing home patients, 160,000 have been diagnosed with pressure ulcers at one point during their residence.

Risk managment and insurance Essay Example | Topics and Well Written Essays - 500 words - 1

Risk managment and insurance - Essay Example Lencsis (1997) argues that the promotion of insurance solvency is the most vital goal of insurance regulation. It is of great importance to the regulators since it makes the outcome of insurance transactions certain and predictable. This is because, predictable results are the essence of insurance. As a result, the maintenance and promotion of the solvency of the insurer are at the regulators heart. The other explanation in this respect is that individuals insured are not capable of protecting themselves in respect of insurance transactions. This is due to the fact that insurance is more than a contingent promise that is to be provided in the future. As such, the promise is worth a company standing before it. Typically, a consumer cannot monitor or evaluate the solvency of an insurance company. Furthermore, insurance accounting and actuarial procedures are difficult and complicated, thus requiring a regulator to monitor the solvency of the insurance companies on behalf of the public (Lencsis, 1997). The other importance in respect of solvency regulation is that it ensures that the public is protected in case the insurance company becomes insolvent. Lencsis (1997) notes that the state of insolvency of an insurance company may cause a lot of tribulations and massive losses to the insured entities. Insurance solvency regulation is also of importance to the regulator especially with regard to life insurance, and to some extent property insurance, since they are responsible for sizable amounts of insured savings. Therefore, since the insurers’ operations parallel fiduciary operations, solvency regulation must be regulated for public interest (Lencsis, 1997). The solvency of an insurance company is very important to the regulators as it protects the insured from unscrupulous dealers and insurance companies that may become

Transcendentalism Through The Political Thought Of Emerson Thoreau And Fuller Essay Example for Free

Transcendentalism Through The Political Thought Of Emerson Thoreau And Fuller Essay During the early to middle years of the nineteenth century, American transcendentalism was born. The term transcendental came from German philosopher Immanuel Kant. He criticizes John Locke, who claimed that knowledge comes through our sensual impressions of the world. Kant feels as though the mind has intuitions of itself that he called transcendental forms. He said that all intuitive thought is transcendental. (The Transcendentalist, 1842) Transcendentalism has a lot of meanings but over time it has essentially remained the same. A 1913 Webster’s Dictionary described transcendentalism as claiming â€Å"to have a true knowledge of all things, material and immaterial, human and divine, so far as the mind is capable of knowing them. It is also sometimes used for that which is vague and illusive in philosophy. † (Webster Dictionary, 1913) Today transcendentalism has furthered its meaning to â€Å"a philosophy which says that thought and spiritual things are more real than ordinary human experience and material things. † (Merriam-Webster, n. d. ) Cliffnotes describes it as: â€Å"A religious, literary, and philosophical movement in New England between 1836, when Emerson published Nature, and 1844, when The Dial — the publishing entity of the transcendental movement — ceased publication. Influenced by Unitarianism, transcendentalists denied the existence of miracles, preferring a Christianity that rested on the teachings of Christ and not on his deeds. They experimented with communal living and supported educational innovation, the abolitionist and feminist movements, and the reform of the church and society, generally. New England transcendentalists were committed to intuition as a way of knowing, to individualism, and to a belief in the divinity of humans and nature. † (Charles Mignon H. Rose, Glossary, n. d. ) Transcendentalism is so much more than these simple definitions. Ralph Waldo Emerson, one of the leaders of the movement, developed a whole essay on explaining the movement and even further discussed it in many of his other writings. In The Transcendentalist, Emerson first describes transcendentalism as idealism, the idealism of 1842. He considers people as either materialists or idealists. â€Å"Materialism is the philosophical belief that all human events and conditions depend upon material objects and their interrelationships; sensory perception is the key to learning. † (Charles Mignon H. Rose, Glossary, n. d. ) Materialists see things as they are and except them for that. Materialist can become Idealists but Idealists can never become materialists. â€Å"Idealism is the philosophical assumption that material objects do not exist