Roman Society The Great And Vast Republic And Empire

Roman society was one of ever changing complexity. At a size of approximately one million people Rome was the pinnacle of an age long lost. Yet the society created by these ancient people remains in the ever changing culture of today. Whether it be the creation of a republic, the political entity still used by many today, to the mannerisms of war still taught by military schools the world over, Rome gave more to the development of civilization than almost any society. Even the phrase, â€Å"When in Rome, do as the Romans do† is commonly used around the world. In this essay Roman society will be analyzed from the rise to the fall of the great and vast republic and empire. Yet what was a Roman really? â€Å"The Romans thus created for themselves a â€Å"national self-image† or a â€Å"national character,† and they perceived of the ideal Roman as being stern, diligent, and self-sufficient.† Although this may be an image that many Romans accepted as their so cieties view of its subjects, there was much more to the Romans than that. As with any other society there were the rich and poor, as well as slaves. Looking back the Romans may seem to be a very militaristic society, but the every day life of a Roman was equally exciting. To discover the truth behind these ancient people’s lives one must however know the difference between fact and fiction, as many of the Romans writings were not entirely true, but instead full of myth. This essay will look at the politics, military, myth, and true everydayShow MoreRelatedRoman Culture And The Roman Empire774 Words   |  4 PagesRoman Culture The Roman Empire is among the greater ancient civilizations known to man. In 753 B.C. Rome at one point consisted of The Rhine River to Egypt and from Asia Minor to Britain accumulating some 2 millions square miles. This essay goes over some of their culture and the great strides made throughout 753 BC to 27 BC and from 64 AD to 1453 A.D. I. Military The Roman military focused on teamwork and making their soldiers brave throughout their training. The Equitatus played a major role inRead MoreThe Ancient Roman Empire1518 Words   |  6 Pagesprogressive and triumphant as the Roman Empire. Also remarkable in the fact that it did not conform to Western democracy. Comprised of sizeable portions of the world that ran from the Mediterranean Sea to areas surrounding continental Europe and the Middle East. It was the largest spanning empire the world had ever seen and succeeded in cultural control on the lands and of the people, lasting centuries. The Roman republic lasted from 507 to 31 BCE, the Republic unlike other major historic civilisationsRead MoreComparing the Roman Empire and the United States of America Essay1294 Words   |  6 Pagessimilarities of military, economics and systems of government between the Roman Empire of the 6th century BCE and the United States of America of the 20th century. History has revealed that all su perpowers fall eventually, although much time has passed since the glory days of Rome we see in 2015 the largest superpower in charge, the United States. There are many similarities that can be drawn between the American superpower and the Roman Empire such as the same founding of government and both dominated in militaryRead MoreThe Romans Once Proud And Established Society Who Valued1300 Words   |  6 Pages The Romans once proud and established society who valued duty and responsibility to their Gods, family, friends, and to the state (Jones, Rome, Podcast 1). Romans like to believe they were descended from the noble Trojans. (Backman, Cultures of the West, p.171). The Romans were also known to be a dominant and warlike group and this dominance which was key in the construction of this vast empire (Backman, Cultures of the West, p.172). One way Romans were able to grow so large was by successfullyRead MoreThe Structure of The Roman Empire Essay1306 Words   |  6 Pages The Roman Empire, was the largest known civilization. The Roman Empire began when Augustus won the second great civil war and ended, when the last Roman emperor, Romulus Augustulus, was overthrown by the Germanic King Odoacer. The empire continued in the East as the Byzantine Empire (Mark). The structure of the Empire was such that one individual had complete control over all matters of the state, The Emperor, of course there were various branches of the government that still served underRead MoreThe Epic Of Gilgamesh 1523 Words   |  7 Pageshim in return to seriously embark on a journey that helps him discover the secret of life. Later, Gilgamesh survives the great flood after heeding the advice of Siduri and the immortal man Utnapishtim. The epic of Gilgamesh is important in the study of early civilizations especially the Sumerian society in regard to culture and religion. The story depicts a religious society that believed in supernatural powers that punishes people for been sinners. The story is also significant in understandingRead MoreThe Greatest Accomplishments of the Pax Romana?1214 Words   |  5 Pagesprosperity and relative peace. The Roman empire experienced a golden age after the fall of the Roman Republic, arguably one of the greatest golden ages in history. The Pax Romana began in 27 B.C. and it reigned for 200 years before falling. The Pax Romana was a time of great prosperity with many accomplishments. The Pax Romana was not only significant because of the amount of wealth and power it wielded at the time, but it also contributed an enormous amount to society today. These contributions canRead MoreThe Creation of Rome1288 Words   |  5 Pagesaround 264 B.C.E. To the Romans, their political abiliti es were just as important as their army’s strength. Their political system worked so well because, when they conquered smaller societies the Romans allowed the conquered societies to rule themselves. Rome would also grant citizenship to non-Romans so long as the conquered societies followed Roman law and met the requirements. The republic of Rome was ruled by an Aristocratic oligarchy. In the beginning the Romans had no desire to expand anyRead MoreTransition Period : The Roman Republic1198 Words   |  5 Pages3, 2014 HUM 2220 Professor Jonathan Landwer Transition Period The Roman Republic, known for its grounding principles and spread of power is the basis of politics in many western cultures and some of its implements are still used today. The power of the Roman people allowed them to govern during the Roman Republic but only centuries later in Imperial Rome did the power fall to only one man. The transition from the Roman Republic to Imperial Rome is known to have many different causes but the sumRead MoreAnalysis : The A Tick Tock 1730 Words   |  7 PagesImagine, if you will, a society in which time has no clout, dominion, or sway. As you peer from the edge of today and into the bleak personifications of history - that is the unwelcoming Ancient Roman Empire – a delicate gleam weaves its way through the obscurity: be it days of harmony and concord. Here, the ever-so governing ‘tick-tock’ is but a relic of history, blissfully otiose to the human consciousness. Days of halcyon supervene, engulfing the timeless world in a w ildfire of symbolic invincibility

The Declaration Of Independence And The United States Of...

