World Literature Assignment Help Essay Example for Free

World Literature Assignment Help Essay The most important feature of Homer’s  Iliad  is the most obvious: the central issue in this poem is warfare.  In fact, the  Iliad  is our oldest, most famous, and most enduring story about men in battle.  So one might well begin by exploring certain features of this particular war narrative.  How does Homer depict the war so as to emphasize some features rather than others? Such a question is necessary because the phrase  war story  does not reveal very much about any particular fiction.   After all, warfare, particularly the Trojan War, can be and has been used to develop an astonishingly wide range of the different stories—dramatic adventures, chivalric tales, amusing satires, bitter social commentaries, historical epics, various styles of comedy, romance, and so on, often in combination.  For war is a very fecund basis for all sorts of different tales, as one might expect, given that it includes so many narrative possibilities.  So we might start by seeing if we can get a sense of some of the more salient features of Homer’s treatment of the war. One of the most initially surprising things about the  Iliad  is how many well-known details of the full Trojan War story Homer leaves out. The poem gives us no detailed sense of how the war started (either the short-term cause of Paris’ and Helen’s elopement or the long-term causes in the wedding of Thetis and Peleus and the Judgment of Paris), nor are many of the most famous incidents in the opening or closing stages of the war given any attention (for example, the sacrifice of Iphigeneia, the recruitment of Odysseus and Achilles, the abandonment of Philoctetes, the Trojan Horse, and the fall of Troy, among many others).  There are many references to the fact that Troy will eventually fall, but no details are provided.  First-time readers of the  Iliad  who have some familiarity with details of the famous narrative frequently comment, often with a sense of disappointment, on how few such incidents are included here.  One would think that any poet interes ted in holding his audience’s attention with some exciting narrative events would make much better use of at least some of these.  But one searches the  Iliad  in vain for most of one’s favorite stories from the Trojan War. Instead, the  Iliad  focuses on few weeks in the tenth year of the war. The action covers considerably less time than that, of course, because there are some major gaps (e.g., the nine days’ plague in Book 1, the twelve-day wait for Zeus, the twelve-day maltreatment of Hector’s corpse), and the focus is almost exclusively on what is going on in that relatively short time.  There’s an interesting double chronology at work.  Events move quickly from one battlefield experience to another—there is lots of exciting action.  At the same time, while there is little attention paid to a precise chronology, we also get a sense that a lot of time is going by; this war is dragging on and on, without anything changing very much (other than people being killed).  We do not experience this war as a complete event, with a beginning, middle, and end, an experience with clearly understood causes and a series of events leading to a definite conclusion.  We star t the poem in the midst of warfare, and we end the book, several weeks later, in exactly the same place.  The only thing we know for sure at the end is that the fighting will continue, as before. The warfare is also unremitting.  One bloody encounter is always followed by another without significant variation in the basic nature of the encounters and without pause.  All attempted truces are doomed to failure, other than those the parties make, ironically enough, to collect or celebrate the dead.  Even at night, when the fighting has generally stopped, the war dominates people’s actions, thoughts, and dreams.  There is none of that sense, so prominent in the  Odyssey, that an evening’s meal and sleep bring something to a conclusion so that when Dawn appears the next day, something new and different is about to begin. This narrative structure creates a sense that this war is less a particular and unique historical campaign than it is a lasting condition of life.  These warriors are doing what they have always been doing and what they will continue to do (a sense that is strongly reinforced, as we shall see, by their memories of the past and their hopes for the future).  There has been no clear beginning to all this, and there will be no clear end.  Of course, if we bring to the poem a knowledge of the details of the Trojan War, we know that the tradition tells us it does eventually end.  But the  Iliad  does not encourage us to think about that in any detail, apart from the references to the fact that Troy will fall someday, and, if we do, there is little in the poem to suggest that such an event would change anything very much (more about this later). In addition, the absence of any sense of enterprising romantic adventure in the poem (in spite of the fact that the traditional story of the Trojan War includes all sorts of possibilities for such events) generates a sense that individual resourcefulness in tactics, strategy, or trickery (a common feature of the  Odyssey  and of countless popular war fictions) is out of place here, because this war is larger than the efforts of any one man or small group of men.  It is not something which the individual warrior can, through his individual efforts, alter in any significant way.  Whatever he and his comrades do today, then tomorrow, if he is still alive, he will have to continue doing.  By the end of the  Iliad,  we have witnessed some extraordinary human conduct, glorious courage, horrible destruction, and more, none of which has changed the course or the nature of the war in the slightest.  Confronted with this situation, the men seem trapped, as Odysseus observes: Zeus sees to it that from our youthful days to our old age we must grind away at wretched war, till, one by one, we die. (14.104) [14.85] Some readers find this narrative rhythm disconcerting. Where are we going with the story?  There is a lot of action,  but overall nothing is changing and there is little if any sense of closure.  For those who expect other things from a war fiction, it is rather surprising and perhaps disappointing to discover that most of the exciting narratives we associate with this war come from other sources—the  Odyssey,  Aeneid, and  Metamorphoses, for example—where the vision of war is very different from what Homer is developing in the  Iliad. I would like to suggest that all these relatively obvious details help to create a sense that this vision of war is thoroughly fatalistic.  The war is neither a temporary problem nor a discrete historical event nor a unique adventure.  It is, rather, the basic, unchanging, and inescapable condition of life itself. It is man’s fate. Before exploring this point further, we should first clarify precisely what the terms  fate,  fatalism, and  fatalistic  mean here, for in these modern, decidedly non-fatalistic times we may not all grasp the concept clearly.  