The Terrible Trins Essays (221 words) - Mouse, Computer Mouse

The Terrible Trins What the book is about: The book is about a mother mouse named Dolly and three child mice named Thomas, Richard and Henry. Together they attempt to overcome the felines in the farmhouse where they live. The mice are educated by their mom on what not to get into like mouse traps and toxic substance. First the mice need to get the white feline out of the house and afterward the dark one. Thomas, Henry and Richard alarm the white feline out of the house by stirring up his nerves and the get the dark one out when they set up an opsticle to knock off the ranchers Scrumpy. The feline bounces onto the table pursuing the mouse at that point hops for him and knocks off the container and afterward the container where the rancher keeps his glass eye. The eye moves of the table and grounds in an opening where the three mice discover it. So as to get the rancher to like all the mice which he doesn't, and to quit attempting to execute them Thomas, Richard and Henry take the eye and give it back to him. The rancher is so upbeat he promptly proceed to's take's all the mouse traps and toxic substance and tosses them into the fire and from that point on the rancher loved mice.

Black Arts & Black Aesthetic Essay

Larry Neal’s â€Å"Black Arts Movements† and Addison Gayle’s â€Å"The Black Aesthetic† are two indistinguishable statements of purpose for the dark crowd: set yourself apart from the white culture and give your way of life the acknowledgment it merits. The two pieces are comparative in thoughts and purposes. The dark networks were burnt out on continually adjusting to the methods of the white culture since it was the â€Å"right† approach to act. The dark network needed to characterize their own way of life and these pieces were inspirational statements for blacks to step outside the white perspectives and acting and venture into their very own acknowledgment urbanity. When the distinctions were acknowledged that’s when you begin seeing the various connections among whites and blacks. These composed pieces were noteworthy changes in considerations and activities right now, and they weren’t futile. The blacks were truly planning to separate themselves from the rest, to have individuals remember they were not quite the same as the white harsh attitude, and it worked. Larry Neal’s â€Å"The Black Arts Movement†, written in 1968, talks legitimately to the requirements and aspirations of Black America at that point. The principle objective in â€Å"The Black Arts Movement† is to underscore the need for dark culture to characterize their reality in their own terms. Larry Neal poses the inquiry in his piece, â€Å"†¦whose vision of the world is progressively important, our own or the white oppressors? † (Neal page 2040). He is requesting that his crowd move away from a white oppressor vision of the world and make their own vision of the world: a dream that has their own convictions, contemplations, and thoughts; a dream that stands apart from the white examples that have comprised a very long time earlier. The Black artists’ essential obligation is to communicate the necessities of the Black individuals. Neal clarifies this thought by saying, â€Å"†¦main push of his new type of contemporary journalists to defy the logical inconsistencies emerging out of the Black man’s involvement with the raciest West† (Neal page 2039). At the end of the day, the objectives of these new specialists is to utilize an idea of â€Å"protest literature† (page 2040) and direct this new writing legitimately towards dark individuals to gather trust and â€Å"[awaken] Black individuals to the importance of their lives† (Neal page 2042). The Black people group had been living in a severe society for a considerable length of time preceding this new development. Neal trusted The Black Esthetic was the demolition of white thoughts, and the pulverization of white perspectives on world. Addison Gayle Jr. was another of these contemporary specialists who energized another lifestyle to the dark network in his piece, â€Å"The Black Aesthetic†. The Black Esthetic development was the training that helped those looking to explore and comprehend the encounters of dark people groups. Gayle clarifies the Black Esthetic development: â€Å"The question for the dark pundit today isn't the manner by which delightful is a song, a play, a sonnet, a novel, however the amount increasingly lovely has the poem†¦made the life of a solitary dark man?†¦ The Black Esthetic, at that point, as brought about by this writer†¦is a methods for helping dark individuals out of the dirtied standard of Americanism†¦Ã¢â‚¬  (Gayle 1916). This is a huge statement in light of the fact that Gayle, and a large number of the Black Esthetic specialists at that point, truly accept that these masterpieces are not for the critics’ amusement. Rather they are coarse accounts of these Black Peoples’ encounters and they are proposed to free the Black Man of an abusive white America. They are to energize these dark people to quit complying with the white culture and rather grasp their own. The dark tasteful period is so critical on the grounds that it was where the specialists made a huge move in the assessments of the white culture towards the dark culture, and considerably more, it allowed to the Black people group to discover their voice in the frenzy and have the option to stand apart among the white, harsh view purposes of the general public they were living in at that point. These two bits of work interface truly well with one another. Basically I could interface Gayle’s piece to practically any Black Esthetic piece since they all have comparative perspectives with respect to the opportunity of the harsh white American culture. Nonetheless, Larry Neal straightforwardly remarks on the Black Esthetics. He depicts the Black Arts Movement and the Black Esthetic as one. Neal says, â€Å"Black Art is the tasteful and profound sister of the Black Power idea. All things considered, it imagines a workmanship that talks straightforwardly to the requirements and goals of Black America† (Neal page 2039). This goes with Gayle’s convictions that the Black Esthetic is straightforwardly made for the necessities of the dark people groups. Gayle says, â€Å"A basic approach has no pertinence to the dark network except if it helps men in getting better than they are† (page 1917). Gayle and Neal both have this vision for Black Americans that they be liberated from this development, not drove further into abuse, and they accept expressions of the human experience can advocate them into being better. The consolation the specialists have for the remainder of their siblings and sisters is the thing that makes these two pieces so significant, particularly when they’re being looked at. The dark individuals, regardless of whether they are the makers or simply standard white collar class people, share dreams of inspiration during hardships. They need their siblings to come out and top, so they battle together. The Black Esthetic development was a timespan where the dark Americans, whom had the benefit to make and offer sonnets, stories, and plays, had the option to impart their manifestations to the remainder of the populace to persuade them. Gayle and Neal’s objectives are the equivalent: they need the blacks to locate their own personality, present themselves in an unexpected way, and quit following in the strides of the whites. They accept that these show-stoppers truly can do miracles of progress for their siblings and sisters. These accounts and manifestations, sonnet and plays, aren’t simply pointless, anecdotal words that these craftsman make out of air. They are genuine records of the fights the dark culture have battled with the expectation that the severe layer of the white America at long last falls away from them. In the accompanying statement, Neal exhibits how human expressions can truly be huge. Neal says, â€Å"Poetry is a solid capacity, actions†¦Poems are physical elements: clench hands, blades, plane sonnets, and sonnets that fire weapons. Sonnets are transformed†¦ into individual forces†¦Ã¢â‚¬  (Page 2041). In relationship to Neal, Gayle thinks about the abuse to war. These two works are perfect to one another. Gayle accepts the two societies are at war, while Neal has the ideal weapon: show-stoppers. Gayle clarifies the society’s conditions by saying, â€Å"The genuine dark craftsman of today is at war with the American culture as not many have been all through American history† (Gayle page 1914). Gayle and Neal concur upon this. The Black American culture was at a war with the white American culture and the dark craftsmen were giving it their best shot to free themselves of this war utilizing the one weapon they were best at utilizing: words. Utilizing these uplifting statements and consolation, and dreams of opportunity and openings, the craftsmen made prospects. Neal and Gayle had comparable dreams for the future, also. The two of them accepted this development was developing and they accepted that development had been clear in white peoples’ eyes as of now. Gayle states this development by saying, â€Å"The white academician†¦calls upon a dark man to compose the presentation. The manager at that point proclaims that his treasury ‘represents the best dark literature’ or that he has picked these works which rank the best in American imaginative creation. †Ã¢â‚¬  (Gayle page 1918). In saying that a dark man can compose a presentation and rank the best underway is a lot of progress for the Black people group. The white editors are tolerating of the diverse composing styles and themes, and as yet finding that it’s quality writing in any event, when it’s not at all like theirs; an objective the dark tasteful authors have attempted to accomplish. Neal has a comparable thought on trust, yet he likewise includes his convictions the development of this development by saying, â€Å"Afro-American life and history is loaded with inventive prospects, and the development is simply starting to see them. Simply starting to comprehend that the most significant statements†¦must originate from the Third World of which Black America is a part† (Neal page 2050). This announcement is very like Gayle’s in that the white society in America is beginning to perceive the significance in dark expressions which is a noteworthy change in light of the fact that it’s one that they moved in the direction of for a long time. At that point, progress was all the while being made, however some advancement had been caused and it was sufficient to cause them to feel upbeat and significantly progressively confident for the fate of the development. The centrality in the pieces is that they set their dark network apart from the remainder of America. A long time earlier the whites persecuted the blacks thus as of right now, the dark individuals were attempting urgently to free themselves. In looking at these two pieces you truly begin to see the comparative thoughts the dark individuals had about their locale. These thoughts weren’t simply little things a couple of individuals chose to expound on. They were uplifting statements for what's to come. A statement of purpose to separate themselves from the rest, declarations of what the craftsmen have experienced, and clarifications of why they’re unique and why they ought to be perceived as that. The staggering thing about it: it worked. Gayle, Addison, Jr. , and Larry Neal. The Norton Anthology of African American Literature