The Declaration of Independence allowed the colonies of the United States of America their own governmental structure. After the war with Britain, the United States sought out a structure giving the citizens of America their own rights. These rights include: freedom of speech, life, liberty, and the pursuit of happiness, freedom of religion, the ability to make their own decisions, own form of government and taxation and more. The declaration was made by the merchant class of America, the founding fathers set up congress because of their wealth, education, and Military knowledge. â€Å"We therefore, the Representatives of the United States of America, in General Congress assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the name, and by authority of the good people of these Colonies, solemnly publish and declare, That these United Colonies are, and of right ought to be Free and Independent States; that they are absolved from all alleg iance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full power to levy war, conclude peace, contact alliances, establish commerce, and to do all other acts and things which Independent States may of right do. And for the support of this declaration, with a firm reliance on the protection of Divine Province, we mutually pledge to each other out lives, ourShow MoreRelatedThe Declaration Of Independence And The United States Of America1062 Words   |  5 Pages The United States of America is known as a place of God-given rights and equality for a diverse group of people. Since the founding of America, it was built off of the blood, sweat, and tears of immigrates. Yet, since the primeval years of this nation’s commencement, African American women rights have been adjusted or eliminatedRead MoreThe Declaration Of Independence Of The United States Of America Essay1481 Words   |  6 Pageswhich has served as the foundation of Justice in the United States of America. However, throughout history we’ve also witnessed and learned about events, presidential terms, and cultural and demographic evidence that show how the Pillars of Citizenship have not successfully worked toward the achievement of significant milestones that pertain to nationalization, globalization and equality up to this very day. The Declaration of Independence states that every citizen is granted the right to life, libertyRead MoreThe Declaration Of Independence And The United States Of America Essay1411 Words   |  6 Pagesour oldest documents, which have served as the foundation of the United States of America. Throughout history we’ve witnessed events, presidential terms, and cultural and demographical evidence that show how the Pillars of Citizenship have not successfully worked toward executing the achievement of important milestones amongst nationalization, globalization and equality up to this very day. The Declaration of Independence states that every citizen is granted the right to life, liberty and pursuitRead MoreThe Declaration of Independence of the United States of America3256 Words   |  14 PagesIN CONGRESS, July 4, 1776. The unanimous Declaration of the thirteen united States of America, When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Natures God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separationRead MoreThe Declaration Of Independence And The Second President Of The United States Of America1656 Words   |  7 PagesThomas Jefferson, writer of the Declaration of Independence and the third president of the United States of America, was born on April 13, 1743. The future president was born to the parents of Peter Jefferson, a well-known and successful planter, and Jane Randolph, a prominent member of a very well-known and distinguished Virginian family. Jefferson was the third of ten children who were raised on the Shadwell slave plantation in Virginia. Starting from the early a ge of nine, Thomas Jefferson beganRead MoreThe Declaration Of Independence : What Shaped And Provided The Freedom The United States Of America1030 Words   |  5 PagesAbstract The declaration of Independence is what shaped and provided the freedom the United States of America has today. The Declaration of Independence today is looked at a symbol for America to reflect on as it paved the way for most of the rights we have today. This document has been fundamental to american history longer than any other text because it was the first text to use â€Å"The United States of America† and in a sense the Declaration was the birth certificate of the American nationRead MoreGovernmental Foundation in the Declaration of Independence Essay867 Words   |  4 PagesJuly 4, 1776, the United States of Americas Declaration of Independence was adopted by the Second Continental Congress, in Philadelphia, Pennsylvania. This document, primarily written by Thomas Jefferson, announced that the thirteen colonies were declaring their independence and, in doing so, were independent states apart from the British Empire. The Declaration of Independence is comprised mainly of colonial grievances and assertions of human rights. The Declaration of Independence formed a profoundRead MoreThe Declaration of Independence: Americas Foundation Essay example1229 Words   |  5 Pagesissue the Declaration of Independence being a legal document has been up for debate in courts for many years now. Although, the Declaration of Independence clarifies the United States identity as a free nation, it has generated intense controversy. Some feel strongly that it did not clearly define the new powers that the thirteen colonies would acquire and did not define the identity of the United States; while, others firmly believe that without the Declaration of Independence the United States wouldRead MoreThe Declaration, Facts And Emotions909 Words   |  4 PagesThe Declaration, Facts and Emotions for Independence The 4th of July, the United States of America’s very-own birthday, a day of celebration of its citizens God-given rights and liberties, and its independence from the crown of Great Britain. If America was â€Å"born† on the 4th of July in the year 1776, then The Declaration of Independence could be considered its very own birth certificate. The Declaration of Independence, as time has proven, is one of the most successful arguments ever made byRead MoreThe Declaration of Independence1200 Words   |  5 Pages The Declaration of Independence is one of the most remarkable documents of the United States of America. The elaborate document contains almost fourteen-hundred words including a basic structure divided into two parts and within the two divided parts contains four main ideas within seven components. The declaration is not just any standard written document; it is a work of art painted by colonists who are driven by rage because of King George III of Great Britain injustices’ toward the colonies The Declaration Of Independence And The United States Of... Through course readings, lectures, class examples and so forth, we have identified multiple flaws in some of our oldest documents, which have served as the foundation of the United States of America. Throughout history we’ve witnessed events, presidential terms, and cultural and demographical evidence that show how the Pillars of Citizenship have not successfully worked toward executing the achievement of important milestones amongst nationalization, globalization and equality up to this very day. The Declaration of Independence states that every citizen is granted the right to life, liberty and pursuit of happiness. Furthermore, it marks the turning point in American history where the United States gained its independence from the British Government. The Declaration of Independence argues for the protection of people’s, and to a certain extent, negates government power. Embedded in the Declaration, it states â€Å"whenever any form of government becomes destructive of these ends (revolution), it is the right of the people to alter or abolish it† and â€Å"it is their right, it is their duty to throw off such government and to provide new guards for their future security† (Week 2. Foundations and Contradictions ppt.). However, referring back to this passage, in the Declaration of Independence, which is perceived to be a well-respected document that ensures each person’s right to life, liberty and pursuit of happiness, we can argue that this passage is not applicable to allShow MoreRelatedThe Declaration Of Independence And The United States Of America Essay1431 Words   |  6 PagesThe Declaration of Independence allowed the colonies of the United States of America their own governmental structure. After the war with Britain, the United States sought out a structure giving the citizens of America their own rights. These rights include: freedom of speech, life, liberty, and the pursuit of happiness, freedom of religion, the ability to make their own decisions, own form of government and taxation and more. The declaration was made by the merchant class of America, the foundingRead MoreThe Declaration Of Independence Of The United States Of America Essay1481 Words   |  6 Pageswhich has served as the foundation of Justice in the United States of America. However, throughout history we’ve also witnessed and learned about events, presidential terms, and cultural and demographic evidence that show how the Pillars of Citi zenship have not successfully worked toward the achievement of significant milestones that pertain to nationalization, globalization and equality up to this very day. The Declaration of Independence states that every citizen is granted the right to life, libertyRead MoreThe Declaration Of Independence And The United States Of America1062 Words   |  5 Pages The United States of America is known as a place of God-given rights and equality for a diverse group of people. Since the founding of America, it was built off of the blood, sweat, and tears of immigrates. Yet, since the primeval years of this nation’s commencement, African American women rights have been adjusted or eliminatedRead MoreThe Declaration of Independence of the United States of America3256 Words   |  14 PagesIN CONGRESS, July 4, 1776. The unanimous Declaration of the thirteen united States of America, When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Natures God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separationRead MoreThe Declaration Of Independence And The Second President Of The United States Of America1656 Words   |  7 PagesThomas Jefferson, writer of the Declaration of Independence and the third president of the United States of America, was born on April 13, 1743. The future president was born to the parents of Peter Jefferson, a well-known and successful planter, and Jane Randolph, a prominent member of a very well-known and distinguished Virginian family. Jefferson was the third of ten children who were raised on the Shadwell slave plantation in Virginia. Starting from the early a ge of nine, Thomas Jefferson beganRead MoreThe Declaration Of Independence : What Shaped And Provided The Freedom The United States Of America1030 Words   |  5 PagesAbstract The declaration of Independence is what shaped and provided the freedom the United States of America has today. The Declaration of Independence today is looked at a symbol for America to reflect on as it paved the way for most of the rights we have today. This document has been fundamental to american history longer than any other text because it was the first text to use â€Å"The United States of America† and in a sense the Declaration was the birth certificate of the American nationRead MoreGovernmental Foundation in the Declaration of Independence Essay867 Words   |  4 PagesJuly 4, 1776, the United States of Americas Declaration of Independence was adopted by the Second Continental Congress, in Philadelphia, Pennsylvania. This document, primarily written by Thomas Jefferson, announced that the thirteen colonies were declaring their independence and, in doing so, were independent states apart from the British Empire. The Declaration of Independence is comprised mainly of colonial grievances and assertions of human rights. The Declaration of Independence formed a profoundRead MoreThe Declaration of Independence: Americas Foundation Essay example1229 Words   |  5 Pagesissue the Declaration of Independence being a legal document has been up for debate in courts for many years now. Although, the Declaration of Independence clarifies the United States identity as a free nation, it has generated intense controversy. Some feel strongly that it did not clearly define the new powers that the thirteen colonies would acquire and did not define the identity of the United States; while, others firmly believe that without the Declaration of Independence the United States wouldRead MoreThe Declaration, Facts And Emotions909 Words   |  4 PagesThe Declaration, Facts and Emotions for Independence The 4th of July, the United States of America’s very-own birthday, a day of celebration of its citizens God-given rights and liberties, and its independence from the crown of Great Britain. If America was â€Å"born† on the 4th of July in the year 1776, then The Declaration of Independence could be considered its very own birth certificate. The Declaration of Independence, as time has proven, is one of the most successful arguments ever made byRead MoreThe Declaration of Independence1200 Words   |  5 Pages The Declaration of Independence is one of the most remarkable documents of the United States of America. The elaborate document contains almost fourteen-hundred words including a basic structure divided into two parts and within the two divided parts contains four main ideas within seven components. The declaration is not just any standard written document; it is a work of art painted by colonists who are driven by rage because of King George III of Great Britain injustices’ toward the colonies