To assert that Homer pictures the war as man’s fate is to claim that Homer views it as the essential condition of life into which these men are born. They do not choose to have the world this way, and many of them express their dissatisfaction with this state of affairs and their desire for something different.  But there is nothing they can do to change that condition.  Whatever started this war and whatever will end it (if it ever does end) are beyond human control. It is necessary to add here the important point that, understood in this sense, these terms carry no necessary sense of optimism or pessimism. It is possible to be a confirmed fatalist and yet sense that the basic conditions of life are as good as they possibly could be or are arranged for man’s benefit (as in, say, a faith in providential Christianity), or, alternatively, to have a decidedly pessimistic sense of the world one is born into.  All these terms indicate, as I say, is that life is, so to speak, a game where the rules are made up and controlled by others and where human beings have no ability to change the situation. The terms  fate  and  fatalistic  also do not mean that human actions are predetermined.  This point is crucial to grasp for an understanding of the  Iliad  and almost all classical Greek literature.  Human beings may be unable to alter the situation, but in at least one essential since they are free agents.  They are free to choose how to react to these given conditions.  In the  Iliad  the men have chosen to be warriors; more than that, most of them are determined, in their freedom, to act as heroically as they can, to live up to a code which insists that they confront this grim fatal reality with a range of human qualities (courage, loyalty, physical strength, and so on). We  will be going into this feature of the poem in greater detail in another essay.  For the moment it’s essential to grasp the point that central to lives of these men is their free assertion of their individuality in the face of a harsh fate which they cannot alter.This fatali stic quality of the poem emerges also in the way Homer insists upon the universal scope of war. As we read the story, we are always dealing with a particular event involving specific individuals, but we are also aware of a larger picture, for these events are part of a much longer time period.  The famous digressions, which have occasioned a certain amount of hostile comment, serve to remind us again and again that warfare is a condition of life itself.  Flashbacks to earlier times insist that personal armed combat is what life is about (e.g., Phoenix’s long tale of Meleager, Aeneas’ boasts about his ancestors, Andromache’s story of her family, the constant reminders of the achievements of Diomedes’ father, Tydeus, and so on).  The particular events of this battle are always being played out against a historical backdrop of very similar incidents.  One of Nestor’s important functions in the poem is to remind us all the time, both by his pre sence and by his reminiscences, that human life has always involved fighting on the battlefield: â€Å"Son of Atreus, yes, indeed, I wish, I was the man I used to be back then when I cut down lord Ereuthalion.But gods don’t give men everything at once.  Ã‚  Ã‚  Ã‚  Then I was young.  Now old age follows me.But I’ll be with my horsemen, advising them, giving them  their orders, an old man’s right.Fighting with spears is for the younger men  Ã‚  Ã‚  Ã‚  Ã‚  born after me, men who rely on strength.† (4.373) [4.318] Similarly, when Hector thinks of his young son’s future, the best he can envisage for him is that he will be a great warrior, victorious in battle (6.583), a situation all the more poignant, of course, because many readers bring to the incident a knowledge of how Hector will soon die and how the young infant will be killed when the Achaeans sack Troy.  Hector has already acknowledged that he will die fairly soon, and no one in the poem has more to lose from continuing the battles than Hector.  Nonetheless, the only future he can imagine and desire for his son is one which has produced the situation he and Andromache now face. Homer’s treatment of the combatants also serves to bring out the universal, fatal condition of this war.  The  Iliad  contains hundreds of different names of people from all over the known world.  It is virtually impossible to keep track of everyone (and one doesn’t really have to, since most of the major actions involve relatively few people), but it is equally impossible to escape the sense that on this canvas we have representatives from all parts of civilization, not simply two separate groups fighting their own private quarrel.  And what’s even more remarkable, all these combatants are decidedly similar.  Most of them speak the same language, worship the same gods, live by the same code of life, share the same rituals in prayers, sacrifices, burials, and so on.  Warriors on opposite sides are members of the same extended family, and their forefathers have entertained each other and fought as allies in the past.  Some of those on different sid es have the same name (e.g., Agelaus, Antiphus, Adrestus, Medon, Noemon, Orestes, and so on).  Such a marked similarity between the two main groups of allies works against any attempt to find a rational cause of this war in some ethnic or religious conflict and thus adds weight to the impression that warfare transcends any geographical or cultural differences between the groups fighting each other. We need to dwell on this point for a moment.  In our Western traditions, we have for a very long time coped with the disturbing aspects of war by subjecting it to moral analysis. We like to see warfare as an army of righteousness against an army of evil, good versus bad, with the forces of goodness prevailing, so that we can justify the inescapable horrors war brings with it.  And many critics have extended this tradition to the  Iliad, seeking to establish some moral basis for the war which would make its atrocities somehow more palatable.  I’ll have a good deal more to say about this tendency in a later essay.  What I want to insist upon here is that Homer appears to go out of his way to make this division between the opponents difficult to sustain.  This war has not arisen out of cultural or political or economic conflict.  It is something bigger than all such conflicts, and it has the effect of making all the combatants, whatever minor differences one wishes to point to here or there, all equally subject to its force. After all, why are these men fighting?  Or, more importantly, why do they believe they are fighting?  The treatment of Helen, the ostensible cause of the war, makes her, for all her importance in the received tradition, relatively insignificant.  She is hardly a sufficient explanation for what is going on.  If the abduction counts at all, it is a minor pretext for what these men do all the time anyway.  