independently of human perception. † (Charles Mignon H. Rose, Glossary, n. d. ) Idealists are founded on consciousness. They believe that things go beyond the senses, the senses represent things but they can’t tell you what these things are. They insist on the power of thought, will, inspiration, miracles and individual culture. They believe their way of thinking is in higher nature. They see events as spirits. (The Transcendentalist, 1842) They can see a chair and look beyond it being just a chair. They see the spiritual aspect of it. Once they do recognize the many possibilities of a spiritual life, they continue to seek after this transcending state. â€Å"The Transcendentalist adopts the whole connection of spiritual doctrine. He believes in miracle, in the perpetual openness of the human mind to new influx of light and power; he believes in inspiration, and in ecstasy. He wishes that the spiritual principle should be suffered to demonstrate itself to the end, in all possible applications to the state of man, without the admission of anything unspiritual; that is, anything positive, dogmatic, personal. Thus, the spiritual measure of inspiration is the depth of the thought, and never, who said it? And so he resists all attempts to palm other rules and measures on the spirit than its own. † (The Transcendentalist, 1842) Idealists see the how the mind process our senses as more important than the senses themselves. They see our existence as subjective. They judge only according to their values and measure according to their values. Their main focus is the individual. They feel as though individuals should focus on fixing their moral character rather than focusing on the world as a whole. It makes more sense for everyone to fix themselves because if each individual changes him or herself then the world as a whole will eventually change. Transcendentalism proposes that human nature is good and the individual will seek good but society is to blame for corruption. Therefore the individual should focus on themselves. (Campbell, 1997) Emerson believes the idealists or transcendentalist should be self-dependent. He feels as though â€Å"it is simpler to be self-dependent. The height, the deity of man is, to be self-sustained, to need no gift, no foreign force. † (The Transcendentalist, 1842) The transcendentalists should be self-absorbed. Transcendentalists have an antisocial character. â€Å"They are lonely; the spirit of their writing and conversation is lonely; they repel influences; they shun general society; they incline to shut themselves in their chamber in the house, to live in the country rather than in the town, and to find their tasks and amusements in solitude. † (The Transcendentalist, 1842) They withdraw from society because they have difficulty relating to people who aren’t as spiritual, intelligent and idealistic as themselves. They are perfectionists who believe human life is flawed so they prefer to be in solitary with nature or a book rather than common people. Emerson criticizes this solitary nature. If they don’t use their gifts to benefit society then society won’t be able to reach the idealist mindset and way of life. They also waste their gift when they don’t allow society to learn from them. (The Transcendentalist, 1842) This paper will take into account each definition and characteristic of the Transcendentalist and Transcendentalism through the works of some of the major leaders during the movement. This paper will explore the religious aspect of the movement through the works of the former Unitarian minister, Ralph Waldo Emerson. The political aspect of the movement will be explored through the works of the naturalist, Henry David Thoreau. The paper will conclude with the feminist and social reform aspect of the movement through the works of Margaret Fuller. Ralph Waldo Emerson Ralph Waldo Emerson was an American essayist, poet and Unitarian minister who became one of the first American authors to influence European thought. He was born in Boston, MA on May 25, 1803. Seven of his ancestors were ministers and his father was also a minister. By the age of eighteen, Emerson was graduating from Harvard and taught school in Boston for three years. He then went on to Harvard Divinity School and a year later was approbated to preach by the Middlesex Association of Ministers. In a matter of four years he had become the minister of the Second Church of Boston and married Ellen Tucker, who unfortunately died seventeen months later. In 1832, Emerson resigned as a pastor because he felt as though the Lord’s Supper should not be a permanent sacrament. He then went on to England and stayed for some time. He returned to Massachusetts in 1833 and became an active lecturer. (Funk Wagnalls New World Encyclopedia, 2014, 1p. ) By 1836, Emerson had published his most detailed statement of belief in his first published book, Nature. He starts the book discussing the currents