Understanding Neurons Role in the Nervous System

Understanding Neurons Role in the Nervous System Theories Biological Psychology Print Neurons and Their Role in the Nervous System By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Steven Gans, MD on June 02, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on July 16, 2019 Science Photo Library - KTSDESIGN/Getty Images More in Theories Biological Psychology Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Social Psychology Psychosocial Psychology In This Article Table of Contents Expand Overview Neuron Structure Action Potentials Synapses Types of Neurotransmitters View All Back To Top A neuron is a nerve cell that is the basic building block of the nervous system. Neurons are similar to other cells in the human body in a number of ways, but there is one key difference between neurons and other cells. Neurons are specialized to transmit information throughout the body. These highly specialized nerve cells are responsible for communicating information in both chemical and electrical forms. There are also several different types of neurons responsible for different tasks in the human body. Sensory neurons carry information from the sensory receptor cells throughout the body to the brain. Motor neurons transmit information from the brain to the muscles of the body. Interneurons are responsible for communicating information between different neurons in the body. Neurons vs. Other Cells Similarities Between Neurons and Other Body Cells Neurons and other body cells both contain a nucleus that holds genetic information. Neurons and other body cells are surrounded by a membrane that protects the cell. The cell bodies of both cell types contain organelles that support the life of the cell, including mitochondria, Golgi bodies, and cytoplasm. Differences That Make Neurons Unique Neurons stop reproducing shortly after birth. Generally, when neurons die they are not replaced, although neurogenesis, or the formation of new nerve cells, does occur in some parts of the brain. Research has shown that new connections between neurons form throughout life. Neurons have a membrane featuring an axon and dendrites, specialized structures designed to transmit and receive information. Neurons release chemicals known as neurotransmitters into synapses, or the connections between cells, to communicate with other neurons. The Structure of a Neuron There are three basic parts of a neuron: the dendrites, the cell body, and the axon. However, all neurons vary somewhat in size, shape, and characteristics depending on the function and role of the neuron. Some neurons have few dendritic branches, while others are highly branched in order to receive a great deal of information. Some neurons have short axons, while others can be quite long. The longest axon in the human body extends from the bottom of the spine to the big toe and averages a length of approximately three feet! Action Potentials How do neurons transmit and receive information? In order for neurons to communicate, they need to transmit information both within the neuron and from one neuron to the next. This process utilizes both electrical signals as well as chemical messengers. The dendrites of neurons receive information from sensory receptors or other neurons. This information is then passed down to the cell body and on to the axon. Once the information has arrived at the axon, it travels down the length of the axon in the form of an electrical signal known as an action potential. What Happens Before, During, and After an Action Potential? Communication Between Synapses Once an electrical impulse has reached the end of an axon, the information must be transmitted across the synaptic gap to the dendrites of the adjoining neuron. In some cases, the electrical signal can almost instantaneously bridge the gap between the neurons and continue along its path. In other cases, neurotransmitters are needed to send the information from one neuron to the next. Neurotransmitters are chemical messengers that are released from the axon terminals to cross the synaptic gap and reach the receptor sites of other neurons. In a process known as reuptake, these neurotransmitters attach to the receptor site and are reabsorbed by the neuron to be reused. Types of Neurotransmitters Neurotransmitters are an essential part of our everyday functioning. While it is not known exactly how many neurotransmitters exist, scientists have identified more than 100 of these chemical messengers. The following are just a few of the major neurotransmitters, their known effects, and disorders they are associated with. Acetylcholine: Associated with memory, muscle contractions, and learning. A lack of acetylcholine in the brain is associated with Alzheimer’s disease. Endorphins: Associated with emotions and pain perception. The body releases endorphins in response to fear or trauma. These chemical messengers are similar to opiate drugs such as morphine but are significantly stronger. Dopamine: Associated with thought and pleasurable feelings. Parkinson’s disease is one illness associated with deficits in dopamine. Doctors may prescribe medications that can increase dopamine activity in the brain. One category is dopamine agonists, which mimic the effects of dopamine. Another type of agent is levodopa, which is converted into dopamine in the brain. They each carry their own relative benefits and side effects. Researchers also have found strong links between schizophrenia and excessive amounts of dopamine in certain parts of the brain.   The Chemistry of Depression: Neurotransmitters and More

The Health Challenges Of Diabetes Mellitus ( Dm ) Type 2

Diabetes Mellitus (DM) type 2 is a chronic debilitating condition when not handled properly and it is a very costly disease thus it is one of the leading consumers of health care (Pereira, 2014). The main goal of treatment diabetes is to maintain carbohydrates specifically glucose to normal levels. However, maintaining blood sugar (fasting 4-7 mmol/L) is a different challenge if the person have an intellectual disability, such as Down Syndrome (DS) (Mertig, 2011). In this essay, it will cover the health challenges of Kyle, who is a 45 year old male with Down syndrome, moderate intellectual disability and a Non-Insulin Diabetes Mellitus (NIDDM), managing his condition with proper exercise as well as diet. Individual care for people with DS is essential, each individual vary on their specific needs making it very crucial for the health care provider to assess their physical and emotional needs. Also, this composition will tackle Kyle’s Body functions and structures, his activit y and participation, and environmental and personal factors that might affect his health condition. DM as of 2014, affects 347 million people in the world, moreover, it is estimated around 9% of adults 18 years and above in (WHO, 2015). According to Diabetes Australia (2015), NIDDM is the most common type of DM which represents 85%-95% of all cases and approximately 3.61 million Australians have this chronic condition. NIDDM is caused when the pancreas does not produce enough insulin or the insulin doesShow MoreRelatedDiabetes Mellitus And Contemporary Naturopathic Medicine1493 Words   |  6 PagesDiabetes Mellitus and Contemporary Naturopathic Medicine The world is plagued with an overwhelming amount of chronic health conditions. Many people accept this as a part of life, sometimes just assuming it will happen to them because their parents or grandparents suffered with the same condition. Many of these chronic conditions are linked and can shorten your lifespan and increase the amount of pain that a person has to deal with daily. Usually a person suffers with more than one of these conditionsRead MoreDiabetes Mellitus ( Dm ) Is One Of The Most Prevalent Diseases Affecting The Endocrine System1636 Words   |  7 PagesDiabetes mellitus (DM) is one of the most prevalent diseases affecting the endocrine system. The incidence of DM in the United States has reached over 29 million citizens (Diabetes Latest, 2014). Of the 29 million, the Centers for Disease Control and Prevention (2014) estimate that 1 in 4 are unaware of their condition. DM can be categorized into three different diseases: Type One, Type Two, and Gestational. Type s one and two are diagnosed anytime throughout a patient’s life; gestational is DM thatRead MoreDiabetes : The Common Chronic Disorders1737 Words   |  7 PagesINTRODUCTION: Diabetes is one of the most common chronic disorders in UK [1]. According to Silverman, more than 2.6 million people in UK are diabetic as according to data collected from GP practices and more than 5 million obese people are registered to GP practices. So One in ten people are getting treatment for obesity and one in 20 are getting treatment for diabetes [2]. It is estimated that more than 5% men and more than 4% women in England are found to have diagnosed diabetes. While, 3% menRead MoreManagement Of Medical Conditions At The Public Administration2423 Words   |  10 Pages Running head: PUBLIC ADMINISTRATION PUBLIC ADMINISTRATION 9 Management of Medical Conditions Rashad Shepperson Fairleigh Dickinson University Management of Diabetes Introduction Humans are the most intelligent creature that occupies the earth and are, therefore, the only creatures able to actively control the use of resources in the land. Management as a tool is not limited to humans, but they enjoy a higher level of intellect that other creatures do not. 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Search Method There have been several studies done on the effects of diet and exercise in controlling diabetes. The key words used were diet, exercise and type 2 diabetes mellitus, hemoglobin A1c and diabetic complication prevention. The studies were all searched through database from GCU online library, science direct, google scholar CINAHL and Medline. Many of the studies were done moreRead MoreDiabetes : An Autoimmune Disease927 Words   |  4 Pagesnot news to anyone that one of the most known disease in the world is diabetes mellitus, people with type two diabetes produces some insulin, but not enough to keep their blood sugar at a normal level, however the one that are affected by the type 1 diabetes or childhood-onset type 1 DM do not produce insulin at all. Type 1 diabetes is usually diagnosed in children and young adults, and was previously known as juvenile diabetes. (ADA, 2015) . That circumstance puts them at greater risk for heart disease