The suggestion that the Trojans might debate the issue and give her back (7.402) evaporates almost immediately, and the war continues as before.  King Priam expressly indicates that Helen is not to blame (3.175) since the only sensible way to account for this war is to ascribe it to the gods. Such a view of war is profoundly different from what most of us now believe.  We think we have the ability to avoid warfare and that, if we must fight it, then we will do so only when we have a moral imperative to do so (i.e., when we are the â€Å"good guys† and our opponents â€Å"the bad guys†).  And even under such circumstances, we will expect the war to be as short as possible.  The notion that war is not a temporary and unwelcome intrusion upon human life but a fatal condition of life is thus potentially disturbing, a challenge to beliefs we particularly cherish.  A central thrust of these essays is that such a challenge to our sensibilities is one of the most important things about this poem because it is a vision of the world which contradicts what we wish to believe about it.  Of course, many of us can and do seek to evade that challenge by attempting to convert the grim fatalism into a reassuring moral allegory in line with our traditions, but that, it strikes me, removes from the work its most valuable qualities. Bibliography Homer, A. T. Murray, and William F. Wyatt.  Iliad. Cambridge, MA: Harvard University Press, 2003. Osborne, Robin.  Greece in the making: 1200-469 B.C. Milton Park: Routledge, 2009. Warry, John Gibson.  Warfare in the classical world. New York: Barnes Noble, 2000.

Examining The Refugee And Immigrant Children Social Work Essay

Examining The Refugee And Immigrant Children Social Work Essay   Rossiter and Rossiter review a study that was conducted in order to attain a deeper perspective of the migrating youth into Canadian society; they discuss the risk factors both in the community setting and within the individual. These studies first discussed negative factors affecting the youth and positive factors assisting the youth to not fall into criminal behavior. Lastly, both authors discuss a solution that I would like to classify it in order to understand these gap and misinterpretation between a trouble both within and outside the youth.   Rossiter and Rossiter (2009) state that youth who migrate to Canada with their family are faced with issues from back home, such as pre-migration violence and trauma were reported to be predisposing risk factors for youth involvement in violent and criminal activity in Canada: many youth from refugee camps have witnessed or experienced violence (e.g. rape, murder, and torture) and suffer from depression, nightmares, flashbacks and or disturbed sleep patterns (Rossiter and Rossiter, 2009, p. 9). A youth arriving in a country that has already developed their own culture and unique mother of tongue can further create a bigger barrier for the youth in terms of acclimating to this new society, their new home.   Social services representative discuss the complications of integration that can cause stress or anxiety-all their symptoms basically prevent them from learning and adapting (As cited by Rossiter and Rossiter, 2009, p.9). These youth experience pressure to fit in when it comes to the school system. They are encountered with peer pressure or alienation (Rossiter and Rossiter, 2009, p.9) as association with antisocial peers, however, can lead to violent altercations and crime (Rossiter and Rossiter, 2009, p.9). Education was one area where it was classified as a positive impact encouraging youth to act in a positive manner (Rossiter and Rossiter, 2009, p.4).   Due to the alienation that youth experience due to the want of fitting in within their peers, criminal justice representative said education was seen as extremely important for immigrant and refugee youth: Not having [education] is whats creating the push in the other direction, and having it is what would save them (As cit ed by Rossiter and Rossiter, 2009, p. 13). Creating these barriers furthermore sets this youth to drop out and as a school is seen as a recruitment into drug-related crimes (Pg.10). While seeing the complications that the lack of education can cause we can acknowledge the importance of school and education towards the future of the youth.   Rossiter and Rossiter (2009) discuss how youth first entering Canada with their families are seen to be lead by the government into subsidized housing (p.11) due to their lack of finances thus, these youth may not have the same economic standing as their peers. This makes the youth feel uncomfortable leading to the youth having to deal with an inner struggle between wants and needs (Rossiter and Rossiter, 2009, p. 9). The authors made it clear that contributing factors such as: family support and stability, socio-economic status, physical and mental health, age of arrival, language proficiency, interpersonal skills social networks, personal resilience, employment opportunities and housing and neighborhood, among others (Rossiter and Rossiter, 2009, p. 4) are seen as a pushing negative factor and also a helpful positive factor for the youth to get out of troubles in the criminal system. The authors prescribe mentorship and school activities to assist these youth out of the negativ e criminal behavior (Rossiter and Rossiter, 2009, p. 13-14). They discuss how teachers are often unaware of the challenges faced by immigrant and refugee students, and the education system itself is ill prepared to meet their complex needs. Isolation and a lack of social support at school and in the wider community mean that immigrant and refugee youth may be left with few options, and antisocial peers involved in drugs, crime and gangs may be perceived as attractive alternatives (Rossiter and Rossiter, 2009, p.16). Family and community support along with Maslows hierarchy of needs should be in place in order to assist these youth.   Families seen to be living in poverty are often unable to meet the physiological and safety needs of their children; at-risk youth who go to school without breakfast or lunch and live in subsidized housing may be especially vulnerable. Youth who lack close relationships to family, school and community or who suffer from feelings of inadequacy or failu re are easy targets for gangs who promise to fulfill their needs for belonging and self-esteem. (Rossiter and Rossiter, 2009, p.16). The authors review the negative and positive influences that contribute to the idea of where funding should be focused. The authors provide the reader with a qualitative research method to get a better understanding by talking to adults who experienced youth criminal activities due to the barriers put forth. It is also important to note that the authors touched upon the lack of statistical research that is brought forth to the public that shows if immigrant and refugee youth are the only ones big in numbers in the jail system.   