Cultural Event free essay sample

As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of â€Å"cultural activity† that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM 111 class well, and that the activity is of sufficient quality for this university course. The two key types of activities are a museum visit or a performance. This is to be a report on an activity you do DURING our 11-week HUM111 course. Note: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM 112. For instance, one might go to the same museum as done for HUM 112, but this HUM 111 report will focus on entirely different works and displays. 1. Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Make your proposed activity known to the instructor before doing it, and get his approval before doing it. Have fun doing this. 2. Write a two to three (2-3) page report (500-750 words) that describes your experience. Clearly identify the activity location, date attended, the attendees, and your initial reaction upon arriving at there. Provide specific information and a description of at least two pieces (e. g. , art, exhibits, music, etc. ). Provide a summary of the event and describe your overall reaction after attending the event. Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text. Note: Submit your cultural event choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area. FirstSubmit your cultural event choice to the instructor for approval before the end of Week 5 (earlier is better). Submit your topic choice to the discussion area designated for this called Assignment_3_Event_Choices; the link for this is near the bottom of the Student Center in our course shell; email is ok in some cases. Submit your topic choice by the Monday starting week 6 (by Monday, February 10). The earlier you get approval, the more time you have to plan and schedule doing the event or activity. The report itself is due by 9am ET on March 17. NOTE: If you are unsure of what museum or other event to propose to the instructor, ask him for helpask by email or the Private Questions tool or in the discussion area designated for this topic; identify your town and state when you do so. Your instructor has a lot of experience helping people come up with reasonable activities that are not too distant and fit the class material well. Broaden your horizons—do something you would not normally do. In general, it is expected that an effort will be made to do an event that fits well with the subject matter and time periods of our course (which covers from ancient times to about AD 1550); though in some cases this is not possible. Also, keep in mind that our focus is on the arts and literature, not so much political or military history. Your instructor can assist—ask if you need help finding an activity. SOURCES: This is more experience than book or online research. Part of the instruction requires the report to include specific dates and information about the event and location, and a report on a personal experience is based mainly on your observation, but that is included in the body of the report. Every report should be using at least the class text as one source for which they have a reference and one or more in-text citations. The need for referencing is limited in most cases to the class text, but certain types of activities can very well lead to needing to cite more sources. . An excellent report would make connections to things in the class text, and so would use in-text citing to specific things in the class text—and a reference to it at the end. Also, you can cite some background information that you find at other sources in print or online. Whatever sources you do use should be cited in the APA style with both in-text citations and a References) list at the end. But, keep in mind, most of your report is on what you see and hear doing this. There are events that might be exceptions, but this is the general approach here. Visiting a Museum It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you. If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum. Every effort should be made ahead of time to identify a museum that has items and works one can easily connect to our HUM 111 class and book. Since HUM 111 covers from ancient times to the 1500s AD, it makes more sense to focus on items from that time frame. In general, museums with artistic cultural artifacts and fine arts work better than history museums. Any questions about whether a museum-visit activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for the activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally we do not expect students to travel over an hour to get to an approved activity. Make notes as you go through the museum and accept any handouts or pamphlets that the museum staff gives you. While you should not quote anything from the printed material when you do your report, the handouts may help to refresh your memory later. The quality of your experience is not measured by the amount of time you spend in the galleries or the number of works of art that you actually see. The most rewarding experiences can come from finding two (2) or three (3) pieces of art or exhibits which intrigue you and then considering those works in leisurely contemplation. Most museums even have benches where you can sit and study a particular piece. If you are having a difficult time deciding which pieces to write about, ask yourself these questions: (1) If the museum you are visiting suddenly caught fire, which two (2) pieces of art or exhibits would you most want to see saved from the fire? (2) Why would you choose those two (2) particular pieces? Attending a Performance Check your local colleges to see if there are any free or low-cost performances or student recitals. Student performances are generally of almost the same quality as professional performances, but typically cost much less. However, performances of high school level or lower will not meet this requirement. A performance that is relevant to a HUM 111 course is more difficult to find than a performance that would be relevant to HUM 112 (which covers from 1600 to the present). However, our course does cover Shakespeare and Greek tragedy and drama, so any performances of those will work. One can sometimes find music performances of music from the Renaissance or Reformation period, or even earlier. Any questions about whether a performance activity fits the course and assignment well enough will be decided by the instructor when the student seeks approval for an activity. Any alternative activity outside the normal ones listed here, such as for those limited by disability or distance, will be determined by the instructor. Normally we do not expect students to travel over an hour to get to an approved activity. Unlike visiting a museum, where you can wear almost anything, people attending performances are often expected to â€Å"dress up† a bit. Take a pen or pencil with you and accept the program you are offered by the usher; you will probably want to make notes on it during or after the performance. Turn off your cell phone before entering the auditorium. Do not use your phone to record the music or to take pictures or videos. To play it safe, turn the phone off. Most long musical performances have at least one (1) intermission. If the lights start blinking, it is a sign that the performance is about to begin. Look for very specific things (such as a particular piece of music or the way certain instruments sounded at a specific time) which tend to stand out as either enjoyable or not enjoyable. Be sure to make notes of the things which you find enjoyable as well as the things which are not enjoyable. If a student is unable to attend a cultural event in person due to circumstances beyond the student’s control, then the instructor will recommend an alternate event/activity for the student to â€Å"attend† online. The â€Å"virtual† event/activity is usually only for students who, due to their physical location or physical disability, cannot possibly attend an event/activity in person; typically, these students are stationed overseas or have no means of transportation. If you believe that you have a legitimate reason for attending a â€Å"virtual† activity, you must contact the instructor no later than Week 5 for your request to be considered. This happens, but it is rare. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. For any sources used, use in-text citations in the APA format, and also have a References list in the APA format for those sources. Check with your professor for any additional instructions specific to the selected topic. Use paragraphing, and have the first line of each paragraph indented in 5 spaces. Do not do an abstract or abstract page for this paper; otherwise APA style is the guide. Include a cover page containing the title of the assignment, the student’s name, the professor’s name (H. Stansbury), the course title (HUM111), and the date. The cover page and the reference(s) page are not included in the calculation of the papers length. The specific course learning outcomes associated with this assignment are: Explain the importance of situating a society’s cultural and artistic expressions within a historical context. Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions Use technology and information resources to research issues in the study of world cultures. Write clearly and concisely about world cultures using proper writing mechanics. Grading for this assignment will be based on the papers quality in terms of content, following of instructions, logic/organization, and language and writing skills; the grading will do this using the following university-designed rubric. The actual rubric will be a clickable rubrican electronic rubric with points. A link to a scored clickable rubric will appear as part of your gradebook feedback. Points: 100 Assignment 3: Cultural Activity Report Criteria Unacceptable Below 60% F Meets Minimum Expectations 60-69% D Fair 70-79% C Proficient 80-89% B Exemplary 90-100% A 1. Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event. Weight: 15% Did not submit or incompletely identified the event location, date attended, the attendees, and your initial reaction upon arriving at the event. Insufficiently identified the event location, date attended, the attendees, and your initial reaction upon arriving at the event. Partially identified the event location, date attended, the attendees, and your initial reaction upon arriving at the event. Satisfactorily identified the event location, date attended, the attendees, and your initial reaction upon arriving at the event. Thoroughly identified the event location, date attended, the attendees, and your initial reaction upon arriving at the event. 2. Provide specific information and a description of at least two (2) pieces (e. g. , art, exhibits, music, etc. ). Weight: 25% Did not submit or incompletely provided specific information and a description of at least two (2) pieces (e. g. , art, exhibits, music, etc. ). Insufficiently provided specific information and a description of at least two (2) pieces (e. g. , art, exhibits, music, etc. ). Partially provided specific information and a description of at least two (2) pieces (e. g. , art, exhibits, music, etc. ). Satisfactorily provided specific information and a description of at least two (2) pieces (e. g. , art, exhibits, music, etc. ). Thoroughly provided specific information and a description of at least two (2) pieces (e. g. , art, exhibits, music, etc. ). 3. Provide a summary of the event and describe your overall reaction after attending the event. Weight: 40% Did not submit or incompletely provided a summary of the event. Did not submit or incompletely described your overall reaction after attending the event. Insufficiently provided a summary of the event. Insufficiently described your overall reaction after attending the event. Partially provided a summary of the event. Partially described your overall reaction after attending the event. Satisfactorily provided a summary of the event. Satisfactorily described your overall reaction after attending the event. Thoroughly provided a summary of the event. Thoroughly described your overall reaction after attending the event. 4. Clarity, writing mechanics, referencing, and formatting requirements. Weight: 20%

Tom Sawyer Essays (514 words) - English-language Films,

Tom Sawyer Tom Sawyer, the mischievous, adventurous boy, always was looking for trouble to keep his life interesting. Tom, along with his friends, Huckleberry Finn and Joe Harper planned adventures to keep themselves busy. Tom, being the boy that always gets into trouble, was at the same time smart. He got out of his punishments, given by his Aunt Polly whom he lives with. His cousin Sid, whom he also lives with informed Aunt Polly with all of Toms mischief. Tom tried not only to get out of his punishments, but he tried to find ways to avoid school too. Toms own adventures always get him in more trouble than expected. While on his way to the graveyard to find a cure to warts, he and his friend witness a murder. Trying to keep what they have seen a secret, Tom suffers with nightmares and a guilty conscience. Meanwhile, he has fallen in love with a new girl in school, Becky Thatcher, which completely ignored him and broke his heart. Tom and his friends decided to escape their life of misery and pain, and stick by with each other until death. They planned another one of their adventures of becoming pirates and set sail to Jeffersons Island. They stayed there until they started getting homesick, Tom returned home to find Aunt Polly worrying about him and planning his funeral. He quickly returned to tell his friends about their funeral and his great plan of showing up at their own funeral. After returning home, he ignores Becky, and gets on with his life, not knowing that he is really in love. When summer comes, he catches the measles and is forces to stay in bed for weeks. After he is well, the trial of the murder he had witnessed starts. Not able to keep in his secret any longer he tells his story and the murderer, InJun Joe escapes. Fearful that Joe will seek revenge of Tom he gets frightened, but he becomes a hero. Forgetting about Injun Joe, which was never captured, Huck and him plan another adventure to look for treasures in haunted houses. Not being aware that the house they are searching gold for is the same house Injun Joe is in, they hear his plans of revenge against Widow Douglas, the judges wife. Huck and Tom also hear where the treasure can be found. Huck keeps an eye out, while Tom attends Beckys picnic where they are friends again. Becky and Tom both get lost in a cave and Tom ends up seeing Injun Joe. Huck informs the widow and she was saved from murder. Injun Joe locked in the cave, dies of hunger while Tom and Becky find a way out. Not being in enough trouble, Huck and Tom return to the cave to find the treasure, and luckily find 12,000 dollars worth of gold. They split it and they live in a lives as famous boys and told their tales over and over to other boys, while continuing their adventures. Bibliography encarta 98 Biographies

buy custom Benefits of Non-Dividend Paying Stock essay

buy custom Benefits of Non-Dividend Paying Stock essay A non-dividend paying stock is the one that do not give interest to people who invest in it. Though this type of investment does not give interest on the capital invested, that does not mean that they are the worst investment ever. A person may decide to start a family business, which does not pay any dividend. However, with time the business can grow and become a major success. One of the reasons that can make a person invest in a non-dividend stock is the need by many people to be their self-bosses. The SP 500 is one of the non-divided stocks whose value has risen rapidly in the recent past (ADVFN. 2012). Primary factors affecting decisions of capital structure Ability of cash flow The business capacity to stabilize, generate cash inflows and promte certainity of such inflows influences the capital selection structure. It is important for a business to have stable cash inflows than average cash inflows. Growth and sales stability Rapidly growing firms need big amount of capital because the cost of floatation associated with debt is smaller than those in common stock. Company size The enterprise size highly influences the availability of funds. The debenture terms are more favorable to large companies. Control Directors who may need to retain control may not want to sell common stock for it may bring new voting investors who may make control hard. Risks of long term and short term loans Long-term loans despite the advantages have risks both to the lender and to the borrower. The lender has the risk of not being paid while borrower has the risk of paying more due to inflation, due to interest and even be tied by the long time payment. Weakness in managing my money I have a big problem in managing my money. Some time I may say that I want to limit unnecessary expenses but that is in vain. I always spend unnecessarily. This is a critical problem in not only my life but other peoples lives because it affects their capacity to save which implies that they live from pocket-to-mouth. The possible way to control this is to set a fixed amount of money to save every month and to stick to a consistent saving pattern whatever the circumstances (Jones Frank, 2007). Buy custom Benefits of Non-Dividend Paying Stock essay