Feminine Mystique - 12173 Words

Supplemental Reading for US History 2 From Rosie to Lucy Questions students must answer in a 500-word (minimum) essay: 1) Describe the post-WWII frustrations felt by women such as Betty Friedan. 2) During the era of â€Å"Rosie the Riveter†, what gains did women make in the workforce? How did these women feel about themselves and their contributions? What did society as a whole think? 3) What role did mass media play during the 1950s and 1960s in regard to supporting or undermining the â€Å"feminine mystique†? 4) Which television heroine -- Alice, Lucy, or Miss Brooks -- came the closest to TRULY overcoming the feminine mystique, and elaborate on that heroine’s situation and relationship to the men in her life. It was 1957. Betty†¦show more content†¦Those women needed only to become better adjusted to who and what they were. Friedan, however, was no ordinary housewife. Before starting her family, she had worked as a newspaper reporter; even after her children came, she wrote regularly for the major women s magazines. By 1957 she was fed up with the endless stories about breast-feeding, the preparation of gourmet chip dips, and similar domestic fare that was the staple of ‘Redbook‘, ‘McCall s‘, and ‘Ladies Home Journal‘. She had noticed many women like herself who worked outside the home and felt guilty because their jobs threatened their husbands roles as providers or took time away from their children. Thus Friedan began to wonder not only about herself as a woman, a wife, and a mother, but also about the role society had shaped women to play. The results of the Smith questionnaire engaged Friedan s reportorial instincts. She sensed she was onto a story bigger than anything she had ever written. But when she circulated an article describing the plight so many women were experiencing, the male editors at the women s magazines turned it down flat. It couldn t be true, they insisted; women could not possibly feel as guilty or discontented as Friedan claimed. The problem must be hers. Betty has gone off her rocker, an editor at ‘Redbook’ told her agent. She has always done a good job for us, but this time only the most neurotic housewife couldShow MoreRelatedThe Feminine Mystique By Betty Friedan2032 Words   |  9 PagesIn the book The Feminine Mystique, Betty Friedan brings attention to what she calls the feminine mystique, or â€Å"the problem that has no name†. Through the use of anecdotal narratives, her own personal experiences as a journalist, editor, mother, and the interviews of many women from di fferent backgrounds in order to unveil the truth about the women of the 1950’s. The problem which sparked the second wave of feminism in the United States is one that focuses on the inequality between men and women andRead MoreThe Feminine Mystique And Shooting An Elephant898 Words   |  4 PagesBoth The Feminine Mystique and â€Å"Shooting an Elephant† discuss the confrontation between the self and society. In The Feminine Mystique, Betty Friedan addresses â€Å"The Problem That Has No Name† referring to the widespread unhappiness of the housewife due to their obligation to uphold their ideal image rather than pursuing their dreams; in â€Å"Shooting an Elephant†, George Orwell comments on the societal expectations of imperialism and its effects on people who have the duty to uphold the law. In both ofRead MorePrimary Source Analysis on The Feminine Mystique1128 Words   |  5 PagesPotter 1 Rebecca Potter Gray Section 4975 12 May 2015 Primary Source Analysis on The Feminine Mystique The Feminine Mystique is the title of a book written by Betty Friedan who has also founded The National Organization for Women (NOW) to help US women gain equal rights. She describes the Feminine Mystique as the heightened awareness of the expectations of women and how each woman has to fit a certain role as a little girl, an uneducated and unemployed teenager, and finally as a wife andRead MoreAnalysis Of Betty Friedan s The Feminine Mystique Essay1946 Words   |  8 PagesBetty Friedan played a significant part in sparking the second-wave of feminism in the United States. Friedan authored The Feminine Mystique, which publicized women’s passive behavior and apathetic livelihood. In her novel, Friedan highlighted society’s partisan treatment against women based on their constrained living condition as a housewife. Friedan argued women’s growth potential had been restricted due to women’s glorification of family, loss of identity, lack of education, an d misinterpretationRead More Comparing Suppression of Women in Feminine Mystique, Radicalesbians, and Trifles638 Words   |  3 Pages Suppression of Women through Isolation in The Feminine Mystique,nbsp;Radicalesbians, and Triflesnbsp;nbsp;nbsp;nbsp;nbsp; It is far easier to break the spirit of one human being than that of a united group of people.nbsp;Betty Friedan’s The Feminine Mystique, Radicalesbians, and Susan Glaspell’s Trifles come to the same conclusion: isolation and separation caused women to be vulnerable to domination by male society. 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In 1963, Betty Friedman published her famous book The Feminine Mystique and called out Television, educators for constructing women’s roles for them. Feminine Mystique can be understood as the fact that women have been given an idealized image. The main idea of Friedman’s article, in the 50s, women were suffering from a disease that had â€Å"no name† not becauseRead MoreThe Feminine Mystique1107 Words   |  5 Pages1a. Source A is an excerpt of a book written by Betty Friedan in 1963 called â€Å"The Feminine Mystique.† The excerpt is titled â€Å"The Problem That Has No Name,† details how women were expected to be a housewife and how they were unhappy with only having that role. Friedan wrote the book after taking surveys of college students and friends during their 15 year reunion and seeing how unhappy the women were with where their lives had went. She began researching why they were unhappy and saw that they wantedRead MoreThe Feminine Mystique1413 Words   |  6 PagesIn The Feminine Mystique, Friedan embarks on a journey to discover â€Å"the problem [that] lay buried, unspoken for many years in the minds of American women. It was a strange stirring, a sense of dissatisfaction, a yea rning that women suffered in the middle of the twentieth century in the United States. Each suburban wife struggled with it alone. As she made the beds, shopped for groceries, matched slipcover material, ate peanut butter sandwiches with her children, chauffeured Cub Scouts and BrowniesRead MoreFeminine Mystique1075 Words   |  5 PagesThe Feminine Mystique, a novel written in 1963 by Betty Friedan, provided a strong wake up call for women in America about a problem that was negatively impacting them, but not spoken of. After women fought so hard in the 1930s for the right to vote and equality with men in many areas, the author describes how changes in attitude after World War II were convincing women that their most important role is to get married, have kids and take care of the home. However, these women then felt an emptiness