of the Universal Being that circulate through him making him part God or a piece of God. This is what transcendentalism is mostly about, the belief in the divinity of the human and nature. Through the universal being everything in nature is linked, including humans. Nature’s spirit expresses itself through us and creates a unity between God, spirit and humanity. Nature rewards the noble and those who perform good deeds. Therefore a person would have to be righteous in order to enjoy the beauty nature beholds. In chapter four he discusses how nature and language relate. Words are signs of natural facts and history that helps us understand supernatural history. The language people use to communicate is supplied by nature. A river represents the passage of time. The change of seasons represents the stages of growth. He then goes on to discuss how nature and human law have merged together, yet we still try to distinguish them. You can even see this today with the separation of church and state. In chapter five he discusses reason. Nature is a moral teacher and reason helps to offer ethical and spiritual insights to nature. Reason is linked to intuition, which as previously stated is transcendental. Though according to idealism, nature is something experienced and distinct from us. (Nature, 124-157, 1836) A couple years later in 1838, Emerson further discusses his views on religion in his Divinity School Address. He first discusses the intimate relationship between God and man; the unity of God, humans, and nature. Religion can only truly be achieved when man recognizes their direct access with God and realize that religion and virtue can only be understood from within. There is no mediator between man and God. Man can go directly to God. Since God is perfect man can also become perfect because of that access they have to him. Many denominations of the Christian religion teach the human to aim to be like Jesus, in doing so the person is just like Jesus and develops that perfection identified with Jesus. The moment you stray from this virtue that God and nature gives you, you’re instantly aware of it. It’s like what modern Christianity would call conviction. You feel convicted and suffer the consequences but you strive to be so much like Jesus that you correct the wrong and get back on track. Jesus was the only example of someone who understood the divine nature of mankind because he was sent being used by God as an example for men. (The Divinity School Address, 230-245, 1836) Throughout the Divinity School Address, Emerson criticizes second hand religion. He believes it makes the church stationary. There’s no room for reform when you offer people a religion with a fixed body of beliefs, principles, scriptures and rites. As many of his writings tell you, he is a strong advocate for the individual. Personal religion, the understanding of religion through the individual and intuitive insight is what he calls for. The individual needs to understand the religion for himself and apply his own intuitive interpretation but be careful not to change the traditions of the old church. (The Divinity School Address, 230-245, 1836) â€Å"I confess, all attempts to project and establish a Cultus with new rites and forms, seem to me vain. Faith makes us, and not we it, and faith makes its own forms. All attempts to contrive a system are as cold as the new worship introduced by the French to the goddess of Reason, — to-day, pasteboard and fillagree, and ending to-morrow in madness and murder. Rather let the breath of new life be breathed by you through the forms already existing. For, if once you are alive, you shall find they shall become plastic and new. The remedy to their deformity is, first, soul, and second, soul, and evermore, soul. † (The Divinity School Address, 244, 1836) Rather use the Sabbath and preaching to keep the religion alive and fresh. The preacher has to have intuitive perception to teach and give life to religion. â€Å"The spirit only can teach†¦only he can give, who has; he only can create, who is. The man on whom the soul descends, through whom the soul speaks, alone can teach. Courage, piety, love, wisdom, can teach. † (The Divinity School Address, 238, 1836) It is the preacher’s job to restore the soul of his congregation by helping them realize that direct access they have to God. He must also be living proof of the word he proclaims. The people should know the life he lives so that they can know how individual spirituality can coexist with experience. â€Å"The true preacher can be known by this, that he deals out to the people his life, — life passed through the fire of thought. † (The Divinity School Address, 239, 1836) For Emerson and all transcendentalists, religion is vastly important. This movement is known for its religious aspects. Quite a few of the followers of this movement were ministers. For them religion should be sacred between the human, God and nature. They