Refugee children in Canada: searching for an identity written by Fantino and Colak (2001) provide an overview of migration issues that arise and the troubles that these children are faced with pre and post arrival into Canada. Fantino and Colak (2001) discuss how the children migrating with their families bring with them issues that they face while coming to a new country as a refugee trauma from witnessing violent crimes, language difficulties, family disruption, and adjustment to a different culture-in addition to the challenges that accompany childhood and growing up (p. 587). Fantino and Colak (2001) draw comparison between immigrant children versus a refugee child. They both write how both classes deal with migration and endure the push-and-pull forces of home and school, which often work in opposite directions (p.589). As we are taught to believe that immigrants face less barriers due to their receipt of citizenship Fantino and Colak do not fail to portray the similarities of both groups.   Both may encounter societys discrimination and racism, and developing a sense of identity-while trying to bridge generational and cultural gaps (Fantino and Colak 2001, p.589). Perhaps the greatest threat to these children is not the stress of belonging to two cultures but the stress of belonging to none (p.589.) If these children receive a sense of belonging this can open up and increase their self-esteem and further avoid future barriers and inner fights within the child.   One specific concentration that Fantino and Colak (2001) bring forth is the desire for children in the school setting to be accepted by their peer group, be seen as a dependent and a master by interpreting for their parents (Fantino and Colak, 2001, p.589) these factors can contribute to the sense of belonging discussed earlier. These children are in essence parentified as they face the pressure of interpreting for their parents (p. 589).   This pressure can have a dramatic effect on the child as they are given adult responsibility in settings they are not familiar with. Fantino and Colak (2001) wonder if children really do adapt better to society (p.591). They discuss the trouble of parents with the lack of communication they have with their children (p.590). Fantino and Colak refer to these refugee children as children without history (p. 594). Both authors bring forth ideas of the host country providing a positive act in order to make integration as a positive role for the c hild and family.   One key factor in determining success is the reception of newcomers by the host society (p.589). Task force on mental healthi issues affecting immigrants and refugees (1998) writes that settlement support services, schools, health and social services and the community at large play a crucial role in assisting and supporting children to adjust and integrate into Canadian society (As cited by Fantino and Colak, 2001, p. 589). Fantino and Colak (2001) believe that in order for successful integration we must not ignore the parents who might also be facing trauma prior to arrival. They state that their challenge is to meaningfully integrate their history with the present and future realities of Canada (Fantino and Colak, 2001, p.595) it is only until we as Canadians work as a team to provide a safe haven for newcomers where we can assist and cater to their needs to provide them with adequate housing and support systems. As Fantino and Colak discuss migration trouble pre and post migration both authors do not fail to give Canadians a role on easy adaptation and this sense of guidance makes the struggle of migration as a societal problem and not solely a problem just with the migrating child with their family     Analytic discussion:   Both readings discuss the resolutions and the causes of what a child and youth experience as they migrate to a new country. The identified theme of the harm of migration to the individual at hand arises concerns and a deep look at why changes should be in place to assist the migrating newcomers. By looking deeply at the barriers/causes placed by society we will gain insight on understanding why. Both articles gather information by using a qualitative research method that asks children and adults who were deviant youth in the past about problems faced by both immigrant and refugee children and youth; both articles looked at the trouble faced within the individual and the trouble put on by society. Both articles answer questions of why and how these issues arise, both articles discuss solutions and the lack of statistics that would help to really understand the criminal system in regards to over population of immigrant and refugees in the institution. As both articles take on such approaches to understanding migration and the effect it has on children regarding identity and youth portraying criminal behavior I will provide an analytic discussion in regard to the theme of troubles of migration faced by the immigrant and refugee child and youth. By discussing how the comparison of both articles both discussed the lack of identity the youth and child face, both articles discussed support systems, whether it was lacking or being seen as a great contributor for successful migration, education as a primary target for success in the individual and lastly community assistance that the host community must act upon. As all articles discuss the implication pre and post the childs and youths migration I still believe that further questions need to be asked in order to get a more holistic and complete view of migration difficulties and criminal behavior that the child and youth experience.   Who is a refugee or immigrant youth or child when they come to Canada? It is to this thought that we can look at the identity of these young adults and children being challenged when entering a new country such as Canada. We are taught through both articles that when an individual such as a youth and child enter Canada we must realize the issues they have faced at home that might of led them to migrate: trauma from witnessing violent crimes, language difficulties, family disruption, and adjustment to a different culture-in addition to the challenges that accompany childhood and growing up (Fantino and Colak, 2001, p. 587). When one reads such statements I cant help but ask why arent these individuals dealing with the issues back home? Could it be that the government can no longer be trusted? Why migrate? Is Canada being portrayed to other countries as a loving, welcoming country? If so, we must change this. Canada being classified as a harmonious country or not has issues of its own. We are dealing with employment difficulties, high taxes, and are still involved in a war where other cultures are still being seen as a threat. Are we setting up this migrating youth with unrealistic expectations of Canada? Is this our fault as Canadians that we are simply setting up a trap for this migrating victims to have a difficult life in Canada?  