A Game of Thrones Chapter Six Free Essays

Catelyn Of all the rooms in Winterfell’s Great Keep, Catelyn’s bedchambers were the hottest. She seldom had to light a fire. The castle had been built over natural hot springs, and the scalding waters rushed through its walls and chambers like blood through a man’s body, driving the chill from the stone halls, filling the glass gardens with a moist warmth, keeping the earth from freezing. We will write a custom essay sample on A Game of Thrones Chapter Six or any similar topic only for you Order Now Open pools smoked day and night in a dozen small courtyards. That was a little thing, in summer; in winter, it was the difference between life and death. Catelyn’s bath was always hot and steaming, and her walls warm to the touch. The warmth reminded her of Riverrun, of days in the sun with Lysa and Edmure, but Ned could never abide the heat. The Starks were made for the cold, he would tell her, and she would laugh and tell him in that case they had certainly built their castle in the wrong place. So when they had finished, Ned rolled off and climbed from her bed, as he had a thousand times before. He crossed the room, pulled back the heavy tapestries, and threw open the high narrow windows one by one, letting the night air into the chamber. The wind swirled around him as he stood facing the dark, naked and empty-handed. Catelyn pulled the furs to her chin and watched him. He looked somehow smaller and more vulnerable, like the youth she had wed in the sept at Riverrun, fifteen long years gone. Her loins still ached from the urgency of his lovemaking. It was a good ache. She could feel his seed within her. She prayed that it might quicken there. It had been three years since Rickon. She was not too old. She could give him another son. â€Å"I will refuse him,† Ned said as he turned back to her. His eyes were haunted, his voice thick with doubt. Catelyn sat up in the bed. â€Å"You cannot. You must not.† â€Å"My duties are here in the north. I have no wish to be Robert’s Hand.† â€Å"He will not understand that. He is a king now, and kings are not like other men. If you refuse to serve him, he will wonder why, and sooner or later he will begin to suspect that you oppose him. Can’t you see the danger that would put us in?† Ned shook his head, refusing to believe. â€Å"Robert would never harm me or any of mine. We were closer than brothers. He loves me. If I refuse him, he will roar and curse and bluster, and in a week we will laugh about it together. I know the man!† â€Å"You knew the man,† she said. â€Å"The king is a stranger to you.† Catelyn remembered the direwolf dead in the snow, the broken antler lodged deep in her throat. She had to make him see. â€Å"Pride is everything to a king, my lord. Robert came all this way to see you, to bring you these great honors, you cannot throw them back in his face.† â€Å"Honors?† Ned laughed bitterly. â€Å"In his eyes, yes,† she said. â€Å"And in yours?† â€Å"And in mine,† she blazed, angry now. Why couldn’t he see? â€Å"He offers his own son in marriage to our daughter, what else would you call that? Sansa might someday be queen. Her sons could rule from the Wall to the mountains of Dorne. What is so wrong with that?† â€Å"Gods, Catelyn, Sansa is only eleven,† Ned said. â€Å"And Joffrey . . . Joffrey is . . . â€Å" She finished for him. † . . . crown prince, and heir to the Iron Throne. And I was only twelve when my father promised me to your brother Brandon.† That brought a bitter twist to Ned’s mouth. â€Å"Brandon. Yes. Brandon would know what to do. He always did. It was all meant for Brandon. You, Winterfell, everything. He was born to be a King’s Hand and a father to queens. I never asked for this cup to pass to me.† â€Å"Perhaps not,† Catelyn said, â€Å"but Brandon is dead, and the cup has passed, and you must drink from it, like it or not.† Ned turned away from her, back to the night. He stood staring out in the darkness, watching the moon and the stars perhaps, or perhaps the sentries on the wall. Catelyn softened then, to see his pain. Eddard Stark had married her in Brandon’s place, as custom decreed, but the shadow of his dead brother still lay between them, as did the other, the shadow of the woman he would not name, the woman who had borne him his bastard son. She was about to go to him when the knock came at the door, loud and unexpected. Ned turned, frowning. â€Å"What is it?† Desmond’s voice came through the door. â€Å"My lord, Maester Luwin is without and begs urgent audience.† â€Å"You told him I had left orders not to be disturbed?† â€Å"Yes, my lord. He insists.† â€Å"Very well. Send him in.† Ned crossed to the wardrobe and slipped on a heavy robe. Catelyn realized suddenly how cold it had become. She sat up in bed and pulled the furs to her chin. â€Å"Perhaps we should close the windows,† she suggested. Ned nodded absently. Maester Luwin was shown in. The maester was a small grey man. His eyes were grey, and quick, and saw much. His hair was grey, what little the years had left him. His robe was grey wool, trimmed with white fur, the Stark colors. Its great floppy sleeves had pockets hidden inside. Luwin was always tucking things into those sleeves and producing other things from them: books, messages, strange artifacts, toys for the children. With all he kept hidden in his sleeves, Catelyn was surprised that Maester Luwin could lift his arms at all. The maester waited until the door had closed behind him before he spoke. â€Å"My lord,† he said to Ned, â€Å"pardon for disturbing your rest. I have been left a message.† Ned looked irritated. â€Å"Been left? By whom? Has there been a rider? I was not told.† â€Å"There was no rider, my lord. Only a carved wooden box, left on a table in my observatory while I napped. My servants saw no one, but it must have been brought by someone in the king’s party. We have had no other visitors from the south.† â€Å"A wooden box, you say?† Catelyn said. â€Å"Inside was a fine new lens for the observatory, from Myr by the look of it. The lenscrafters of Myr are without equal.† Ned frowned. He had little patience for this sort of thing, Catelyn knew. â€Å"A lens,† he said. â€Å"What has that to do with me?† â€Å"I asked the same question,† Maester Luwin said. â€Å"Clearly there was more to this than the seeming.† Under the heavy weight of her furs, Catelyn shivered. â€Å"A lens is an instrument to help us see.† â€Å"Indeed it is.† He fingered the collar of his order; a heavy chain worn tight around the neck beneath his robe, each link forged from a different metal. Catelyn could feel dread stirring inside her once again. â€Å"What is it that they would have us see more clearly?† â€Å"The very thing I asked myself.† Maester Luwin drew a tightly rolled paper out of his sleeve. â€Å"I found the true message concealed within a false bottom when I dismantled the box the lens had come in, but it is not for my eyes.† Ned held out his hand. â€Å"Let me have it, then.† Luwin did not stir. â€Å"Pardons, my lord. The message is not for you either. It is marked for the eyes of the Lady Catelyn, and her alone. May I approach?† Catelyn nodded, not trusting to speak. The maester placed the paper on the table beside the bed. It was sealed with a small blob of blue wax. Luwin bowed and began to retreat. â€Å"Stay,† Ned commanded him. His voice was grave. He looked at Catelyn. â€Å"What is it? My lady, you’re shaking.† â€Å"I’m afraid,† she admitted. She reached out and took the letter in trembling hands. The furs dropped away from her nakedness, forgotten. In the blue wax was the moon-and-falcon seal of House Arryn. â€Å"It’s from Lysa.† Catelyn looked at her husband. â€Å"It will not make us glad,† she told him. â€Å"There is grief in this message, Ned. I can feel it.† Ned frowned, his face darkening. â€Å"Open it.† Catelyn broke the seal. Her eyes moved over the words. At first they made no sense to her. Then she remembered. â€Å"Lysa took no chances. When we were girls together, we had a private language, she and I.† â€Å"Can you read it?† â€Å"Yes,† Catelyn admitted. â€Å"Then tell us.† â€Å"Perhaps I should withdraw,† Maester Luwin said. â€Å"No,† Catelyn said. â€Å"We will need your counsel.† She threw back the furs and climbed from the bed. The night air was as cold as the grave on her bare skin as she padded across the room. Maester Luwin averted his eyes. Even Ned looked shocked. â€Å"What are you doing?† he asked. â€Å"Lighting a fire,† Catelyn told him. She found a dressing gown and shrugged into it, then knelt over the cold hearth. â€Å"Maester Luwin—† Ned began. â€Å"Maester Luwin has delivered all my children,† Catelyn said. â€Å"This is no time for false modesty.† She slid the paper in among the kindling and placed the heavier logs on top of it. Ned crossed the room, took her by the arm, and pulled her to her feet. He held her there, his face inches from her. â€Å"My lady, tell me! What was this message?† Catelyn stiffened in his grasp. â€Å"A warning,† she said softly. â€Å"If we have the wits to hear.† His eyes searched her face. â€Å"Go on.† â€Å"Lysa says Jon Arryn was murdered.† His fingers tightened on her arm. â€Å"By whom?† â€Å"The Lannisters,† she told him. â€Å"The queen.† Ned released his hold on her arm. There were deep red marks on her skin. â€Å"Gods,† he whispered. His voice was hoarse. â€Å"Your sister is sick with grief. She cannot know what she is saying.† â€Å"She knows,† Catelyn said. â€Å"Lysa is impulsive, yes, but this message was carefully planned, cleverly hidden. She knew it meant death if her letter fell into the wrong hands. To risk so much, she must have had more than mere suspicion.† Catelyn looked to her husband. â€Å"Now we truly have no choice. You must be Robert’s Hand. You must go south with him and learn the truth.† She saw at once that Ned had reached a very different conclusion. â€Å"The only truths I know are here. The south is a nest of adders I would do better to avoid.† Luwin plucked at his chain collar where it had chafed the soft skin of his throat. â€Å"The Hand of the King has great power, my lord. Power to find the truth of Lord Arryn’s death, to bring his killers to the king’s justice. Power to protect Lady Arryn and her son, if the worst be true.† Ned glanced helplessly around the bedchamber. Catelyn’s heart went out to him, but she knew she could not take him in her arms just then. First the victory must be won, for her children’s sake. â€Å"You say you love Robert like a brother. Would you leave your brother surrounded by Lannisters?† â€Å"The Others take both of you,† Ned muttered darkly. He turned away from them and went to the window. She did not speak, nor did the maester. They waited, quiet, while Eddard Stark said a silent farewell to the home he loved. When he turned away from the window at last, his voice was tired and full of melancholy, and moisture glittered faintly in the corners of his eyes. â€Å"My father went south once, to answer the summons of a king. He never came home again.† â€Å"A different time,† Maester Luwin said. â€Å"A different king.† â€Å"Yes,† Ned said dully. He seated himself in a chair by the hearth. â€Å"Catelyn, you shall stay here in Winterfell.† His words were like an icy draft through her heart. â€Å"No,† she said, suddenly afraid. Was this to be her punishment? Never to see his face again, nor to feel his arms around her? â€Å"Yes,† Ned said, in words that would brook no argument. â€Å"You must govern the north in my stead, while I run Robert’s errands. There must always be a Stark in Winterfell. Robb is fourteen. Soon enough, he will be a man grown. He must learn to rule, and I will not be here for him. Make him part of your councils. He must be ready when his time comes.† â€Å"Gods will, not for many years,† Maester Luwin murmured. â€Å"Maester Luwin, I trust you as I would my own blood. Give my wife your voice in all things great and small. Teach my son the things he needs to know. Winter is coming.† Maester Luwin nodded gravely. Then silence fell, until Catelyn found her courage and asked the question whose answer she most dreaded. â€Å"What of the other children?† Ned stood, and took her in his arms, and held her face close to his. â€Å"Rickon is very young,† he said gently. â€Å"He should stay here with you and Robb. The others I would take with me.† â€Å"I could not bear it,† Catelyn said, trembling. â€Å"You must,† he said. â€Å"Sansa must wed Joffrey, that is clear now, we must give them no grounds to suspect our devotion. And it is past time that Arya learned the ways of a southron court. In a few years she will be of an age to marry too.† Sansa would shine in the south, Catelyn thought to herself, and the gods knew that Arya needed refinement. Reluctantly, she let go of them in her heart. But not Bran. Never Bran. â€Å"Yes,† she said, â€Å"but please, Ned, for the love you bear me, let Bran remain here at Winterfell. He is only seven.† â€Å"I was eight when my father sent me to foster at the Eyrie,† Ned said. â€Å"Ser Rodrik tells me there is bad feeling between Robb and Prince Joffrey. That is not healthy. Bran can bridge that distance. He is a sweet boy, quick to laugh, easy to love. Let him grow up with the young princes, let him become their friend as Robert became mine. Our House will be the safer for it.† He was right; Catelyn knew it. It did not make the pain any easier to bear. She would lose all four of them, then: Ned, and both girls, and her sweet, loving Bran. Only Robb and little Rickon would be left to her. She felt lonely already. Winterfell was such a vast place. â€Å"Keep him off the walls, then,† she said bravely. â€Å"You know how Bran loves to climb.† Ned kissed the tears from her eyes before they could fall. â€Å"Thank you, my lady,† he whispered. â€Å"This is hard, I know.† â€Å"What of Jon Snow, my lord?† Maester Luwin asked. Catelyn tensed at the mention of the name. Ned felt the anger in her, and pulled away. Many men fathered bastards. Catelyn had grown up with that knowledge. It came as no surprise to her, in the first year of her marriage, to learn that Ned had fathered a child on some girl chance met on campaign. He had a man’s needs, after all, and they had spent that year apart, Ned off at war in the south while she remained safe in her father’s castle at Riverrun. Her thoughts were more of Robb, the infant at her breast, than of the husband she scarcely knew. He was welcome to whatever solace he might find between battles. And if his seed quickened, she expected he would see to the child’s needs. He did more than that. The Starks were not like other men. Ned brought his bastard home with him, and called him â€Å"son† for all the north to see. When the wars were over at last, and Catelyn rode to Winterfell, Jon and his wet nurse had already taken up residence. That cut deep. Ned would not speak of the mother, not so much as a word, but a castle has no secrets, and Catelyn heard her maids repeating tales they heard from the lips of her husband’s soldiers. They whispered of Ser Arthur Dayne, the Sword of the Morning, deadliest of the seven knights of Aerys’s Kingsguard, and of how their young lord had slain him in single combat. And they told how afterward Ned had carried Ser Arthur’s sword back to the beautiful young sister who awaited him in a castle called Starfall on the shores of the SummerSea. The Lady Ashara Dayne, tall and fair, with haunting violet eyes. It had taken her a fortnight to marshal her courage, but finally, in bed one night, Catelyn had asked her husband the truth of it, asked him to his face. That was the only time in all their years that Ned had ever frightened her. â€Å"Never ask me about Jon,† he said, cold as ice. â€Å"He is my blood, and that is all you need to know. And now I will learn where you heard that name, my lady.† She had pledged to obey; she told him; and from that day on, the whispering had stopped, and Ashara Dayne’s name was never heard in Winterfell again. Whoever Jon’s mother had been, Ned must have loved her fiercely, for nothing Catelyn said would persuade him to send the boy away. It was the one thing she could never forgive him. She had come to love her husband with all her heart, but she had never found it in her to love Jon. She might have overlooked a dozen bastards for Ned’s sake, so long as they were out of sight. Jon was never out of sight, and as he grew, he looked more like Ned than any of the trueborn sons she bore him. Somehow that made it worse. â€Å"Jon must go,† she said now. â€Å"He and Robb are close,† Ned said. â€Å"I had hoped . . . â€Å" â€Å"He cannot stay here,† Catelyn said, cutting him off. â€Å"He is your son, not mine. I will not have him.† It was hard, she knew, but no less the truth. Ned would do the boy no kindness by leaving him here at Winterfell. The look Ned gave her was anguished. â€Å"You know I cannot take him south. There will be no place for him at court. A boy with a bastard’s name . . . you know what they will say of him. He will be shunned.† Catelyn armored her heart against the mute appeal in her husband’s eyes. â€Å"They say your friend Robert has fathered a dozen bastards himself.† â€Å"And none of them has ever been seen at court!† Ned blazed. â€Å"The Lannister woman has seen to that. How can you be so damnably cruel, Catelyn? He is only a boy. He—† His fury was on him. He might have said more, and worse, but Maester Luwin cut in. â€Å"Another solution presents itself,† he said, his voice quiet. â€Å"Your brother Benjen came to me about Jon a few days ago. It seems the boy aspires to take the black.† Ned looked shocked. â€Å"He asked to join the Night’s Watch?† Catelyn said nothing. Let Ned work it out in his own mind; her voice would not be welcome now. Yet gladly would she have kissed the maester just then. His was the perfect solution. Benjen Stark was a Sworn Brother. Jon would be a son to him, the child he would never have. And in time the boy would take the oath as well. He would father no sons who might someday contest with Catelyn’s own grandchildren for Winterfell. Maester Luwin said, â€Å"There is great honor in service on the Wall, my lord.† â€Å"And even a bastard may rise high in the Night’s Watch,† Ned reflected. Still, his voice was troubled. â€Å"Jon is so young. If he asked this when he was a man grown, that would be one thing, but a boy of fourteen . . . â€Å" â€Å"A hard sacrifice,† Maester Luwin agreed. â€Å"Yet these are hard times, my lord. His road is no crueler than yours or your lady’s.† Catelyn thought of the three children she must lose. It was not easy keeping silent then. Ned turned away from them to gaze out the window, his long face silent and thoughtful. Finally he sighed, and turned back. â€Å"Very well,† he said to Maester Luwin. â€Å"I suppose it is for the best. I will speak to Ben.† â€Å"When shall we tell Jon?† the maester asked. â€Å"When I must. Preparations must be made. It will be a fortnight before we are ready to depart. I would sooner let Jon enjoy these last few days. Summer will end soon enough, and childhood as well. When the time comes, I will tell him myself.† How to cite A Game of Thrones Chapter Six, Essay examples