should take advantage of their direct relationship with God and use it to keep their Christianity fresh and alive. Through the righteousness one receives from this direct relationship, will come blessings from nature and they will be able to behold the beauty of nature. Henry David Thoreau Henry David Thoreau was born on July 12, 1817 in Concord, Massachusetts to a socially conscious Scottish mother and a French pioneer manufacturer father. Thoreau eventually went to Harvard College and graduated in 1837. A year later he set up a school with his brother John where he taught Latin, Greek and science until 1841 when his brother got sick. A year after his brother’s death in 1842, Thoreau moved to Staten Island to be a tutor for Emerson’s brother, William. He would also do handy work around the house. Eventually he met Emerson and lived with him and his wife doing handy work. Emerson used that time to influence him to be a part of the transcendentalist movement. In 1849, Thoreau publishes Civil Disobedience. In this writing he criticizes American politics. He wrote this during the time of slavery and the Mexican-American war. Thoreau â€Å"heartily accepts the motto, ‘That government is best which governs least;’ and I should like to see it acted up to more rapidly and systematically. Carried out, it finally amounts to this, which also I believe, ‘That government is best which governs not at all’. † (Civil Disobedience, 357, 1849) He feels as though an unjust government that allows for slavery and aggressive war is useless. He is also critical of democracy. Democracy puts forth a government that is given power from the majority to make laws beneficial to the majority. They don’t necessarily have the most legitimate viewpoint but they do have the most power. Therefore citizens are obligated to not follow the law because it is morally wrong. They must do what is right and distance themselves from government. Thoreau isn’t advocating for government to go away, he just wants a better government. Democracy was brought about to ensure individual freedom but yet it has intervened in the lives of many individuals and taken away the exact freedom it was meant to protect. â€Å"But a government in which the majority rule in all cases cannot be based on justice, even as far as men understand it. † (Civil Disobedience, 358, 1849) Majority rule isn’t based on justice. He proposes the ruling of individual conscience. Rulers should be moral. Since they are not, he advocates for rebellion. Thoreau in his own action refused to pay taxes and spent a night in jail. He refused to participate in government. He believed that the individual should not comply with unjust laws. They must break the law, if necessary. Expressing your opposition to slavery is not enough you must act on this objection. He calls for a peaceful revolution by nonpayment of taxes and not being afraid to take the prison time. â€Å"Under a government which imprisons any unjustly, the true place for a just man is also a prison. † (Civil Disobedience, 370, 1849) He feels as though prison is the only place a just man can â€Å"abide with honor. † (Civil Disobedience, 370, 1849) Throughout his essay, like many of Emerson’s works, he is an advocate for the individual. The individual has a responsibility to live his own life according to his morals and regard society as secondary. â€Å"There will never be a really free and enlightened State until the State comes to recognize the individual as a higher and independent power, from which all its own power and authority are derived, and treats him accordingly. † He feels as though the government should only touch or put a law on what the individual allows it to. He praises the progress of America from an absolute monarchy to a limited monarchy and now a democracy but feels as though it shouldn’t stop there. He feels as though there needs to be a government where the individual is valued more and have a say in what affects them personally. Not a government where the majority rules and the minority is left to fend for themselves. Over time Thoreau becomes fed up with the law. In 1854, he delivers a more radical and violent speech, Slavery in Massachusetts. He is calling for people to fight and murder the state. â€Å"Who can be serene in a country where both the rulers and the ruled are without principle? The remembrance of my country spoils my walk. My thoughts are murder to the State, and involuntarily go plotting against her. † (Slavery in Massachusetts, Line 49, 1854) In a Plea for Captain Brown he speaks on revenge of him and the slave. He is now calling for the individual to not only resist but have its revenge on the state. Thoreau is not a big fan of government. He is appreciative of the government for changing from an absolute monarchy to a limited government and then a democracy but he is waiting for the day where the government that governs least or not at all, unless the