USS Virginia (BB-13) in the Great White Fleet

USS Virginia (BB-13) in the Great White Fleet USS Virginia (BB-13) - Overview: Nation: United States Type: Battleship Shipyard: Newport News Shipbuilding Drydock Company Laid Down: May 21, 1902 Launched: April 6, 1904 Commissioned: May 7, 1906 Fate: Sunk as a target on September 1923 USS Virginia (BB-13) - Specifications: Displacement: 14,980 tons Length: 441 ft., 3 in. Beam: 76 ft., 3 in. Draft: 23.8 ft. Propulsion: 12 Ãâ€" Babcock boilers, 2 Ãâ€" triple-expansion engines, 2 Ãâ€" propellers Speed: 19 knots Complement: 916 men Armament: 4 Ãâ€" 12 in./40 cal guns8 Ãâ€" 8 in./45 cal guns12 Ãâ€" 6-inch guns12 Ãâ€" 3-inch guns24 Ãâ€" 1 pdr guns4 Ãâ€" 0.30 in. machine guns4 Ãâ€" 21 in. torpedo tubes USS Virginia (BB-13) - Design Construction: Laid down in 1901 and 1902, the five battleships of the Virginia-class were meant as a follow-on the Maine-class (USS Maine, USS Missouri, and USS Ohio) which was then entering service. Though intended to be the US Navys latest design, the new battleships saw a return to some features that had not been incorporated since the earlier Kearsarge-class (USS Kearsarge and USS ). These included the mounting of 8-in. guns as a secondary armament and the placing of two 8-in. turrets on top of the vessels 12-in. turrets. Supporting the Virginia-class main battery of four 12 in. guns were eight 8-in., twelve 6-in., twelve 3-in., and twenty-four 1-pdr guns. In a change from previous classes of battleships, the new type utilized Krupp armor instead of the Harvey armor that had been placed on earlier vessels. Power for the Virginia-class came from twelve Babcock boilers which drove two vertical inverted triple expansion reciprocating steam engines. The lead ship of the class, USS Virginia (BB-13) was laid down at the Newport News Shipbuilding and Drydock Company on May 21, 1902. Work on the hull proceeded over the next two years and on April 6, 1904, it slid down the ways with Gay Montague, daughter of Virginia Governor Andrew J. Montague, serving as sponsor. A further two years passed before work on Virginia ended. Commissioned on May 7, 1906, Captain Seaton Schroeder assumed command. The battleships design differed slightly from its subsequent sisters in that its two propellers turned inward rather than outward. This experimental configuration was intended to improve steering by increasing prop wash on the rudder. USS Virginia (BB-13) - Early Service: After fitting out, Virginia departed Norfolk for its shakedown cruise. This saw it operate in the Chesapeake Bay before steaming north for maneuvers near Long Island and Rhode Island. Following trials off Rockland, ME, Virginia anchored off Oyster Bay, NY on September 2 for an inspection by President Theodore Roosevelt. Taking coal at Bradford, RI, the battleship moved south to Cuba later in the month to protect American interests in Havana during a revolt against the regime of President T. Estrada Palma. Arriving on September 21, Virginia remained in Cuban waters for a month before returning to Norfolk. Moving north to New York, the battleship entered drydock to have its bottom painted. With the completion of this work, Virginia steamed south to Norfolk to receive a series of modifications. En route, the battleship sustained minor damage when it collided with the steamer Monroe. The accident occurred when the steamer was pulled towards Virginia by the inward action of the battleships propellers. Leaving the yard in February 1907, the battleship installed new fire control equipment at New York before joining the Atlantic Fleet at Guantanamo Bay. Conducting target practice with the fleet, Virginia then steamed north to Hampton Roads to take part in the Jamestown Exposition in April. The remainder of the year was spent conducting routine operations and maintenance on the East Coast. USS Virginia (BB-13) - Great White Fleet: In 1906, Roosevelt became increasingly concerned about the US Navys lack of strength in the Pacific due to the growing threat posed by Japan. To impress upon the Japanese that the United States could easily move its main battle fleet to the Pacific, he began planning a world cruise of the nations battleships. Designated the Great White Fleet, Virginia, still commanded by Schroeder, was assigned to the forces Second Division, First Squadron. This group also contained its sister ships USS Georgia (BB-15), USS (BB-16), and USS (BB-17). Leaving Hampton Roads on December 16, 1907, the fleet turned south making visits in Brazil before passing through the Straits of Magellan. Steaming north, the fleet, led by Rear Admiral Robley D. Evans, arrived at San Diego on April 14, 1908. Briefly stopping in California, Virginia and the rest of the fleet then transited the Pacific to Hawaii before reaching New Zealand and Australia in August. After taking part in elaborate and festive port calls, the fleet steamed north to the Philippines, Japan, and China. Completing visits in these countries, the American battleships crossed the Indian Ocean before passing through the Suez Canal and entering the Mediterranean. Here the fleet parted to show the flag in several ports. Sailing north, Virginia made a visit to Smyrna, Turkey before the fleet rendezvoused at Gibraltar. Crossing the Atlantic, the fleet arrived at Hampton Roads on February 22 where it was met by Roosevelt. Four days later, Virginia entered the yard at Norfolk for four months of repairs. USS Virginia (BB-13) - Later Operations: While at Norfolk, Virginia received a forward cage mast. Leaving the yard on June 26, the battleship spent the summer on the East Coast before departing for Brest, France and Gravesend, United Kingdom in November. Returning from this excursion it rejoined the Atlantic Fleet at Guantanamo Bay for winter maneuvers in the Caribbean. Undergoing repairs at Boston from April to May, 1910, Virginia had a second cage mast installed aft. The next three years saw the battleship continue to operate with the Atlantic Fleet. As tensions with Mexico increased, Virginia spent an increasing amount of time in the vicinity of Tampico and Veracruz. In May 1914, the battleship arrived at Veracruz to support the US occupation of the city. Remaining on this station until October, it then spent two years in routine duty on the East Coast. On March 20, 1916, Virginia entered reserve status at Boston Navy Yard and commenced a significant overhaul. Though still in the yard when the US entered World War I in April 1917, Virginia played an early role in the conflict when boarding parties from the battleship seized several German merchant ships that were in the Port of Boston. With the completion of the overhaul on August 27, the battleship departed for Port Jefferson, NY where it joined the 3rd Division, Battleship Force, Atlantic Fleet. Operating between Port Jefferson and Norfolk, Virginia served as a gunnery training ship for much of the next year. After a brief overhaul in the fall of 1918, it commenced duty as a convoy escort that October. Virginia was preparing for its second escort mission in early November when word arrived that the war was over. Converted to a temporary troopship, Virginia sailed on the first of five voyages to Europe to return American troops home in December. Completing these missions in June 1919, it was decommissioned at Boston the following year on August 13. Struck from the Navy List two years later, Virginia and New Jersey were transferred to the War Department August 6, 1923 for use as bombing targets. On September 5, Virginia was placed offshore near Cape Hatteras where it came under attack by Army Air Service Martin MB bombers. Struck by a 1,100 lb. bomb, the old battleship sunk a short time later. Selected Sources DANFS: USS Virginia (BB-13)NHHC: USS Virginia (BB-13)NavSource: USS Virginia (BB-13)

Classic Airline's Marketing Problems Research Paper

Classic Airline's Marketing Problems - Research Paper Example The researcher states that if one look towards the marketing strategy of an organization then there may be a product, price, promotion, distribution, marketing research, sales and advertisements of the merchandise, which can be some of the most effective strategies.   Ã¢â‚¬Å"Strategy is more concerned with effectiveness rather than efficiency and it is the process of analyzing the environment and designing the fit between the organization, its resource and objectives and the environment†. Classic Airlines was considered to be fifth largest airline corporation in the world. It has a fleet of about 375 jets that operates in about 240 cities. It has over 2300 flights daily. It has spent about 25 years from inception and has occupied a large segment of the market and has grown like anything. It has employee strength of about 32,000 employees and earned about $10 million on a sale of about $8.7 billion. Though Classic Airlines is a profitable organization in recent years it is str uggling with the increase in cost and reduced customer confidence. Classic Airlines has been operating for last 25 years in the airline industry. It was a profitable business but in recent times it has started facing challenges regarding waning customer confidence and rising cost particularly of fuel and labor. The loyal customer seems to lose confidence and the other customers who used to travel frequently have started to be less frequent with Classic Airlines. This was a huge setback for them in terms of revenue. While going through the data one can see that for several months in the year 2003 and 2004, the company was running at a loss.