Margaret Thatcher has been one of the most influen Essays

Margaret Thatcher has been one of the most influential figures of the British politics. Not only she was the first and only elected female British prime minister, she was also the longest continuously serving British prime minister of the 20th century. As a British leader she transformed the political scene in many ways and set the tone , not only for the years of her government, but her legacy can be observed in the British politics until this very day. Margaret Thatcher was born on October 13, 1925 as Margaret Hilda Roberts into a family of grocer Alfred Roberts. She studied chemistry in Oxford, however when the Labour Party won the post-war general election and established the Welfare State, it was an impulse for her to pursue her political interests. In 1951 she married a businessman Denis Thatcher, which enabled her to fully focus on succeeding in her political career. Thatcher ' s way into the House of Commons was complicated. She tried to enter th e parliament already in 1950 and 1951 yet she did not succeed. It was only when Conservatives under Harold Macmillan won the election in 1959 when she won the seat as member of parliament in traditionally conservative constituency: Finchley. After several years serving in low position in the Conservative party, she acquired the position of Minister of Education in 1970, when Conservatives under Edward Heath won the election. Willie Whitelaw, Leader of the House of Commons, warned Heath: Once she's there we'll never get rid of her " . Back in the day he probably did not know how right he actually was. Thatcher was never a fan of the political rule of Edward Heath, mainly due to his indecisiveness and weakness when dealing with the trade unions. Once he lost the election she used the opportunity to her advantage and challenged him for the leadership of the Conservative party and succeeded. In 1979 she led Tories to a decisive victory and became the first British female Prime Minister. Her success was is attributed to the period before election labeled as " Winter of Discontent " . As the name implies the population of the United Kingdom was not content as their Labour government failed to make such needed changes in Britain, while the feeling of failed prevailed. Thatcher coming into power ended a long time of British political consensus which started already in the Second World War. This policy of unwritten agreement on the centrist approach of the two British main political parties was, according to Thatcher, the reason that hold Britain from utilising its full potential. Thatcher growing during the Second World War was very much influenced by Churchill speeches which saw Britain still as a great power. This was the view on Britain Thatcher cherished and tried to preserved which explains a significant amount of measures taken by her. Another element which was greatly reflected in her policies, was the influence of her father and h is business. He was the perfect example of an individual being economically or otherwise responsible for his own happiness and life, which created one of the main pillars of her policy. There were several ways how Thatcher changed the British political outlook. Firstly she brought the Conservatives back to the right side of the political spectre by introducing several traditional rightist policies. These policies involved the privatization of the state-owned businesses, closing unprofitable mines, selling public houses, drastic cuts on the state expenditure, curbing the power of Trade Unions and general shift of the British economy towards principles of monetarism. Despite the fact, that in long term these economic measures are seen as beneficiary for the British economy, in that time they made her deeply unpopular among the British citizens. The closing down of mines and privatisation brought enormous wave of unemployment which by 1986 reached more than three millions. This public opinion however changed before her second term and she won the election by a landslide. Traditionally, it is credited to two main events: The Falkland War and the issue of a new radical manifesto of the Labour Party. The Falklands War, not only brought the Thatcher the merits for making people in Britain feel like winners,

Reduction of Fire

Reduction of Fire Introduction Fire brigade or fires and rescue services entangle private and public organisations that give fire-fighting services coupled with rescue services from dangers associated with fire. These organisations provide services within a particular jurisdiction area such as county or municipality.Advertising We will write a custom report sample on Reduction of Fire-associated Deaths Since 1977 specifically for you for only $16.05 $11/page Learn More These areas of jurisdiction are termed as districts of fire protection. Every fire brigade has within its jurisdiction a number of firefighting stations equipped with fire-fighting equipments, volunteer firefighters, and or career firefighters. Other services that are provided by the fire brigade are protection from dangers of fire or inferno prevention services. While administering these services, firefighters visit various homes to offer advice on fire safety precautions, install fire, smoke detection devices , and alarms. In America, amid consideration of fire brigade services as being critical in helping put fire out in the attempt to save property, they are also perceived to be essential in helping save lives of the American population. From this perspective, the purpose of this paper is to present a report on the fire statistics in the U.S besides presenting the roles of fire brigades in the U.S in managing risky situations involving inferno dangers. Fire statistics There are two main situations involving fire that may cause death. These are smoke inhalation and burns produced by fire. In the U.S, according to National fire protection association (2012) â€Å"death certificates show a 2-to-1 ratio of smoke inhalation to burns for fire deaths overall, while fire incident reports show an 8-to-1 ratio for home fire deaths† (Para.1). In total, burns combined with smoke inhalation account for a quarter of all deaths produced by fires. In particular, with regard to National fire pro tection association (2012), in 1999, â€Å"smoke inhalation fire deaths outnumbered burn deaths in fires by roughly 3-to-1 in death certificates† (Para.1). The gap between these two has continued to expand with time. Even though these statistics indicate that smoke inhalation and burns are critical causes of deaths recorded on death certificates in the U.S., it is paramount to report that coding approaches deployed in the deaths certificate in the years preceding 1999 only accommodated one lethal condition.Advertising Looking for report on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More This implies that, where a case of death emanating from a combination of smoke inhalation and burns was encountered, it could only be coded as one caused either purely by smoke inhalation or purely by burns. However, after changing the coding approaches, National fire protection association (2012) reports, â€Å"It was now possible to categorise deaths as involving both burns and smoke inhalation, smoke inhalation but not burns, burns but not smoke inhalation, one or more conditions but not smoke inhalation and not burns† (Para.3). The statistics for fire-associated deaths during 1994 to 2007 are shown graphically below in figure 1. Figure 1: shares of fire deaths by smoke inhalation or burns Source: National fire protection association From figure 1, it is clear that, between 1994 and 2007, smoke inhalation and burns have been key contributors to fire associated deaths. Fires brigades have and are still endeavouring to reduce these causes of death through rapid responses should incidences of fire are reported within their areas of jurisdiction. Fatal fire incidences can be divided into three groups: vehicle fires, structure fires, and outside fires or other fires. In this end, vehicle and structure fires stand as the single most dangerous courses of deaths in the U.S.Advertising We will write a custom report sample on Reduction of Fire-associated Deaths Since 1977 specifically for you for only $16.05 $11/page Learn More Precisely, according to Michael and Karter (2011), the â€Å"U.S. fire departments responded to an estimated 1,331,500 fires resulting to 3,120 civilian fire fatalities, 17,720 civilian fire injuries, and an estimated $11,593,000,000 in direct property loss† (p. i). Of all these losses, structure fires accounted for 36 percent of the total deaths whereas vehicle fires took a critical share of 16 percent while other fires took the lion’s share of 48 percent. Nevertheless, since 1977, the fire brigades in the U.S have played incredible roles in ensuring that the general trend of fire-associated deaths reduces. This trend is shown in figure 2 below. From the line graph, it can be seen that although the trend in reduction of the fire deaths never follows an exponential decay curve to imply that, at some time in the future, almost zero fire-associated deaths would be recorded. The rate of reduction is substantive. This reduction may be associated with the improvement of medical aid and better medical care for bodily injuries associated with fires since 1977 when the first data was available. Nevertheless, it could be impossible to avail the victims of fire to the healthcare facilities for the medical attention services to be offered if the fire brigades did not respond both speedy and with efficiency. The factors that may contribute to this improved efficiency are the concern of the next section of this report. Source: EvartsAdvertising Looking for report on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More Factors contributing to development of the capacity of fire brigades to respond to fires rapidly The firefighting task has undergone substantial positive development, which may be argued as being the chief contributor to the continuous reduction of deaths associated with fires’ smoke and burns since 1977. These developments are evidenced by both the deployment of new approaches in management of the fire brigades by organisations and the deployment of new technological interventions in fire detection and control by the brigades. The detection and control gadgets include infrared detectors and structure-installed fire extinguishers. Infrared detectors are installed in buildings to detect smoke. Once excited, the detector switches on a fire alert alarm, which promotes either automatic operation of the in-house fire extinguishers or raises the attention of the structures’ occupants to move strategically to locations of the extinguishers in the attempt to enhance preparedne ss to control the fire. Other contributors of enhanced fire control are the deployment of technology to enhance fire control logistics. In addition, it is important to report that, in the new measures to deal with deaths associated with fires, the task of fire control is principally not left to the career personnel specialising in this discipline. Rather, community is involved in the process. The concept of retained firefighting is one of the best examples of the new approaches in enhancing both fire dangers preparedness and control should fires occur. In this context, Fire and Rescue NSW (2011) reckons, â€Å"becoming a retained firefighter for Fire and Rescue NSW will give you the chance to make a real and worthwhile contribution to the community in which you live† (Para. 1). This implies that people who become retained firefighters are accorded a chance to interact besides offering an aid to various people. The fact that, in the retained firefighting, people are not left o ut on the accounts of being employed elsewhere implies that the concept is central to the concerns of incorporation of the entire community in managing and helping to control fires. This argument is amplified by the fact that, when one enrolls as retained firefighter, he or she has the flexibility of time since he or she may either work on ‘on call’, fulltime, or even on part time basis. Arguably, therefore, the main concern of encouraging people to join fire brigades as retained firefighters rests on the idea of ensuring that numerous people in the community acquire firefighting and prevention skills. This assumption holds weight especially upon considering that retained firefighters are charged with a number of things. These include â€Å"extinguishing fires, engaging in community education, fire prevention activities and taking effective action at rescue and hazardous material incidents and assisting other emergency services as required† (Fire and Rescue NSW 2 011, Para. 2). Central to prevention of fire strategies rests the fires and safety standards. According to Fire Safety Advice Centre (2012), these include â€Å"codes of practice, and other guidance to support fire legislation standards, which offer information about the main fire safety legislation and documents, as well as hopefully helpful general fire safety advice† (Para.2). Creating massive awareness of these safety legislations can reduce the incidences of fire-associated deaths in an amicable way. This can be enlaced through encouragement of people to join retention firefighting on voluntary basis. Conclusion and recommendations This paper reports an immense success in the reduction of fire-associated deaths since 1977 when the first data on such deaths was available. This has been done through consideration of both statistics and trends in the number of deaths related to fire as recorded in death certificates as either smoke inhalation or burns. Adoption of technolog y and new concepts of fire prevention and control such as retention firefighting is recommended by the report as a subtle way of continuing the trend of reduction in the number of deaths associated with fires. References Evarts B. 2011, Trends and patterns of U.S fire losses. Web. Fire and Rescue NSW 2011, Retained firefighters. Web. Fire Safety Advice Centre 2012, The Fire Safety Advice Centre. Web. Michael, J. Karter, J. 2011, Fire losses in the United States during 2010. Web. National Fire protection association 2012, fatal effects of fire. Web.