individual requests it, will come. A government in which the majority rules is unjust because it only benefits the majority and enslaves the minority. Therefore the individual must resist no fight, no take revenge. As matters got worse, Thoreau became more violent and radical. Emerson was also an abolitionist who criticized the government for not recognizing the divine nature of the individual. He argued for lesser government and a minimization of the power they have. He didn’t approve of the government not allowing equal rights for all individuals, including women. (Politics, 1849) Sarah Margaret Fuller Sarah Margaret Fuller was born on May 23, 1810 in Cambridge, Massachusetts. She was educated by her American lawyer father. At an early age she displayed noticeably intellectual powers and became a member of the group of distinguished writers and philosophers who believed in transcendentalism. From 1835 to 1837 she taught languages in Boston and later became principal of a school in Rhode Island. In 1840 she founded The Dial, a periodical on transcendentalism, with Emerson and later met Thoreau who became an editor. In 1839, she washeavily involved in a women’s movement for intellectual and s ocial development, where she received her material for Women in the Nineteenth Century/ The Great Lawsuit. Man versus Men. Woman versus Women. (Funk Wagnalls New World Encyclopedia, 2014, 1p) In this work Fuller is advocating for the equal rights of women and abolition of slavery. Both movements were essentially the same they were both looking to have the same rights as the majority. Though Fuller went about it a different way. She didn’t just want the right to vote, equal pay and etc. She wanted the same self-reliance that a man was able to have. For she felt as though her soul was no different from a man’s soul. Everyone has a soul. If men gave women more intellectual and spiritual freedom, both genders could benefit as a whole. She is bringing forth a lawsuit on the behalf of women. Essentially suing the government for not allowing women to have the rights they are due. This piece allowed her room to bring forth a case to prove transcendentalism as an indeterminate sex and spiritually aware democracy. She also wanted to show them that they wrong in not offering women education. A woman can write a lawsuit. She was asserting Emerson’s self-reliance spiritual regeneration, the soul being genderless and a different conception of women. She did this in the form of a lawsuit to prove that she could do anything society deemed as only for men. She didn’t see either sex as greater than the other. She felt that one could not develop without the help of the other. (The Great Lawsuit. Man versus Men. Woman versus Women. , 384-423, 1843) Fuller argued that for a Woman to correct natural law she needs to be educated and have access to employment and politics. Women’s rights were vital to America. She argued that â€Å"all men are created equal. † (Declaration of Independence, 1776) The problem with this argument is that when the founders created the Declaration of Independence it was evident that they didn’t consider all men, women, or minorities as considered equal. They were advocating for the minority. Thus she does say that if it’s a law for the nation then it should be a law for all that inhabits the nation. â€Å"Though the national independence be blurred by the servility of individuals; though freedom and equality have been proclaimed only to leave room for a monstrous display of slave dealing and slave keeping; though the free American so often feels himself free†¦still it is not in vain, that the verbal statement has been made, All men are born free and equal. There it stands, a golden certainty, wherewith to encourage the good, to shame the bad. The new world may be called clearly to perceive that it incurs the utmost penalty, if it rejects the sorrowful brother†¦It is inevitable that an external freedom, such as has been achieved for the nation, should be so also for every member of it It has become a law, irrevocable†¦ Men will privately sin against it, but the law so clearly expressed by a leading mind of the age, All made in the likeness of the One, All children of one ransom, In whatever hour, in whatever part of the soil We draw this vital air, We are brothers, we must be bound by one compact, Accursed he who infringes it, Who raises himself upon the weak who weep, Who saddens an immortal spirit cannot fail of universal recognition. † (The Great Lawsuit. Man versus Men. Woman versus Women. ,389-390, 1843) Fuller calls for a refreshing of the American political culture through the transcendentalists concept of self-reliance. Emerson’s transcendentalist view on self- reliance calls for the individual to apply their own conscience view on everything they see. She also calls the government out for violating natural law by hindering Americans from the liberty and equality they were