Argument Analysis Essay Example | Topics and Well Written Essays - 500 words - 4

Argument Analysis - Essay Example Lipsky-Karazs article is based on the premise that everyone wishes to know how Vera Wang went from fashion designer for Lothars on 57th street to the almost a billion dollars a year fashion power house that she has now become. She provides factual information to help her theme along by interviewing those whom she feels knows Ms. Wang best. These would be the people who saw her get her start in the business. People like fashion leader Michael Kors talk about seeing her when she was getting started in the business. Fashion editor Polly Allen Mellen also shared her insights into how Vera was shaped into the person she has become. Part of what makes this article an excellent and insightful read is that Ms. Lipsky-Karasz never tried to interpret her interviewees point of view. She simply told the story ad verbatim. No comments or suppositions. However, she did have an early â€Å"The Devil Wears Prada† moment at the the start of the article, giving the reader a sense of fear for the little woman that was never to be given reason within the article. By using Ms. Wangs personal interview tidbits whenever applicable, the writer gives credence to any assumptions that she has made about Ms. Wang. Thus making her interpretations pertaining to the actions of the fashion goddess acceptable and effective in an overall sense. The author has obviously targeted the fashion conscious women of the world who look to Vera Wang fashions as part of their lifestyles. The article tries and succeeds in pulling its target audience into the frenzied and often crazy world of fashion that Ms. Wang thrives in and excels the most. Much as the article places a highly positive spin on Vera Wang the fashion designer and personality, it became quite obvious later on that the interview was turning into a fluff piece, without a negative comment ever being said about Ms. Wang. It is hard to believe that Ms. Wang had not made any

Charles Dickens Essay Example for Free

Charles Dickens Essay In the first chapter he uses many cold, harsh adjectives to reinforce his description of Scrooge, wrenching, grasping, clutching, and this helps to give the reader a very negative attitude towards him. This way of writing, using words which associate to the mood Dickens wants to put across, is very unusual and I think that people reading the book find this stimulating and exciting. We can vividly see the blissful festivities of Fezziwigs party because Dickens uses the idea that lots of people can enjoy themselves dancing together, all the young men and women. Readers are able to apply this to their own memories of gatherings with family or friends, which makes it a piquant read. The happiness and togetherness of this party also allows us to compare jovial Fezziwig with unpleasant Scrooge because there is such a big difference in their characters. Dickens uses very inventive language to allow the reader to understand exactly the ideas he is trying to portray, Choked up with too much burying and this enables the reader to almost feel the atmosphere written in the book. He uses a simile to describe the way in which the Cratchit children react to Tiny Tims death, as still as statues and we can fully sense their shocking grief. We can see this is very different behaviour compared with their usual happiness, such as their excitement at Christmas, God bless us. The way he writes that the children were all in one corner gives the image of contraction and trying to find security by closing in together, which helps us to see these saddening representations. A Christmas Carol is very emotive. We have compassion for the Cratchit family and we are upset about Tiny Tims illness, but fear is also evoked from the reader because the spirits are so unnatural and powerful. We become very angry with Scrooge for being so parsimonious with his money, but we then gain sympathetic affections towards Scrooge as we see how he was badly treated in the earlier parts of his life. Using these contrasts, Dickens creates different moods throughout the book and the reader feels happiness and companionship as well as distaste and anger. As more emotions are aroused, the reader becomes more involved and begins to enjoy the book with more fascination. As well as these many advantages of the book, giving it the popularity it has acquired, there are also aspects which could reduce the popularity of the book. To modern people, the language may seem bizarre because it is a Victorian style of writing when people had more time to read the book and analyse it properly, because they were not watching television etc. People may find the descriptions and language Dickens uses in the book too complex, courses will foreshadow certain end, which makes it difficult to read and sometimes confusing. It seems almost impossible that the Cratchits can be so happy just because of the closeness between the family, even though they have so many problems with money. Again it is infeasible that Scrooges character and attitude to life could change completely overnight, but we accept this because we want him to change for the benefit of others. Charles Dickens shows that Scrooge was once a genuine and moral person, as a young man, when the first spirit recalls Scrooges earlier life, passion. We also see the reasons in Scrooges adolescence that could have made him such a bitter old man. This is because he is so deprived of love and we know this because Dickens gives evidence that the Father used to be cruel, kinder than he used to be. This gives us reasons to sympathise with him, and helps to believe he could have a good inner heart. He also has a very kind and loving nephew, Dine with us, which shows that there could be righteousness in Scrooges blood. These reasons all help us to believe that Scrooge can become a good man again, and support our acceptance of the joy and warmth at the end. A Christmas Carol is a book which contains many hidden meanings and the more it is read, the more interesting ideas we see in it. This is why people continue to create plays and films on the book, so people will understand the whole story fully and the main universal message, that we should be more charitable. There is also a lot of dramatic suspense in the book, because we ask ourselves so many questions. We want to know which aspects the spirits are going to show and how this will influence Scrooge. We hope that Tiny Tim will be able to gain strength to stay alive and we also want to know who the person in the graveyard is. All these confusing questions make the reader anticipate the ending of the book and this gives another reason for its continuing popularity. I like the way that there are many subtle details, which highlight the main idea and further encourage me to want to change my way of life, altered life. I enjoy the way he uses symbols and his own ideas to create an impact on the reader. For example the deprived children are a symbol showing the reader what will happen if Scrooge does not change his actions, Where angels might have sat enthroned, devils lurked. The angel and the devil are opposite symbols, which gives emphasis to the degraded children. I can also see that the book is very popular because Scrooge has now become a vernacular part of speech, when we say that someone may have a Scrooge like character.

Racism in Amistad, To Kill a Mocking Bird, and Telephone Conversation E

The texts To Kill a Mocking Bird by Harper Lee, Amistad directed by Steven Spielberg and Telephone Conversation by Wole Soyinka explore the issue of racism. These three texts focus on prejudice, discrimination, bias, behaviour and attitude revolving around the issue of discrimination because of the coulour of ones skin and the cultural and social attitudes past on from one generation to another. Lee’s To Kill a Mockingbird is a novel set in the southern states of the USA in the 1930’s, a time that is â€Å"Post Abolitionist†, however a time where the culture and social structure is still entrenched with racist attitudes and laws. Lee explores these issues in this setting when Ton Robinson, an African American is accused of raping a young white girl in a small town of Maycomb, Alabama. Racial attitudes are exposed when a lawyer by the name of Atticus Finch is asked to defend to the alleged rapist. Telephone conversation by Wole Soyinka is a poem which uses dialogu e between two people, one in a public telephone box and the other in a public telephone box and the other in a home in London, England to reinforce racial tensions, attitudes and class values. An intelligent, articulate and well educated black man seeking rental accommodation responds to a woman’s advertisement and is challenged by her about the colour of his skin. The poet explores this racial tension with the use of satire and perceptive dialogue. Steven Spielberg directs the film Amistad, and chronicles an incredible journey of a group of enslaved Africans who mutiny an attempt of their capture in order to return to their homeland. Their ship is seized and the slaves are brought to the United States to be charged with murder. Spielberg ensures that the responder is confronte... ...rom the love of his life. This is captured through the music by changing the music from a sorrowful sound to loud powerful music. These techniques used by Spielberg represent how the Negroes are just as human as any other person even though they are black in skin colour. Racism can simply be a mans fear of anything different, a fear of something he doesn’t understand. This fear is embedded or can be embedded in the attitudes reaching from one generation to another. It can be reinforced by ones culture, community and personal experience. These texts have explored all of the above areas and the responder can also appreciate that behaviour is a response to attitudes and the suffering, humiliation and destructive treatment of other human beings can at times be lessened or illuminated by the courage of one man and his or her determination to do what they think is right.

Air India Statutory Corporation. V. United Labour Union

Petitioner: AIR INDIA STATUTORY CORPORATION. Vs. Respondent: UNITED LABOUR UNION & ORS. The appeals by special leave arise from the judgment of the Division Bench of the Bombay High Court dated April 28, 1992 made in Appeal No. 146 of 1990 and batch. The facts in appeal arising out of S. L. P. 7417/92, are sufficient to decide the questions of law that have arisen in these appeals. The appellant initially was a statutory authority under International Airport Authority of India Act. 971 (for short, ‘IAAI Act') and on its repeal by the Airports Authority of India Act, 1994 was amalgamated with National Airport Authority (for short, the ‘NAA') under single nomenclature, namely, IAAI. The IAAI is now reconstituted as a company under Companies Act, 1956. The appellants engaged, as contract labour the respondent union's members, for sweeping, cleaning dusting and watching of the building owned and occupied by the appellant.The Contract Labour (Regulation and Abolition) Act, 197 0 (for Short, the ‘Act') regulates registration of the establishment of principal employer, the contractor engaging and supplying the contract labour in every establishment in which 20 or more workmen are employed on any day of the preceding 12 months as contract labour. The appellant had obtained on September 20, 1971 a certificate of registration from Regional Labour Commissioner (Central) under the Act.The Central Government, exercising the power under Section 10 of the Act, on the basis of recommendation and in consultation with the Central Advisory Board constituted under Section 10(1) of the Act, issued a notification on December 9,1976 prohibiting â€Å"employment of contract labour on and from December 9,1976 for sweeping, cleaning, dusting and watching of buildings owned or occupied by the establishment in respect of which the appropriate government under the said act is the Central Government†.However, the said prohibition would not apply to â€Å"outside cle aning and other maintenance operations of multi-storeyed building where such cleaning or maintenance cannot be carried out except with specialized experience. † It would appear that Regional Labour Commissioner (Central) Bombay by letter dated January 20,1972 informed the appellant that the State Government is the appropriate Government under the Act. Therefore, by proceedings dated May 22, 1973 the Regional Labour Commissioner (Central) had revoked the registration.By Amendment Act 46 of 1982, the Industrial Disputes Act, 1947 (for short, the ‘ID Act') was made applicable to the appellant and was brought on statute book specifying the appellant as one of the industries in relation to which the Central Government is the appropriate Government and the appellant has been carrying on its business â€Å"by or under its authority† with effect from August 21, 1982. The Act was amended bringing within its ambit the Central Government as appropriate Government by amendmen t Act 14 of 1986 with effect from January 28, 1986.Since the appellant did not abolish the contract system and failed to enforce the notification of the Government of India dated December 9,1976, the respondents came to file writ petitions for direction to the appellant to enforce forthwith the aforesaid notification abolishing the contract labour system in the aforesaid services and to direct the appellant to absorb all the employees doing cleaning, sweeping, dusting, washing and watching of the building owned or occupied by the appellant-establishment, with effect from the respective dates of their joining as contract labour in the appellant's establishment with all consequential rights/benefits, monetary or otherwise, The writ petition was allowed by the leaned single judge on November 16,1989 directing that all contract workers be regularised as employees of the appellant from the date of filing of the writ petition. The issue whether the activity is of perennial nature came to be considered for various courts and it was held that since it is a statutory liability, therefore the nature of work is perennial. As regards the status of workmen of contractor, it is held that the workmen of the contractor do not automatically become direct employees of the principal employer even where the registration/licence is cancelled or the contract is abolished.