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The issues back home which may have pushed their migration to Canada is not the only issue that these age groups experience. They also witness and experience issues in their new land, and this act should simply put the blame on us, on Canadians.  Support system in the school setting is seen to be lacked and to be a great contributor to be the line of helping the youth and child to avoid criminal behavior. The development of positive relationships with caring adults in the school setting, such as ESL or mainstream teachers, counselors and school resources officers, was also considered to be a protective factor. In some schools, member of ethno-cultural communities offer approved courses designed to help students develop identity and intercultural competence (Rossiter and Rossiter, 2009, p. 14).   After school programs where the student can receive assistance in studies or being involved in recreational activities can provide an outlet for the student to develop an identity by taking interest in other activities and also assisting with developing relationship with other students or guides. This not only provides them with a family setting in the school atmosphere but also an family unit when parents struggle to understand the school setting or simply when parents do not have much involvement with their children due to work or emotional difficulties. Dedicated workers such as these are helping youth exit gangs, offering them opportunities for success and keeping others from becoming involved with drugs and crime (Rossiter and Rossiter, 2009, p. 14) As this form of assistance provides the assistance of the host community it shows how we can contribute positively to the outcome of the future of the new generation. As this is so, we must be aware of the access these children a nd youth have to schooling. Funding is needed for better schooling not only for these newcomers but also for youth all around. In Canada the cost to incarcerate a youth for 1 year is approximately $100,000 (Rossiter and Rossiter, 2009, p.3), and sending your child to school has no cost then leaves the question of why spend so much in incarcerating youth involved in criminal activity when such money can go into schooling where programs can arise from? As we should be addressing the crime taken in each community (Rossiter and Rossiter, 2009, p. 3) we know that education can be seen as a way out for these youth to avoid them from falling into a trap of gang involvement and provide these children with a sense of identity and skills this is an investment that will not only help the migrating newcomer individual but where society would also benefit from. Derwing et al. (1999) and Watt and Roessingh (1994,2001) state that studies of school dropout rates of immigrant youth have indicated th at 46-74% of immigrant youth whose native language is not English fail to complete high school (As cited by Rossiter and Rossiter, 2009, p. 4) doesnt society see the need for funding?   Community assistance needs to be put in force in order for these youth and children to experience an easy adaptation to Canadian society. Communities provide a learning experience by comforting the individual and providing an exit from any future criminal activity that might come through the youths and childs life. These could be centralized in a love reception center, with ongoing follow-up and support in school and community setting (Rossiter and Rossiter, 2009, p.17.) Providing these follow-ups with children, youth and their families will give these newcomers being a immigrant or refugee a voice and provide a further perspective of changes and improvements that could be more active.   Social services assistance: including language translation services; help in location permanent housing and accessing English language classes; a community orientation; referrals to health and social services; including professional counseling services; and other services as needed (Fantino and Col ak, 2001, p. 590). Such services can also be seen to benefit the family unit as a whole as it is helping all members of the family to access and be aware of the services provided by the host community, and can also be seen as a contributor in helping family bonds strengthening when migration can be viewed as a challenging phase for the family. Permanent housing should include specifications and be geographically located where criminal behavior is not the face of that community. Peer ambassador programmers that carefully match newcomers with more established immigrants from the same culture can also be very helpful (Fantino and Colak, 2001, p.590) If newcomers encounter other newcomers they will feel a sense of   hope as they will see that their present challenges were possible to be overcome; this will provide the recent newcomer with a sense that they can do it. We can make a change, so why in a country where 11.2% of the total population of 31 million identify themselves as members of a visible minority (Fantino and Colak 2001, p.588) are being faced with such troubles? In a country where employment is seen as hard to get regarding youth employment why are we not addressing this problem? We realize that the Canadian Baby Boomers are affecting work labor in the present society (Foot, 1998, 82) so how can we assist these youth to find a job when the baby boomers are occupying the majority of the labor market? Do we need more jobs specifically targeted to this population? Why are we still letting in refugee and immigrant families when we can barely assist those already in Canada? Why is Canada still setting up a trap for these newcomers? As I agree with the standings and arguments/solutions that both articles make, I do believe that more questions need to be asked, mostly questions regarding Canada and why Canada is still letting this happen. Heller (1995) along with Jiwani (2002) and Roberts (2002) state that ethnic minorities and those with English or French language difficulties, are disproportionately represented in the Canadian criminal justice system (as cited by Rossiter and Rossiter, 2009, p. 2) and Canadas lack of providing statistics related to race and ethnicity can further show that numbers need to be put into place in order to understand migration issues and complication. Without numbers can it be fair to say that Canada is contributing to the problem? Without numbers can Canada take a position and assist solely on word of mouth? Providing this overview can be frustrating to understand how to tackle such an issue of migration, but I do believe that in order for us to understand, numbers that are lacked in the prison system if minorities really do make up the population in the jail system needs to be placed. Rossiter and Rossiter state that such a study might increase discrimination towards these individuals (Rossiter and Rossiter, 2009, p.3) but how can we help a group without knowing statistics? Since Rossiter and Rossiter tackles such a perspective it leaves the question if Fantino and Colak say that the host community must assist these newcomers due to the issues surrounding this population how can we assist youth as a community when we are unaware of youth involvement in criminal behavior for example? Without data, Canadians are left in the dark, and this must change.   