promised. She says they need a moral law instead. Through transcendentalism they get this moral law when the individual is worried about the individual and does what is best for himself according to his values. (Self-Reliance, 318-339, 1841) Her way of going about getting the revolution that she wanted, was through a peaceful revolution advocating for equality through a spiritually aware, sexless democracy. She hoped it would lead to equality among genders and change the status quo of American Politics. If she could make the government see the wrong in gender discrimination then she could open their eyes to the evil of slavery. This could only be accomplished through divine law. Sarah Margaret Fuller was a woman denied the right of education yet she was surrounded by men that she was able to learn from. Her male counterparts not only taught her but learned from her. She used the ideas of both Emerson and Thoreau to fight against both feminism and slavery. The movements were very much so alike and many of the arguments she made applied to both. The one thing about her is that she not only was an advocate for transcendentalism but also a sexless society. She felt as though no gender, race or being was better than the other. Conclusion Ralph Waldo Emerson, Henry David Thoreau, and Sarah Margaret Fuller were the main leaders of the transcendentalist movement. Together and apart they raised issues and were a voice for the unheard. They all advocated for the individual to change themselves and worry about society second. If every individual changed himself then they wouldn’t have to worry about society because eventually society would change as a result of everyone becoming idealists. Ralph Waldo Emerson took a European movement and made it American. Transcendentalism started in Europe but Emerson made it an American response to romanticism. (The Role of Transcendentalism in Shaping American Cultural Ideology, 248, 2013) Emerson is a strong believer in the divinity of human, nature and God. Through God everything is linked. Nature supplies language and reason gives us the knowledge to understand the spirituality and beauty of nature. Humans also have direct access to God and should use it. Even when they stray from the virtue that they are given by God and nature they can come back because they are directly connected to God. Even the modern Bible says, â€Å"For all have sinned and fall short of the glory of God, and all are justified freely by his grace through the redemption that came by Christ Jesus. † (Holy Bible, Romans 3:23) Emerson is also a former minister of the Unitarian church. Unitarians believe in seven basic principles: (1) The inherent worth and dignity of every person; (2) Justice, equity and compassion in human relations; (3)Acceptance of one another and encouragement to spiritual growth in our congregations; (4) A free and responsible search for truth and meaning; (5) The right of conscience and the use of the democratic process within our congregations and in society at large; (6) The goal of world community with peace, liberty, and justice for all; (7) Respect for the interdependent web of all existence of which we are a part. (http://www. uua. org/beliefs/what- we-believe/principles) While you can see this evident in many of Emerson’s works, he is a critic of second hand religion that passes down a fixed body of beliefs, principles, scriptures and rites. This makes religion stationary to him. He feels as though the individual should interpret the religion in a righteous way without rewriting the religion. He also advocates for the Sabbath and preaching to remain fresh so the religion does as well. Henry David Thoreau seems to be the most radical of the three. His earlier works suggest a nonviolent man being imprisoned for standing up to what he believes his wrong. Overtime he becomes an advocate for a slave rebellion. Thoreau feels as though as the times change and are getting worse, the slave should strike back. His works have inspired people like Dr. Martin Luther King Jr. Just like Thoreau, MLK Jr went from nonviolent protests to making claims such as: â€Å"I will continue to condemn riots, and continue to say to my brothers and sisters that this is not the way. And continue to affirm that there is another way. But at the same time, it is as necessary for me to be as vigorous in condemning the conditions which cause persons to feel that they must engage in riotous activities as it is for me to condemn riots. I think America must see that riots do not develop out of thin air. Certain conditions continue to exist in our society which must be condemned as vigorously as we condemn riots. But in the final analysis, a riot is the language of the unheard. † (The Other America, 1968) A nonviolent person tends to get more radical when they see that matters are getting worse instead of better. Over time they get fed up and grow weary. It’s hard to accept all that