Chapter 5 American Government

11. A plurality is more than half the votes cast. (false) -the state of being plural or numerous 12. A ward is a unit into which cities are often divided for the election of city council  members. (true) 13. An ideological party arises over a particular issue or crisis and soon fades away. (false) – they arise because of their beliefs on a matter and are long-lived. 14. Partisanship means membership in one of the major parties. (false) Partisanship is a noun meaning an inclination to favor one group or view or opinion over alternatives 15. hey bring people together to achieve control of the government. 16. divisive because if it wasn’t for the fact they need to eventually â€Å"make up† they would go their separate ways. 17. public officeholders , partisanship 18. inbred supported by the arrangements is a principle reason why challenging to the system. By minor parties. 19. Each of the parties have their own views, and each agree on weakness, religion, and othe r. 20. shared the same ideals, same basic, principles, and the same patterns of belief. 21. – federalist B- alexander hamliton and support constitution 22 a – civil war signaled it B one party domination 23 American political landscape – franklin Roosevelt election 24 The present era is known as the era of divided government. Neither party has consistently held on to the presidency. Congress is also usually controlled by the opposing party as well. 25- The four types of minor parties consist of the ideological parties, the single-issue parties, the economic protest parties and the splinter parties. 26. The Election of 1912 Roosevelt created The Progressive Party a. k. a the Bull Moose Party. Roosevelt beat Taft in electoral votes. 27 the president is the parties leaders 28. leader of the national committee 29. 1. Republican or demo. 2 split- ticketing voting 3. parties = open 4. changing of technology 31. yes because everyone has the own opinion and that is what the us is made up of.. everyone’s individual self’s. 32 minor parties aren’t even popular enough to vote and won’t even allow them to win. 33. commercials

Chinas Treatment of Its Growing Elderly Population

China's Treatment of Its Growing Elderly Population Chinas famous one-child policy had an aftereffect of creating a larger elderly population. Westerners often hear about how much regard the Chinese have for the elderly, but as China grows old, a number of challenges potentially await the emerging superpower. With this review of the elderly in China, better your understanding of how old people are treated in the country and the impact of a rapidly aging population there. Statistics About the Aging Population   The population of the elderly (60 or older) in China is about 128 million, or one in every 10 people. By some estimates, that puts Chinas sheer number of senior citizens at the largest in the world. It is estimated that China could have up to 400 million people over 60 years of age by the year 2050. But how will China address its masses of senior citizens? The country has changed dramatically in recent years. This includes the changing of its family structure. In traditional Chinese society, the elderly used to live with one of their children. But today more and more young adults are moving out, leaving their elderly parents alone. This means that the new generation of elderly people may not have family members to tend to their needs, as young people in the country traditionally have.   On the other hand, many young couples are living with their parents because of economic factors and not because of tradition. These young adults simply cannot afford to buy a house of their own or rent an apartment. Experts say family-based care is now impractical because most middle-aged children have little time to take care of their parents. So, one of the things the elderly have to face in 21st century China is how to live out their twilight years when their families cant take care of them. Older people living alone is not an anomaly in China. A nationwide survey found that about 23 percent of Chinas seniors over the age of 65 live by themselves. Another survey conducted in Beijing showed that fewer than 50 percent of elderly women live with their children. Housing for the Elderly Since more and more elderly  live alone, homes for the elderly arent enough to meet their needs. One report found that  Beijings 289 pension houses could accommodate only 9,924 people  or 0.6 percent of the population above age 60. To better serve the elderly, Beijing adopted regulations to encourage private and foreign investment in homes for the elderly.   Some officials believe that the problems facing Chinas elderly can be solved through combined efforts from family, the local community, and society as a whole. Chinas goal is to establish a support network for senior citizens that provides medical care and helps them avoid loneliness through scholarly pursuits and entertainment. The network would also encourage  senior citizens to continue serving society after retirement age by using the knowledge theyve acquired over the years. As Chinas population ages, the nation will also have to take a hard look at how this shift will affect its ability to compete on the world stage.