We must make a change to recognize these newcomers diplomas (Rossiter and Rossiter, 2009, p.4.) and degrees to set them up for the work field in order for fairness and these barriers to fall down in favor of those newcomers. My approach to the solution of ending criminal behavior is to look at societal resolutions and also understand the change that needs to be placed. I believe that working with the individual and not for the individual will further assist these individuals on a personal identity level and guide them through the services that can help. Both articles bring upon an analytical overview of migration and the effects brought on by the host community and the services lacking these migrating youth and children. As we understand migration to have a negative effect on individuals we also must not rule out the good that migration can do, such as providing a safe haven for these newcomers from escaping from the harsh realities they faced back home. By communities gathering as a welcoming committee in order to provide the newcomers with a welcoming atmosphere the community must do more than accept the realities of just adapting to a mosaic country. We must work together to provide support for the ch ild, youth and their families. We must acknowledge the contributions that each youth and child carries within them and be culturally accepting. It can be instilled that the children are our future, and no matter what country these children and youth come from, all should be given a fair opportunity.   Ã‚  

Hybrid Cars Essay -- Gasoline Electric Hybrid Automobiles

1 Introduction A healthy and prosperous society is based on a healthy and prosperous economy. And during the last century, following the economic growth, the social networks expansion and the geographic dispersion of economic activities, transport became the spinal column of commercial and industrial interaction. The capacity of individuals as well as firms to exchange goods and services became crucial not only for economic purposes but also for better life quality. Unfortunately, the drawback effects of transport have an important impact on the natural and human environments on one hand, and on the growing fuel consumption accompanying the current oil crisis on another hand. Fossil fuel combustion associated to urban transport conditions lead to serious damage to fragile ecosystems and human health as well as contributing to climatic changes and global warming. This leads to the call of the environmental protection agencies and market competition all over the world for significant improvement of fuel economy of all the different classes of vehicles. Meanwhile, studies have confirmed that in recent years, fuel consumption from heavy duty vehicles has grown at a much faster rate then that of passenger cars due to an increase in the demand for transportation of goods [2]. In addition, heavy trucks and buses are normally equipped with highly efficient diesel engines, which limit the opportunities for improvements in fuel economy through studies on the engines efficiency. Consequently, hybrid propulsion systems can be critical solutions to achieve future fuel economy goals for heavy duty vehicles [3]. 2 What is a Hybrid Car. A hybrid car is a vehicle that uses a combination of at least two different fuel sources for its prop... ...ice for Hybrid Powertrain Applications†, SAE paper 2005-01-0810, 2005 . [2] – Wu, Lin, Filipi, Peng, Assanis, â€Å"Optimization of power management strategies for a Hydraulic Hybrid Medium Truck†, the university of Michigan, Advanced vehicle control conference, Hiroshima, Japan, September 2002. [3] – Buchwald, Christensen, Larsen and Pedersen, â€Å"Improvement of City bus Fuel Economy Using a Hydraulic Hybrid Propulsion System – a Theoretical and Experimental Study†, SAE Paper 790305, Warrendale, 1979. [4] – Filipi, Louca, Daran, Lin, Yildir, Wu, Kokkolaras, Assanis, Szkubiel and Chapp, â€Å"Combined optimization of design and power management of the hydraulic hybrid propulsion system for the 6x6 medium truck† , Automotive research center, University of Michigan, National Automotive Center, US Army RDECOM, 2004. [5] – www.hybridcars.com [6] – www.consumerreports.org

Essay --

Not surprising that The Magic Flute has been staged by contemporary innovative directors- it’s craziness makes it ideal for being a director’s medium. Modern opera criticized for being boring or whatever, but here are three directors who, although they faced criticism themselves, approached opera with fresh perspective and with a desire to change what they felt where stiff conventions that no longer Richard Wagner was supremely interested in the music of other composers, both that of his contemporaries and those who had influenced the operatic stage before him. As an opera composer and librettist himself, he listened to the offerings of other composers carefully, forming his opinions with even more caution. In his anaylsis of Mozart’s work, Wagner credited the composer with â€Å"creating true German opera† Modern music critics continue to scratch their heads when considering Wagner’s gushing remarks on Mozart. In a review posted to the Flos Carmeli Arts Blog on February 26, 2010, Steven Riddle describes Mozart as a German composer who writes music that is â€Å"flexible, nimble, light and lovely†, while Wagner’s is â€Å"like a beautiful bludgeon- slow and ponderous†. While they possess little similarities in style as composers, it was not simply Mozart’s music that enamored Wagner. The Magic Flute inspired Wagner with its characters and their keen development, as well as Mozart’s clear voice as an interpreter of the drama within the music. He praised Mozart for his ability to create a genre that was unlike any previously seen in the German Opera. The Magic Flute was an opera that lived between Opera Seria and Opera buffa (both common in German opera at the time), but also contained many musical styles of the ornate Italian opera. ... ...e gaps caused by heavy editing to the libretto. He gave voice only to the most important characters, Pamina and Tamino, Papageno and Papagena, the Queen of the Night, Sarastro and Monostatos. Particularly bold was his cutting of the Three Ladies and the Three Spirit Children, who he deemed merely mechanisms of exposition and magic. What Brook yearned to create where characters who were true individuals as opposed to singers in a pageant of the superfluous. His work with the Queen of The Night particularly reached this goal. While she is clearly the villainess of Flute, Mozart’s music gives her a complexity that Brook highlighted. Her revenge aria, in which she mourns the loss of he daughter to Sarastro, is mostly known for it’s treacherous colatura. In Brook’s Flute, the aria began softly and tenderly, reaveling the bevered mother underneath the evil Queen.