Free IELTS Preparation Online - ESL

Free IELTS Preparation Online - ESL The IELTS (International English Language Testing System) test provides an evaluation of English for those who wish to study or train in English. It is very similar to the TOEFL (Test of English as a Foreign Language) required by North American universities and colleges. IELTS is a jointly managed test by the University of Cambridge ESOL Examinations, British Council and IDP Education Australia. The test is accepted by many professional organizations in Australia and New Zealand, including  the New Zealand Immigration Service, the Australian Department of Immigration. If you are interested in studying and / or training in Australia or New Zealand, this is the test best adapted to your qualification needs. Studying for the IELTS test usually involves a long course. The preparation time is similar to that of the TOEFL, FCE or CAE courses (approximately 100 hours). The total test time is 2 hours and 45 minutes and consists of the following: Academic Reading: 3 sections, 40 items, 60 minutes Academic Writing: 2 tasks: 150 words and 250 words, 60 minutes General Training Reading: 3 sections, 40 items, 60 minutes General Training Writing: 2 tasks: 150 words and 250 words, 60 minutes Listening: 4 sections, 40 items, 30 minutes Speaking: 11 to 14 minutes Up until now, there have been few resources on the Internet for First Certificate preparation. Luckily, this is beginning to change.   You can use these materials to prepare for the exam or to check to see if your level of English is right for working towards this exam. What Is the IELTS? Before beginning to study for the IELTS, it is a good idea to understand the philosophy and purpose behind this standardized test. To get up to speed on test taking, this guide to taking tests can help you understand general test taking preparation. The best way to understand the IELTS is to go straight to the source and visit the IELTS information site.   Study Resources Now that you know what you will be working towards, its time to get down to work! Read about common IELTS mistakes and check out the following free practice resources on the Internet.   From the IELTS official site: Sample test questions From the excellent IELTS-Blog:  Ã¢â‚¬â€¹A collection of insightful IELTS writing tips From Exam English: IELTS Resources From IELTS Exam Preparation: Practice tests

Automatic transmition vs manual transmition Essay

Automatic transmition vs manual transmition - Essay Example There are two main types of transmission systems in use today: manual transmission systems and automatic transmission systems. This paper shall analyse them using a literature review with the objective of establishing their operation, as well as the merits and demerits of each system. The first vehicular transmission system is the manual transmission system. One major characteristic of this transmission system is the driver’s ability to change the gear ratio using a gear lever as deemed necessary due to engine load changes or terrain differences (Denton, 2012). The driver achieves this degree of control over the power output fed to the vehicle’s wheels through a clutch system that disengages the engine from the drive shaft leading to the wheels. Manuals transmission systems mainly fall into two distinct groups: trans-axle transmission systems and in-line transmissions systems (Heisler, 2002). The former finds application in front-wheel vehicles such as normal family sedans, while the later is applied in four-wheel and rear-wheel drive vehicles. Automatic transmission systems distinguish themselves from manual transmission systems by virtue of the driver’s limitation in changing the vehicle’s gear ratios as this happens in an automated manner. These vehicles achieve this level of transmission automation through a torque converter powered by hydraulic fluid driven by the engine itself (Duan, 2014). Therefore, using a system of planetary gears and clutch packs, the engine’s own load and speed engages the required gear ratio using a set of blades in the converter system called the impeller and turbine (Erjavec, 2010). It is important to note that the workings of an automatic transmission unit are far more complicated that this report’s simplified outline, due to the existence of other complex components such as governors and modulators as well as numerous

Business Strategy and Planning Case Study Example | Topics and Well Written Essays - 2000 words

Business Strategy and Planning - Case Study Example During the 1960s, distribution was decentralised. In 1973 the company became a plc. The oil crisis of the early 1970s forced it to improve efficiency. During the 1980s and early 1990s expansion into the north-east of England, Scotland, Wales and Northern Ireland made it 'national' in the scale of its operations. By the end of 1994 (Sainsbury's 125th year), the company had 355 stores in UK and an off-shore store in Calais. With the start of the new millennium Sainsbury's sold Homebase and Shaws Supermarkets to focus on the core UK business, comprising Sainsbury's Supermarkets, Sainsbury's Local, Sainsbury's online and Sainsbury's Bank. The acquisition of convenience store chains Bells Stores, Jacksons, JB Beaumont and SL Shaw increased its presence in the UK convenience sector. Today Sainsbury's serves 16 million customers each week in 455 supermarkets and 301 convenience stores across UK. The company employs 153,000 workers to deliver 'Great Food at Fair Prices'. Sainsbury's sells 6bn of British food every year, and in March 2006, reported a 5.3% rise in sales, its fifth quarter growth in a row. Sainsbury's was for decades the premier supermarket in the UK; it lost this position however in 1995 to Tesco, further slipping to No.3 in 2003 behind Walmart-owned ASDA. According to the latest TNS rankings released in June 2006, Sainsbury's remains the UK's third largest supermarket on 16.0% market share, while ASDA remains second largest at 16.4% and Tesco has increased its share to 31.1% (The information in the above paragraphs were collected, paraphrased, collated and abridged from the four web sites of: (1) http://www.sainsburys.co.uk/home/htm, (2) www.j-sainsbury.co.uk/ (3) http://en.wikipedia.org/wiki/Sainsbury and (4) http://www.fairinvestment.co/uk/default.aspx, all retrieved August 8, 2006). About TESCO. Tesco is the largest British supermarket chain and has significant operations in other countries. Originally specializing in food they have moved into areas such as clothes, consumer electronics and cars. By 2003 it had over 2000 stores, including a large number of convenience stores in the UK. Outside of the United Kingdom they also operate in the Republic of Ireland, Hungary, Poland, Czech Republic, Slovakia, Thailand, South Korea, Taiwan, and Malaysia. Tesco was founded by Jack Cohen, who was selling groceries in the markets of the London East End from 1919. The first Tesco store was opened in 1929 in Edgware, London. The firm was floated on the stock exchange in 1947. The first Tesco self-service store opened in 1948 in St Albans and was still trading as of 2002. The first Tesco supermarket was opened in 1956 in Maldon, Essex. Its first "superstore" was opened in 1968 in Crawley, West Sussex. It began selling petrol in 1974 and its annual turnover reached 1000 million pounds in 1979. It introduced a loyalty card in 1995 and later an Internet shopping service. During the 1990s it expanded into Eastern Europe, Ireland and East Asia. In July 2001 it became involved in internet grocery retailing in the USA when it obtained a 35% stake in GroceryWorks. Tesco has expanded also by taking over other chains, including: Victor Value, England, 1968