Ancestry DNA Tests for Genealogists

Ancestry DNA Tests for Genealogists DNA, or deoxyribonucleic acid, is a macromolecule that contains a wealth of genetic information and can be used to better understand relationships between individuals. As DNA is passed down from one generation to  the next, some parts remain almost unchanged, while other parts change significantly. This creates an unbreakable link between generations and it can be of great help in reconstructing our family histories. In recent years, DNA has become a popular tool for determining ancestry and predicting health and genetic traits thanks to the increasing availability of DNA-based genetic testing. While it cant provide you with your entire family tree or tell you who your ancestors are, DNA testing can: Determine if two people are relatedDetermine if two people descend from the same ancestorFind out if you are related to others with the same surnameProve or disprove your family tree researchProvide clues about your ethnic origin DNA tests have been around for many years, but it is only recently that it has become affordable for a mass market. Ordering a home DNA test kit can cost less than $100 and  usually consist of a cheek swab or a spit collection tube that allows you to easily collect a sample of cells from the inside of your mouth. A month or two after mailing in your sample, youll receive the results- a series of numbers that represent key chemical markers within your DNA. These numbers can then be compared to results from other individuals to help you determine your ancestry. There are three  basic types of DNA tests available for genealogical testing, each serving a different purpose:   Autosomal DNA (atDNA) (All lines, available for both men and women) Available for both men and women, this test surveys 700,000 markers on all 23 chromosomes to look for connections along all of your family lines (maternal and paternal). The test results provide some information about your ethnic mix (the  percentage of your ancestry that comes from Central Europe, Africa, Asia, etc.), and helps to identify cousins (1st, 2nd, 3rd, etc.) on any of your ancestral lines. Autosomal DNA only survives recombination (the passing down of DNA from your various ancestors) for an average of 5–7 generations, so this test is most useful for connecting with genetic cousins and connecting back to more recent generations of your family tree. mtDNA Tests (Direct maternal line, available for  both men and women) Mitochondrial DNA (mtDNA) is contained in the cytoplasm of the cell, rather than the nucleus. This type of DNA is passed by a mother to both male and female offspring without any mixing, so your mtDNA is the same as your mothers mtDNA, which is the same as her mothers mtDNA. mtDNA changes very slowly, so if  Ã‚  two people have an exact match in their mtDNA, then there is a very good chance they share a common maternal ancestor, but it is hard to determine if this is a recent ancestor or one who lived hundreds of years ago. It is important to keep in mind with this test that a males mtDNA comes only from his mother and is not passed on to his offspring. Example: The DNA tests that identified the bodies of the Romanovs, the Russian imperial family, utilized mtDNA from a sample provided by Prince Philip, who shares the same maternal line from Queen Victoria. Y-DNA Tests (Direct paternal line, available for males only)   The Y chromosome in the nuclear DNA can also be used to establish family ties. The Y chromosomal DNA test (usually referred to as Y DNA or Y-Line DNA) is only available for males, since the Y chromosome is only passed down the male line from father to son. Tiny chemical markers on the Y chromosome create a distinctive pattern, known as a haplotype, that distinguishes one male lineage from another. Shared markers can indicate relatedness between two men, though not the exact degree of the relationship. Y chromosome testing is most often used by individuals with the same last name to learn if they share a common ancestor. Example: The DNA tests supporting the probability that Thomas Jefferson fathered the last child of Sally Hemmings were based on Y-chromosome DNA samples from male descendants of Thomas Jeffersons paternal uncle, since there were no surviving male descendants from Jeffersons marriage. Markers on both mtDNA and Y chromosome tests can also be used to determine an individuals haplogroup, a grouping of individuals with the same genetic characteristics. This test may provide you with interesting information about the deep ancestral lineage of your paternal and/or maternal lines. Since Y-chromosome DNA is found only within the all-male patrilineal line and mtDNA only provides matches to the all-female matrilineal line, DNA testing is only applicable to lines going back through two of our eight great-grandparents - our fathers paternal grandfather and our mothers maternal grandmother. If you want to use DNA to determine ancestry through any of your other six great-grandparents you will need to convince an aunt, uncle, or cousin who descends directly from that ancestor through an all-male or all-female line to provide a DNA sample. Additionally, since women dont carry the Y-chromosome, their paternal male line can only be traced through the DNA of a father or brother. What You Can and Cant Learn From DNA Testing DNA tests can be used by genealogists to: Link specific individuals (e.g. test to see whether you and a person you think may be a cousin descend from a common ancestor)Prove or disprove the ancestry of people sharing the same last name (e.g. test to see if males carrying the CRISP surname are related to each other)Map the genetic orgins of large population groups (e.g. test to see whether you have European or African American ancestry) If youre interested in using DNA testing to learn about your ancestry you should start by narrowing down a question you are trying to answer and then select the people to test based on the question. For example, you may wish to know if the Tennessee CRISP families are related to the North Carolina CRISP families. To answer this question with DNA testing, you would then need to select several male CRISP descendants from each of the lines and compare the results of their DNA tests. A match would prove that the two lines descend from a common ancestor, though would not be able to determine which ancestor. The common ancestor could be their father, or it could be a male from over a thousand years ago. This common ancestor can be further narrowed down by testing additional people and/or additional markers. An individuals DNA test provides little information on its own. It is not possible to take these numbers, plug them into a formula, and find out who your ancestors are. The marker numbers provided in your DNA test results only begin to take on genealogical significance when you compare your results with other people and population studies. If you dont have a group of potential relatives interested in pursuing DNA testing with you, your only real option is to input your DNA test results into the many DNA databases starting to spring up online, in the hopes of finding a match with someone who has already been tested. Many DNA testing companies will also let you know if your DNA markers are a match with other results in their database, provided that both you and the other individual have given written permission to release these results. Most Recent Common Ancestor (MRCA) When you submit a DNA sample for testing an exact match in the results between you and another individual indicates that you share a common ancestor somewhere back in your family tree. This ancestor is referred to as your Most Recent Common Ancestor or MRCA. The results on their own will not be able to indicate who this specific ancestor is, but may be able to help you narrow it down to within a few generations. Understanding the Results of Your Y-Chromosome DNA Test (Y-Line) Your DNA sample will be tested at a number of different data points called loci or markers and analyzed for the number of repeats at each of those locations. These repeats are known as STRs (Short Tandem Repeats). These special markers are given names like DYS391 or DYS455. Each of the numbers that you get back in your Y-chromosome test result refer  to the number of times a pattern is repeated at one of those markers. The number of repeats is referred to by geneticists as the alleles of a marker. Adding additional markers increases the precision of DNA test results, providing a greater degree of probability that a MRCA (most recent common ancestor) can be identified within a lower number of generations. For example, if two individuals match exactly at all loci in a 12 marker test, there is a 50% probability of a MRCA within the last 14 generations. If they exactly match at all loci in a 21 marker test, there is a 50% probability of a MRCA within the last 8 generations. There is a fairly dramatic improvement in going from 12 to 21 or 25 markers but, after that point, the precision starts to level off making the expense of testing additional markers less useful. Some companies offer more precise tests such as 37 markers or even 67 markers. Understanding the Results of Your Mitochondrial DNA Test (mtDNA) Your mtDNA will be tested on a sequence of two separate regions on your mtDNA inherited from your mother. The first region is called Hyper-Variable Region 1 (HVR-1 or HVS-I) and sequences 470 nucleotides (positions 16100 through 16569). The second region is called Hyper-Variable Region 2 (HVR-2 or HVS-II) and sequences 290 nucleotides (positions 1 though 290). This DNA sequence is then compared to a reference sequence, the Cambridge Reference Sequence, and any differences are reported. The two most interesting uses of mtDNA sequences are comparing your results with others and determining your haplogroup. An exact match between two individuals indicates that they share a common ancestor, but because mtDNA mutates extremely slowly this common ancestor could have lived thousands of years ago. Matches which are similar are further classified into broad groups, known as haplogroups. A mtDNA test will provide you with information about your specific haplogroup which may provide information on distant family origins and ethnic backgrounds. Organizing a DNA Surname Study Organizing and managing a DNA surname study is very much a matter of personal preference. There are, however, several basic goals which need to be met: Create a Working Hypothesis:  A DNA Surname Study is not likely to provide any meaningful results unless you first determine what you are trying to accomplish for your family surname. Your goal can be very broad (how are all the CRISP families in the world related) or very specific (do the CRISP families of eastern NC all descend from William CRISP).Choose a Testing Center:  Once youve determined your goal you should have a better idea of what type of DNA testing services you will require. Several DNA Laboratories, such as Family Tree DNA or Relative Genetics, will also assist you with setting up and organizing your surname study.Recruit Participants:  You can reduce the cost per test by assembling a large group to participate at one time. If you are already working together with a group of people on a particular surname then you may find it relatively easy to recruit participants from the group for a DNA surname study. If you have not been in touch with other researchers of yo ur surname, however, you will need to track down several established lineages for your surname and obtain participants from each of these lines. You may wish to turn to surname mailing lists and family organizations to promote your DNA surname study. Creating a website with information about your DNA surname study is also an excellent method for attracting participants. Manage the Project:  Managing a DNA surname study is a big job. The key to success is in organizing the project in an efficient manner and keeping participants informed of progress and results. Creating and maintaining a Web site or mailing list specifically for project participants can be of great assistance. As mentioned above, some DNA testing labs will also provide assistance with organizing and managing your DNA surname project. It should go without saying, but it is also important to honor any privacy restrictions made by your participants. The best way to figure out what works is to look at examples of other DNA Surname Studies. Here are several to get you started: Pomeroy DNA ProjectWells Family DNA ProjectWalker Surname DNA Project It is vitally important to keep in mind that DNA testing for the purposes of proving ancestry is not a substitute for traditional family history research. Instead, it is an exciting tool to be used in conjunction with family history research to aid in proving or disproving suspected family relationships.

Levis Stadium Essay Example | Topics and Well Written Essays - 750 words

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Plasmodium: The Malaria Parasite