Vikings and the First American Colony Essay -- American America Histor

Vikings and the First American Colony The idea that Columbus did not provide Europeans with their first long term contact with America is now nearly universally accepted. Activists for the Irish monk, St. Brenden, and other early explorers are gaining support with new archaeological evidence. It is the Norsemen, though, that have the distinction of being the first colonizers of the Americas, whether or not chance meetings occurred before. The legacy they left the Americas is striking considering the short amount of time they actually spent here, and historians are baffled by nearly every aspect of their colony. The forces that made them abandon Vineland, their main colony, are the subject of an ongoing debate on both sides of the Atlantic. The nature, location, and inhabitants of the Americas the Vikings knew would all have been obstacles to forming a permanent settlement. The economy, the driving force for colonization, also affected the need for Vineland. The peninsula in the northwest corner of Europe known as Jutland has been inhabited by Scandinavians for centuries. Ptolmey writes about the area and Roman artifacts have been found during excavations of Norway and Sweeden demonstrating considerable contact with southern Europe (Wilson 21-23) Literacy is indicated by the Runes which first appeared at the beginning of the third century. The Runic alphabet has changed and evolved through the years, and claims of inscriprions dot the United States and are largey the basis on knowledge of Viking presence (Wilson 27). During the first century, Europeans embarked on a period of great migration, a time of great wealth and prosperity for the Scandinavians. One cause was the settlement of a new territory on the basis of "an eco... ...ed factual. Other sites in Greenland substantiate the sagas and we can rely on them for information regarding the Viking exploration of America. They do not, unfortunately, tell us the precise location of Vineland, so many aspects of the Viking adventures remain a mystery. For now, historians credit Vikings with the first European discovery of America. The colony was not permanent, but the legacy the Vikings left is seen in many places like Cape Cod where street names like Leif Lane and Viking Way dot the maps. Historians may never know all the details concerning why settlement did not last. For now the evidence points to skirmishes with the natives, the long distance from Greenland, the population shortage and the natural environmental factors. The Vikings were here for an instant and, for various reasons abandoned their settlement, leaving their mark forever.

Basic Manufacturing Cost Categories Essay

The term direct labor is reserved for those labor costs that can be essentially traced to individual units of products. Direct labor is sometime called touch labor, since direct labor workers typically touch the product while it is being made. Manufacturing Overhead Cost: Manufacturing overhead, the third element of manufacturing cost, includes all costs of manufacturing except direct material and direct labor. Enumerate and define the different classifications of costs On the basis of Nature or Elements: One of the important classification cost is on the basis of nature or elements. Based on elements, it is classified into Material Cost, Labour Cost and Other Expenses. They can be further subdivided into Direct and Indirect Material Cost, Direct and Indirect Labour Cost and Direct and Indirect Other Expenses. 2) On the basis of Function: The classification of costs on the basis of the various functions of a concern is known as function-wise classification. Here, there are four important functional divisions in the business organization. Viz. (a) Production Cost (b) Administration Cost (c) Selling Cost and (d) Distribution Cost. 3) On the basis of Variability: On the basis of variability with the volume of production cost is classified into Fixed Cost, Variable Cost and Semi Variable Cost. Fixed Costs are those costs which remain constant with the volume of production. Rent and rates of office and factory building are some example of fixed cost. Variable costs are those costs incurred directly with the volume of output. For example, cost of materials and wages to workers are the expenses chargeable with direct proportion to the volume of production. Semi-Variable Costs are those costs incurred partly fixed and partly variable, with the volume of production. Accordingly, it has both fixed and variable features. For example, depreciations and maintenance cost of plant and machinery. 4) On the basis of Normality: Costs are classified into normal costs and abnormal costs on the basis of normality features. Normal costs are those incurred normally within the target output or fixed plan. 5) On the basis of Controllability and Decision Making: Based on the managerial decision making and controllability the classifications are as follows: (a) Controllable Cost, (b) Uncontrollable Cost, (c) Sunk Cost, (d) Opportunity Cost, (e) Replacement Cost, (f) Conversion Cost. a) Controllable Costs: Controllable Costs are the costs which can be influenced by the action of a specified number of an undertaking. Controllable Costs incurred in a particular responsibility centre which is influenced by the action of the executive heading. For example, direct materials and indirect materials. b) Uncontrollable Costs: Uncontrollable Costs are those costs which cannot be influenced by the action of a specified number of an undertaking. In fact, no cost is controllable; it is only in relation to a particular individual that may specify a particular cost to either controllable or non-controllable. For example, rent and rates. c) Sunk cost: These are historical costs which were incurred in the past and are not relevant to the particular decision making problem being considered. While considering the replacement of a plant, the depreciated book-value of the old asset is irrelevant as the amount is a sunk cost which is to be written-off at the time of replacement. Unlike incremental or decremental costs, sunk costs are not affected by increase or decrease of volume. Examples of sunk cost include dedicated fixed assets, development cost already incurred. d) Opportunity Cost: Opportunity cost means the cost of forgoing or giving up an opportunity. It is the notional value of going without the next best use of time, effort and money. These indicate the income or potential benefits sacrificed because a certain course of action has been taken. An example of opportunity costs is the market value forgone or sacrificed when an old machine is being used. e) Replacement Cost: Such expenses may be incurred due to factors like change in method of production, an addition or alteration in the factory building, change in flow of production etc. All such expenses are treated as production overheads; when amount of such expenses is large, it may be spread over a period of time. f) Conversion Cost: Conversion costs are those costs which are incurred while converting materials into semi-finished or finished goods. It is the aggregate of direct wages, direct expenses and overhead costs of converting raw materials into finished products. Differentiate variable and fixed cost Fixed costs are costs which remain constant within a certain level of output or sales. This certain limit where fixed costs remain constant regardless of the level of activity is called relevant range. Variable costs are costs which change with a change in the level of activity. Examples include direct materials, direct labor, etc.

Cellular Adaptation

In cell biology and Pathophysiology, cellular adaptation refers to changes made by a cell in response to adverse environmental changes. [1] The adaptation may be physiologic(al) (normal) or pathologic(al) (abnormal). Five major types of adaptation include atrophy, hypertrophy, hyperplasia, dysplasia, and metaplasia. Atrophy is a decrease in cell size. If enough cells in an organ atrophy the entire organ will decrease in size. Thymus atrophy during early human development (childhood) is an example of physiologic atrophy. Skeletal muscle atrophy is a common pathologic adaptation to skeletal muscle disuse (commonly called â€Å"disuse atrophy). Tissue and organs especially susceptible to atrophy include skeletal muscle, cardiac muscle, secondary sex organs, and the brain. Hypertrophy is an increase in cell size. If enough cells of an organ hypertrophy so will the whole organ. The heart and kidneys have increased susceptibility to hypertrophy. Hypertrophy involves an increase in intracellular protein rather than cytosol (intracellular fluid). Hypertrophy may be caused by mechanical signals (e. g. , stretch) or trophic signals (e. g. , growth factors). An example of physiologic hypertrophy is in skeletal muscle with sustained weight bearing exercise. An example of pathologic hypertrophy is in cardiac muscle as a result of hypertension. Hyperplasia is an increase in the number of cells. It is the result of increased cell mitosis, or division. The two types of physiologic hyperplasia are compensatory and hormonal. Compensatory hyperplasia permits tissue and organ regeneration. It is common in epithelial cells of the epidermis and intestine, liver hepatocytes, bone marrow cells, and fibroblasts. It occurs to a lesser extent in bone, cartilage, and smooth muscle cells. Hormonal hyperplasia occurs mainly in organs that depend on estrogen. For example, the estrogen-dependent uterine cells undergo hyperplasia and hypertrophy following pregnancy. Pathologic hyperplasia is an abnormal increase in cell division. A common pathologic hyperplasia in women occurs in the endometrium and is called endometriosis. Dysplasia refers generally to abnormal changes in cellular shape, size, and/or organization. Dysplasia is not considered a true adaptation; rather, it is thought to be related to hyperplasia and is sometimes called â€Å"atypical hyperplasia. † Tissues prone to dysplasia include cervical and respiratory epithelia. Dysplasia often occurs in the vicinity of cancerous cells, and it may be involved in the development of breast cancer. Metaplasia occurs when a differentiated cell of a certain type is replaced by another cell type, which may be less differentiated. It is a reversible process thought to be caused by stem cell reprogramming. Stem cells are found in epithelia and embryonic mesenchyme of connective tissue. A prominent example of metaplasia involves the changes associated with the respiratory tract in response to inhalation of irritants, such as smog or smoke. The bronchial cells convert from mucus-secreting, ciliated, columnar epithelium to non-ciliated, squamous epithelium incapable of secreting mucus. These transformed cells may become dysplasic or cancerous if the stimulus (e. g. , cigarette smoking) is not removed.