Druids Essay -- essays research papers fc

DRUIDS Who were the Druids? The stereotypical image of a Druid is one of a thoughtful philosopher and magician, schooled in the lore of the traditions, and in charge of the education of the chieftains as well as those who sought to obtain knowledge considered obscure by the rest of society. They were knowers of truth, able to manipulate that truth as well as inform others of it. Druids not only influenced society religiously, they also influenced it socially i.e. they took on the parts of teachers, judges, magicians, craftsmen, advisors, priests, and masters of ceremonies, and in doing so, were greatly respected in society. The Role of Druids Teachers Caesar remarked that Druidism originated in Britain and that students would travel there for instruction, information and advice on astronomy, the ‘essential nature of things’, and the power and authority of the Gods- both local and pan-Celtic deities. Their religion forbade them to write down what was being taught, as stated by Athelia Nihtscada: Druids of the past sought to preserve knowledge through passing their traditions to their students. Unfortunately, they did not feel it prudent to write any of this knowledge down lest the knowledge fall into the wrong hands or lose power, leaving us having to piece together what little we do know from other writers through the ages. Because Nihtscada is a woman born with Celtic roots, and was initiated into the Druidic tradition herself, this modern source is quite reliable. She is also a public speaker with a deep interest in her Celtic heritage. Her aim therefore, was to provide readers with accurate information about the Celts, much of which corresponds with information provided by the Romans. Instead of writing, information was communicated and learnt through verse. In fact, there were so many verses that the druids spent about 20 years studying them, learning about oral literature of sacred songs, prayers, incantations, divination and magic. Despite this however, not one verse has survived, nor are there any pure Druidic legends as all of them have been subjected to Christian or Roman interpretation. Master of Ceremonies Druids, as masters of ceremonies, are renowned for administering animal, and sometimes even human sacrifices, as told by the Romans. Pliny the Elder describes one Druidic ceremony in his Naturalis Historia (XVI, 95): "Anything growing... ...ltic lifestyle. Bibliography - The Early History of Rome (Books I-V), Titus Livy, Penguin Library of History (Books XVI.66-XVII), Diodorus Siculus, Loeb Classical Library - The Gallic War, Julius Caesar, Loeb Classical Library - Natural History, Pliny the Elder, Oxford University Press - The Tain Translated from the Irish Epic Tain Bo Cuailnge, Oxford Paperbacks à ³ Tuathail, Seà ¡n. The Excellence of the Ancient Word. Available via internet at: ftp://bronze.coil.com/pub/nemeton/lore/eaw.cnl Geography, Strabo, Loeb Classical Library - http://www.themystica.com/mystica/articles/d/druidism.html - http://www.religioustolerance.org/druid.htm - http://witcombe.sbc.edu/earthmysteries/EMDruids.html - http://celt.net/Celtic/History/d_overview.html - http://www.britannia.com/wonder/michell2.html - "Story of Druids†, Microsoft ® Encarta ® Encyclopedia 2001.  © 1993-2000 Microsoft Corporation.

Athens of the north

â€Å" Auld Reekie † and â€Å" Athens of the North † : depict how the designers of Edinburgh from the mid 18th century to the mid 19th attempted to associate ( physically and visually ) the Old Town and the New Town. The monikers â€Å" Auld Reekie † and â€Å" Athens of the North † are symbols of two really different times during Edinburgh ‘s Past and of two every bit contrasting countries in its cityscape. Before the eighteenth century, Edinburgh consisted of the country now known as the old town. This comprised a dumbly populated colony straddling the tail of the antediluvian volcanic stopper that is castle stone. Conditionss in this country were crowded and frequently disgusting. This was the consequence of 100s of old ages of irrational determinations and complete deficiency of town planning and sanitation. â€Å" Auld † translates straight as â€Å" Old † and â€Å" Reekie † refers to the smoky environment caused by the high concentration of chimneys, but besides intimations at the malodor. In this manner, I feel that the moniker â€Å" Auld Reekie † connotes everything that the old town represented during this clip. In the same manner I feel that â€Å" Athens of the North † represents the hope and aspirations of the Scots enlightenment manifested in the New Town. In my essay I shall exemplify how and why Edinburgh developed from â€Å" Auld Reekie † to the â€Å" Athens of the North † and discourse how the designers during this period attempted to link both visually and physically the Old and New Town. The â€Å" Scots Enlightenment † refers to a extremely influential period of Scots History during the eighteenth century. It was a clip when Scotland excelled as a state specifically in the field of academe and scientific discipline. This included doctrine, economic sciences, technology, architecture, medical specialty, geology, archeology, jurisprudence, agribusiness, chemical science, and sociology. Possibly the greatest indicant of the enormousness of the success at the clip was the literacy degrees. By 1750, Scots were among the most literate citizens of Europe, with an estimated 75 % degree of literacy. Although the exact ground for this monolithic rational patterned advance is non wholly clear, it is really much linked with a closely knit group of Scots faculty members and union members. This included Francis Hutcheson, Alexander Campbell, David Hume, Adam Smith, Thomas Reid, Robert Burns, Adam Ferguson, Robert Adam, John Playfair, Joseph Black and James Hutton. Many of them were based in Edinburgh at the University and met and discussed their thoughts on a regular basis in a societal context. It is this coaction, unlike their European coevalss that is said to be the cardinal their success. As a symbol of this accomplishment Edinburgh was ab initio referred to as the â€Å" Athens of the North † in mention to the academic success instead than architectural features of Athens. During the first half of the eighteenth century, it is clear that Edinburgh had become no lucifer to its equivalents South of the boundary line. To many of its citizens, peculiarly to its blue bloods and concern people it had become an embarrassment to Scotland, particularly in position of the enlightenment. As Robert Chambers describes it, it had become: â€Å" a narrow, foul, provincial town † or in John Taylor ‘s words â€Å" makes this state so much despis ‘d by the English † There were many jobs with the town but possibly the most urgent issue was that of sewerage disposal. Due a deficiency sanitation, the dwellers of the old town had became accustomed to the mediaeval solution of flinging there waste out of the Windowss and into the troughs and side streets. Up until this point, it had been a comparatively satisfactory solution as tenement blocks were restricted in tallness and the wet clime of Scotland merely washed away the sewerage down the steep gradients. As the edifices became higher due to a higher population denseness, the issue became apartment as waste began hitting the walls of next edifices and most infamously worse, set downing on walkers. This was non a job in illustrations of English metropoliss at the clip so it is non hard to see why some Scots would hold been ashamed of their state ‘s capital. Despite this, harmonizing to Charles McKean, it is a common misconception that the dwellers of Edinburgh during this clip were despairing for the development of a new town. In his transition Twining metropoliss: modernization versus betterment in the town of Edinburgh he argues that the determination to construct the new town came from a more complex political docket instead than a common feeling of dissatisfaction towards the old town. It seems that there were two distinguishable sentiments, one was to better the old town, and the other was to construct a new one. McKean stresses that our cognition of the status of the old town comes from text written by those who were for the building of the new town and there for could be inaccurate. Despite this, the cardinal point is that Edinburgh was in demand for alteration. Part of Edinburgh ‘s death can be attributed to pretermit by the authorities in England dating back to the formation of the brotherhood in 1603. It seems that as the power shifted from Edinburgh to London, so did much of the wealth and as a consequence the economic system of Edinburgh suffered greatly during this clip. By the early eighteenth century the state of affairs was so bad that the council appealed to the King George to salvage Edinburgh from its diminution. After having no response the council attempted to take action towards the dissolution of the Union, nevertheless they were unsuccessful as they lacked fiscal support. Despite this, Edinburgh finally gained from the Union. During Georgian times many programs went in front to better the old town. These included the cleaning up of the old town and the redevelopment of many of its edifices. Due to Edinburgh ‘s alone topography, development of the old town was really restricted, particularly to the North. As a con sequence, new developments ab initio went in front in the countries South of the old town. This consisted chiefly of the neo-classical development of Bearfords Park consisting what is now George square and the Design of the New College by Robert Adam. The concluding motive for the development of the new town to the North came when Edinburgh was pressured into forestalling its elite from flying to London. As Charles McKean puts it â€Å" Since Edinburgh needed to retain ‘people of rank and of a certain luck ‘ , it required an blue suburb entirely for them † The First and most obvious physical nexus between the Old Town and New Town came with the building of the north span between 1769 and 1772. This was constructed after the determination had been made to construct the new town to the North. Constructing a span over the Nor Loch vale had been on the cards for over a century but it was non until the council received authorities support for the development of the new town that plans went in front. The span spanned the vale of the Nor Loch and for the first clip, allowed entree to the old town from the North. Equally good as easing the building of the new town by supplying a critical nexus, it besides created a more direct path to the port of Leith which improved trading in the old town. The original span was constructed from rock and included three primary arches. Merely after its completion the span collapsed due to structural lacks killing 5 people. The job was caused by old ages of dirt build up from old town diggings which created big hills of â€Å" traveled Earth † along the embankment of the old town crag. The applied scientists had underestimated the deepness of this loose dirt which finally led to the catastrophe. By 1772 it was reconstructed with more significant foundations. In alliance with the north span is the south span. This was completed subsequently in 1788 and spanned the every bit debatable depression of the Cowgate to the South. Built from rock and consisting of 22 arches, the span was constructed chiefly in order to associate the high street with the university but besides to let for entree to the spread outing developments to the South. Coupled with the north span, this extremely undervalued viaduct linked the new town suitably to the educational bosom of the old town. Although there were many others involved, the design for the new town is credited to the immature designer James Craig. Like many of the people involved in the construct for a new town and in true spirit of the enlightenment, Craig was a strong truster in the brotherhood. This unionist docket was reflected really literally in his initial proposal which in program formed a brotherhood doodly-squat. This vision was subsequently dropped due to a combination of it non being possible to build ( because of the angles which it created ) and a general feeling of public disfavor towards its symbolism. Subsequent alterations were made to the program and in 1767 the program that we know today was finalised. From above, Craig made assorted ocular links with the old town. The first and most noteworthy of these is the alliance of the new town. The program comprises three chief streets ; Queens St, George St and Princess St. These were aligned parallel to the royal stat mi and in making so created an obvious apposition between the old and new town. The streets are besides about a stat mi long and integrate a square at either at either terminal ( Charlotte Sq and St Andrew Sq ) . This rather literally reflects the composing of the old town where the Castle and Holyrood Palace take their topographic point at either terminal of the east-west aligned high street that is about a stat mi long. Further ocular connexions to the old town were made by Craig in the agreement of the streets which run perpendicular to these primary streets. These consist of Charlotte St, Castle St, Frederick St, Hanover St and St David ‘s St. These streets were intended to aline with the cardinal characteristics in the old town in order to do a ocular connexion. The best illustration of this is Castle st, which as its name suggests, is in line with the palace. What we now know as Princess Street was besides ab initio to be named St Giles St in mention to the cathedral in the old town. Additional physical connexions between the towns were made in 1759 with the draining of the Nor Loch and subsequent creative activity of the hill. The completion of this draining allowed for subsequently prosaic entree between the towns over what is now the Princess St gardens ( an country that had been antecedently unaccessible ) . The hill, coupled with the north span, formed a secondary vehicular entree path to the old town. The steep embankment was formed utilizing dirt exctevated when run outing the Loch together with landfill from the old town. The individual responsible for the subsequent architectural success of the hill and besides credited as the primary designer to which Edinburgh owes its rubric ; the â€Å" Athens of the North † is William Henry Playfair. Playfair was a Scots designer and is considered to be one of the cardinal figures of the Grecian resurgence in Scotland. His influence on the architecture of new town was monolithic, peculiarly in illustrations o f some of the more iconic edifices. A cardinal illustration of this was his engagement with the Calton hill development get downing in 1818-1820 and his committee for the Royal Institution and Observatory edifices. Subsequently, Playfair besides took over the undertaking that was to be the greatest attempted testimonial to Athens in northern Europe. This was the proposal in 1924 to construct an exact reproduction of the Parthenon. Despite the fact that the undertaking was ne'er completed as a consequence of a deficiency of finance, I feel that it creates one of the most dramatic ocular statements in Edinburgh. In my sentiment the national memorial on Calton hill reflects the Castle on Castle stone and in making creates a cardinal ocular nexus between â€Å" Auld Reekie † and the â€Å" Athens of the North † . Both are situated in an elevated place on top of volcanic stones are both symbolic of the old and new town. In 1822 Playfair received the committee to plan the Ro yal Institution Building on the hill. As the primary edifice site which sits straight between the old and new town the hill posed a challenge. Playfair ‘s solution to this exposed location was to plan it in the signifier of a Doric temple. On the site straight behind the establishment, Playfair was subsequently commissioned to plan the national gallery in 1853. This likewise took the signifier of a Grecian Temple merely this clip in an Ionic manner and included far more improvisation. Together, the edifices form an obvious ocular nexus to the old town. In decision I feel that many connexions were made between the old and new town. These facilitated the integrating of the New and old town at a physical and experiential degree. However, despite these ocular and physical links, in my sentiment there is no existent connexion between the nucleus kernel of the old and new town. To me this is illustrated most clearly in position of the brotherhood. As a defensive colony built to fend off the English, the old town is symbolic of a reluctant ( still existent ) Scots mentality where alteration and development are non on the skyline. Contrastingly, the new town is a symbol of the brotherhood and of the forward thought attack which prevailed during the Scots Enlightenment.In this manner, together with its neoclassical architecture I think the New Town is meriting of its comparing to ancient Greece in its name â€Å" Athens of the North † . The disjuncture between the political orientations of the two towns is reflected in their architec tural features where there are virtually no similarities. Although there are many illustrations of neo-classical architecture in the old town, to me these are merely portion of the new town political orientation and do n't stand for an architectural connexion. The ground there is no architectural mention to the old town is because at the clip, the manner to show these new ideals was by utilizing the Grecian Classical linguistic communication. This is the instance in all illustrations of the Grecian resurgence in Europe, but was possibly most apparent in Edinburgh. Today, the architectural linguistic communication for optimism and alteration tends to stem from the international manner and accordingly allows for mentions to the history and civilization of its context. Some of the best illustrations of this can now be found on the royal stat mi where the mediaeval linguistic communication of the old town has been used. In a modern context, given the chance to heighten the architectural connexion between the old and new town, I would follow this attack.BibliographyCampbell, I, /Stewart, M, /McKean, C, ( 2005 ) Edinburgh: The Making of a Capital City, Edinburgh, Edinburgh University PressGlendinning, M, /MacKechnie, A, ( 2004 ) Scots Architecture, London, Thames and HudsonCoghill, H, ( 2005 ) Lost Edinburgh, Edinburgh, Antony Rowe LtdCruft, K, ( 1995 ) James Craig: The Ingenious Architect of the New Town of Edinburgh, Edinburgh, Mercat PressLindsay, M, ( 1981 ) The Buildings of Edinburgh, London, Batsford LtdNimmo, I, ( 1991 ) Edinburgh: The New Town, Edinburgh, John Donald PublishersCrossland, J, ( 1966 ) Victorian Edinburgh, London, Wayfair PublishersGow, I, ( 1984 ) Scots Pioneers of the Greek Revival, Edinburgh, Nic AllenRock, J, ( 1984 ) Thomas Hamilton Architect, Edinburgh, Featherhall PressFraser, A, ( 1989 ) The Building of the Old College, Edinburgh, Edinburgh University PressClarke, M, ( 2004 ) The Playfair Project, Edinburgh, TNGSInternet Beginningshyper text transfer protocol: //www.bbc.co.uk/history/scottishhistory/enlightenmenthypertext transfer protocol: //www.edinburghacademy.org.uk/curriculum/history/enlightenmenthypertext transfer protocol: //en.wikipedia.org/wiki/New_Town, _Edinburghhypertext transfer protocol: //en.wikipedia.org/wiki/Nor_Lochhypertext transfer protocol: //en.wikipedia.org/wiki/North_Bridge, _Edinburghhypertext transfer protocol: //whc.unesco.org/en/list/728hypertext transfer protocol: //en.wikipedia.org/wiki/Old_Town, _Edinburghhypertext transfer protocol: //en.wikipedia.org/wiki/St._Gileshypertext transfer protocol: //en.wikipedia.org/wiki/The_Mound