violent people are throwing at you and still remain nonviolent. It’s hard to watch people be treated less than what the law allows because they’re not the skin color of the majority that is making the rules. Thoreau is a harsh critic of the American government. Sarah Margaret Fuller takes on this criticism as well when she criticizes government for oppressing the people who are beneficial to the future of America. One of these transcendentalists even go as far as saying that America will become the laughing stock of nations across the world because it supposedly has a government run by the people yet enslaves its people. If you look at the contributions women and minorities have made to the American society, you can see just how crucial we all are to the American Dream. Fuller is saying that all men can’t be created equal and yet be treated less than the white man. We are all equal. There is no such thing as men being superior to men or white men being superior to all. Women can do just as much as men can do. If the government were to create its laws based on morals then we can have a just society. If they also allow for women to be educated and involved in the political realm they would see just how important women are. Through this research transcendentalism has proved itself to be a religious, literary, philosophical movement advocating for the individual. The individual has all the power it needs through the divine relationship it has with its God. The individual has to change themselves before they can even worry about society. The individual has the intellect and moral obligation to go against the evils of society, not to conform and be self-sufficient. Through transcendentalism Emerson, Thoreau, and Fuller inspired people around the world in the abolition movement, politics, religions, feminist movement and even many of their counterparts in the transcendentalist movement. It also helped to open the eyes of many during the nineteenth century and pave the way for the coming generation. Bibliography Charles Mignon H. Rose. N. d. Summary and Analysis of The Transcendentalist Glossary. (Cliffnotes) http://www. cliffsnotes. com/literature/e/emersons-essays/summary-and-analysis-of- the-transcendentalist/glossary. (Accessed May 4, 2015) Terminology N. d. Defining Transcendentalism. http://www. transcendentalists. com/terminology. html. (Accessed May 4, 2015) Emerson, Ralph Waldo. 1838. â€Å"The Divinity School Address† Transcendentalism: A Reader (Oxford University Press, December 2000): 230-245. Emerson, Ralph Waldo. 1836. â€Å"Nature. † Transcendentalism: A Reader (Oxford University Press, December 2000): 124-157. Emerson, Ralph Waldo. 18. â€Å"Politics. † Ralph Waldo Emerson Texts. http://www. emersoncentral. com/politics. htm. (Accessed May 4, 2015) Emerson, Ralph Waldo. 1841. â€Å"Self-Reliance† Transcendentalism: A Reader (Oxford University Press, December 2000): 318-339. Emerson, Ralph Waldo. 1841. â€Å"The Transcendentalist† Transcendentalism: A Reader (Oxford University Press, December 2000): 366-380. Fuller, Sarah Margaret. 1843. â€Å"The Great Lawsuit. Man versus Men. Woman versus women. † Transcendentalism: A Reader (Oxford University Press, December 2000): 383-422. Fuller, Sarah Margaret. 1845. â€Å"Woman in the Nineteenth Century. † American Transcendentalism Web. http://transcendentalism-legacy. tamu. edu/authors/fuller/woman1. html (Accessed May 4, 2015) Funk Wagnalls New World Encyclopedia. 2014. â€Å"Emerson, Ralph Waldo† Funk Wagnalls New World Encyclopedia (World Book, Inc. , Chicago): 1. Funk Wagnalls New World Encyclopedia. 2014. â€Å"Fuller, (Sarah) Margaret† Funk Wagnalls New World Encyclopedia (World Book, Inc., Chicago): 1. Funk Wagnalls New World Encyclopedia. 2014. â€Å"Transcendentalism† Funk Wagnalls New World Encyclopedia (World Book, Inc. , Chicago): 1. Henry David Thoreau. (2015). The Biography. com website. http://www. biography. com/people/henry-david-thoreau-9506784. (Accessed May 05, 2015) Kellman, Steven G. 2014. â€Å"Henry David Thoreau† Salem Press Biographical Encyclopedia. King Jr. , Martin Luther. 1968. â€Å"The Other America. † http://www. crmvet. org/docs/otheram. htm. (Accessed May 6, 2015). Paul. N. d. â€Å"Romans 3:23† The Holy Bible (NIV) Rus, Dana. 2013. The Role of Transcendentalism in Shaping American Cultural Ideology. (Communication Mass Media Complete, EBSCOhost) Thoreau, Henry David. 1849. â€Å"Civil Disobedience. † Transcendentalism: A Reader (Oxford University Press, December 2000): 546-564. Thoreau, Henry David. 1859. â€Å"A Plea for Captain Brown. † Transcendentalism: A Reader (Oxford University Press, December 2000): 628-646. Thoreau, Henry David. 1854. â€Å"Slavery in Massachusetts. † Transcendentalism: A Reader (Oxford University Press, December 2000): 602-614. Unitarian Universalist Association. N. d. â€Å"Our Unitarian Universalist Principles† http://www. uua. org/beliefs/what-we-believe/principles. (Accessed May 6, 2015).