The War Of World War II - 1586 Words

Most people have had a problem with someone, some might refer to it like a war. War by definition is generally characterized by extreme aggression, destruction, and mortality. However, for forty-four years a war that would scare millions around the world occurred. This war was not all brutality, it was arguments that would change the world forever. This war was known as the Cold War. The end of World War II was just the beginning of this unique war . The former allied forces of the United States and the USSR, led by Truman and the Soviet leader Joseph Stalin, had many different views about how the world should be run. The Soviet Union was controlled under Communism. However, America was governed under a democratic republic. America’s†¦show more content†¦The American government agreed to help people trapped inside Berlin. In April 1949, The North Atlantic Treaty Organization, or NATO, was established. The United States, Belgium, Canada, Denmark, France, Iceland, Italy, Luxembourg, the Netherlands, Norway, Portugal, and Britain were all members. August 29th, 1949 would only mean bad news for the new allies. The Soviet Union had successfully tested their first atomic bomb. The western allies were shocked and surprised by USSR’s speedy development of a nuclear bomb. Now both the U.S. and the Soviet Union had atomic bombs. Nerves were unsettled. On June 25th, 1950 the Korean War had begun. North Korea was the Soviet Union’s ally. The Soviet Union helped support North Korea in the fight against South Korea. South Korea was the United States s ally. The War would later end in a truce on June 27th, 1953. After America had tested the hydrogen bomb, the Arms Race was official. The Soviet Union and United States felt as though they must out do one another. In May 1955 the Warsaw Pact was formed. This pact put the Soviet Union in charge of the militaries of the seven European countries the USSR influenced. Tensions continued to run high. In 1957 the Sputnik was sent to space starting the Space Race. Sputnik was a Soviet Union satellite. Both sides would race to have the upper hand in space because if you can send a rocket into space, you can also send a nuclear rocket. The USSR would send a dog in sputnik 2Show MoreRelatedThe War Of The World War II1387 Words   |  6 Pagesevents that could bring so many people together while simultaneously tearing them apart-- World War II is one of those events. While the beginning is not set in stone, many will argue that the war all started with the unwarranted German attack on Poland in September of 1939. As tensions rose between countries, conflict began to swell. Over 20 countries were involved, and alliances were established. The war was fought between two major alliances; the Allied powers and the Axis powers. The Allied powersRead MoreThe War Of The World War II1408 Words   |  6 Pagesdifferent levels of the educational system most everyone has talked about the Second World War in great detail. The European and Pacific Theaters were the main focus of many historians and their writing, because war pertained to the audience of the time. WWII revolved around the idea of freedom and liberating the fascist governments of Europe, the homefront back in the states was the war machine that kept the war churning. Millions of pages have been written about the experiences and battles duringRead MoreThe War Of World War II1638 Words   |  7 PagesWorld War II was the most widespread war in history and it directly involved more than 100 million people from over 30 countries. This war lasted from 1939 to 1945. 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And then, to make matters worse, in 1939, Germany invaded Poland to spark the second of the World Wars. Germany was on a seemingly unstoppable track to take over Europe, and countries such as France and England were alwaysRead MoreThe War Of World War II1640 Words   |  7 Pages After becoming Reich Chancellor in 1933, Hitler swiftly consolidated power, anointing himself Fà ¼hrer (supreme leader) in 1934. Obsessed with the idea of the superiority of the â€Å"pure† German race, which he called â€Å"Aryan,† Hitler believed that war was the only way to gain the necessary â€Å"Lebensraum,† or living space, for that race to expand. In the mid-1930s, he began the rearmament of Germany, secretly and in violation of the Versailles Treaty. After signing alliances with Italy and Japan against