Plasmodium: The Malaria Parasite An endoparasitic protozoan that causes malaria, Plasmodium, requires two hosts to complete its life cycle in; usually a mosquito and a vertebrate. Female Anopheles mosquito is responsible in the transmission of malaria in human beings. Human malaria is caused by four identified species of Plasmodia, namely Plasmodium falciparum, Plasmodium vivax, Plasmodium malariae and Plasmodium ovale. Recently, in addition to these four species, the simian parasite Plasmodium knowlesi have been identified to infect humans in Malaysia (Cox-Singh, Singh, 2008). Malaria can be treated in just 48 hours; however the delay in diagnosis and treatment can cause fatal complications. Malaria caused by P. falciparum is also called malignant or falciparum malaria (Rich et al., 2009), which is observed to be the most dangerous form of malaria with the highest rates of complications and mortality. A dormant stage in the life cycle of P. vivax and P. ovale may results into relapses long afterwards. The malaria d ue to P. knowlesi can also cause life threatening symptoms(Cox-Singh et al., 2008). P. malariae is associated with milder clinical manifestations in comparison to other species. The systematic position of malaria parasite described by (Mhelhorn H. and Walldorf V., 1988) is as follows: Kingdom Protista Sub Kingdom Protozoa Phylum Apicomplexa Class Sporozoa Sub Class Coccidia Order Haemosporidae Sub Order Aconoidina Family Haemosporidae Genus Plasmodium 1.2 History of Malaria The term malaria is derived from Italian word mala bad and aria air. Italians used this word to refer the cause of intermittent fevers associated with exposure to marsh air or miasma. In the first century A.D., Roman scholar Marcus Terentius Varro (116-27 BC) suggested that swamps breed certain animalcula which is not visible with naked eyes and we breathe it through our mouth and nose into the body, where they cause grave maladies. Later, about 30 A.D., two types of tertian fevers were described by Celsus. He concurred with the views expressed by Varro. In 1716, Italian physician Giovanni Maria Lancisi, first demonstrated a characteristic black pigmentation of the brain and spleen in the victims of malaria. In 1816, Giovanni Rasori (1766-1837) of Parma suggested microorganism as a cause for the disease. Later, in 1847, a German physician, Heinrich Meckel, identified round, spindle-shaped or ovoid structures containing black pigment granules in protoplasmic masses in the microscopic slides of blood from a patient with fever and observed similar entities in the spleen of an insane person during the autopsy. In 1848 Schutz observed these pigments in the internal organs of patient who had died of malaria. Soon afterwards, Virchow (1849) observed these pigmented bodies in the blood of a patient who had died from chronic malaria and specifically associated it with malaria. Finally, Charles Louis Alphonse Laveran in 1888 named a living organism as Oscillaria malariae and suggests it as the malaria parasite. In 1885 Camillo Golgi, established that there were at least two forms of the disease, one with tertian periodicity (fever every other day) and one with quartan periodicity (fever every third day). He demonstrated that the rupture of shizoints and release of merozoites into the blood stream coincided with the fever and correlated the severity of symptoms with parasite load in the blood. In 1906, Nobel Prize was awarded in Medicine for his discoveries in neurophysiology. In 1897, the sexual cycle of malaria parasite was demonstrated by Dr. McCallum, William G and Opie of Johns Hopkins Hospital. In the same year, Ronald Ross demonstrated the presence of oocysts in the midgut of female anopheline mosquito and soon afterwards, he (1898) demonstrated the sporozoites infection in salivary glands of the mosquito and also carried out transmission of malaria in birds with an infected mosquito. He was awarded the Nobel Prize in 1902 for establishing the fact that infected mosquitoes are respons ible for transmission of malaria. In 1907, Charles Louis Alphonse Laveran, was awarded the Nobel Prize for Medicine and Physiology for his discovery of the malarial parasite and other significant contribution to parasitology. In 1975 William Trager cultured P. falciparum in a medium of red blood cells. In 1987, a Colombian biochemist named Dr. Manuel Elkin Patarroyo developed the first synthetic Spf66 vaccine for P. falciparum infection. In 2002, the genome of parasite Plasmodium falciparum and the vector Anopheles gambiae were successfully sequenced. 1.3 Public and Global Health Burden Malaria is one of the oldest infectious diseases known to mankind. Malaria influenced outcomes of many wars and fates of many kings would have been different. It has competently forced many military defeats and responsible for decline of nations, often caused casualties more than the weapons could have. For centuries it has been responsible in preventing economic development in various regions of the earth. Malaria occurred in more than 100 countries and affects more than 2400 million people in the tropics, from South America to the Indian peninsula. Human malaria in tropical and subtropical areas accounts approximately 40% of the world at risk for the disease. The cause of this distribution in tropics is because of ideal breeding and living conditions for the anopheles mosquito. About 300 million to 500 million people suffer from malaria annually. Most lethal form of malaria infection is focused in the African continent, especially among children under five. In total, sub- Saharan A frica show most (90%) of the malarial cases and two thirds of the remaining 10% cases occur in six countries- India, Sri Lanka, Colombia, Vietnam, Brazil and Solomon Islands (Figure 1.1). WHO forecasts a 16% augmentation in malaria cases annually and about 1.5 million to 3 million deaths due to malaria every year (85% of these occur in Africa), accounting for about 4-5% of all moartality in the world. One child dies every 20 sec. due to malaria somewhere in Africa and there is one malarial death every 12 sec somewhere in the world. 50 million peoples have died of malaria. Among the major infectious diseases, malaria ranks third in cause of martality- after pneumococcal acute respiratory infections and tuberculosis (WHO., 2005). A brief account stated that ~ 30000 visitors who visited endemic countries developed malaria; where as 1% may succumb to the disease. Malaria can be accounted for 2.6 % of the worlds overall burden of diseases, thus raising expectations that it can climb to n umber one of the highest killer infectious diseases by the end of the century. Total global estimates of the annual expenditure (in 1995) showed a whooping US$ 2 billion directed towards malaria. World Health Organization reported it as a re-emerging infectious disease, and specify as infectious killer and number 1 priority tropical disease (WHO., 2005). The recent WHO World Malaria Report registers a global impact of approximately 225 million new clinical malaria infections associated with 781,000 deaths (WHO., 2010). Particularly, in the tropical countries, malaria is a health problem that setbacks social and economical developments. Malaria is commonly associated with poverty, and represents a major burden to economic and social development, costing an estimated sum of greater than US$ 6 billion for the year 2010 (Sachs. J and Malaney. P, 2002; WHO., 2010). Early diagnosis and prompt treatment are two basic elements in easing the impact of malaria. While progress in these areas h as been remarkable, the emerging insecticide resistant vectors, population movements, environmental disturbances, disintegrative health services and wide spread antimalarial drug resistance have constrained this mission. In early 60s, under the guidance of the Figure 1.1 Global distribution of malaria. (Reprinted from Nat Rev Microbiol.) (Bell et al., 2006) World Health Organization, malaria was nearly eradicated from most parts of the world owing to well planned anti malarial campaigns over the world. However, soon after, a resurgence of malaria took place in 1970s, which could be due to several reasons described below. Man made complacency and laxity in anti malarial campaigns; conflicts and wars; migrations; deteriorating health systems; poverty Drug resistance in parasite Insecticide resistance in vector and ban on use of DDT Environment global warming causing increased breeding and life span of the vector Jet age shrinking world spread of malaria from endemic areas to all other parts of the world. 1.4 Life Cycle of Malaria PARASITE The complex life cycle of malaria parasite involves two hosts; an insect vector (anopheles mosquito) and a vertebrate host (human). In search of a blood meal, a malaria-infected female Anopheles mosquito inoculates the infectious sporozoites into the human host. The malaria infection begins as these viable sporozoites invade liver cells and develop into mature schizonts, which in turn rupture and release invasive merozoites into blood stream. In P. vivax and P. ovale an arrested phase [hypnozoites] can remain dormant in the liver and re-invade the bloodstream after weeks, or even years later and cause infection, this delayed primary blood infection is termed as relapse. The initial asexual replication in liver is termed as exo-erythrocytic schizogony. In the normal developing exo-erythrocytic schizont, the cytoplasm of the parasite becomes subdivided and the ensuing invasive merozoites develop. These emergent merozoites are then released upon rupture of the mature schizont and invade the erythrocyte. The parasites undergo asexual multiplication in the erythrocyte, termed as erythrocytic schizogony. Redifferentiation of intra-erythrocytic merozoites into the feeding trophozoites occurs then. The ring stage Figure 1.2 Life cycle of malaria parasite (Plasmodium falciparum) trophozoites mature into schizonts and when rupture releasing merozoites to begin another cycle of red blood cell infection. However, the majority of merozoites entering an erythrocyte will develop into asexual schizonts, a small fraction can develop into the first sexual stage of life cycle (gametocytes). The rupture of mature schizont also releases the metabolic debris, which is toxic to the host and play a role in stimulating the clinical manifestations of the disease. The female anopheles mosquito must take blood meals on regular basis to support the development of eggs in successive batches. When biting malaria infected vertebrate host, she will take up infected erythrocyte and the gametocytes. Both female (macrogametocytes) and male (microgametocytes) are ingested by female anopheles mosquito during a blood meal. The asexual division of parasites in the mosquito is termed as sporogonic cycle. While in the mosquitos gut gametocytes are triggered by the fall in temperature and begin the formation of gametes. The microgamete penetrates the macrogamete generating zygote. Soon after the zygotes become motile and elongated structure termed as ookinetes, which invade the midgut wall of the mosquito where they develop into oocysts. The sporozoites emerge from ruptured oocysts make their way to reside in the mosquito salivary glands. Inoculation of these viable sporozoites into a new human host to maintain the malaria life cycle (Figure 1.2) (Bannister, Mitchell, 2003). 1.5 THE PLASMODIUM GENOME SEQUENCE The genome sequences of six Plasmodium species have now been published. The complete sequences of the P.falciparum 3D7 strain and the rodent malaria P.y. yoelii 17XNL clone (Carlton et al., 2002; Gardner et al., 2002) appeared in 2002 and the genomic data of two more rodent malaria species, the P.berghei ANKA clone and P. chabaudi AS clone, were published in 2005 (Hall et al., 2005). Recently, the genome sequences of the human malaria P.vivax Salvador 1 strain and the human/simian malaria P.knowlesi H strain, along with a comparative analysis with P.falciparum, were released (Carlton et al., 2008; Pain et al., 2008). Thus, this genus has the highest number of sequenced species of any eukaryotic organism yet (Birkholtz et al., 2008). Comparative analysis of the publicly of the available Plasmodium genomes revealed that they are all haploid with a standard size of 23-27 Mb, which is distributed among 14 linear chromosomes between 0.5-3.0 Mb in size. The base composition varies among the different species, with the rodent and P.falciparum genomes being extremely A+T rich (80.6% on average and close to 90% in introns and intergenic regions in P.falciparum) in contrast with the more G+C rich P.knowlesi and P.vivax genomes (37.5% and 42.3% respectively) Each Plasmodium genome has in the order of 5000-6000 predicted genes, most of which (51%) contain at least one intron and ~60% are orthologus among the different species (Hall, Carlton, 2005; Hall et al., 2005). The difference in gene number is the result of the differential gene expansion in distinct lineages and the presence of large variant gene families that are involved with antigenic variation (Hall, Carlton, 2005). The unique genes of the different species are o ften localised within the subtelomeric regions and code for immunodominant antigens (Hall, Carlton, 2005). The mean gene length of the three sequenced human malarias (including P. knowlesi) is~ 2.2 to 2.3 kb, compared to the average of 1.3 to 1.6 kb in other organisms (Gardner et al., 2002). The reason for these long gene lengths is not known and this is compounded by the fact that these long genes usually encode hypothetical proteins with unknown function (Gardner et al., 2002). Gene-mapping studies of conserved genes have shown that gene location, order and even exon-intron boundaries have been preserved over large regions across the three sequenced rodent Plasmodium species and P.falciparum(Hall, Carlton, 2005). In addition to the nuclear genome , the parasites also have a liner mitochondrial genome of ~6 kb in the case of P.falciparum , which is smallest mitochondrial genome known (Painter et al., 2007) and a ~35 kb circular apicoplast genome (Gardner et al., 2002). The P.falciparum nuclear genome exhibits minimal redundancy in transfer RNA (tRNA) and encodes 43 tRNAs (Gardner et al., 2002) compared to the ~30 of Homo sapiens (Strachan T and Read A, 1998). The parasite tRNA bind all 64 possible codons except TGT and TGC that both specify cysteine (Cys). As no other codons specify Cys, it is possible that these tRNA genes are located within the currently unsequenced regions , since Cys is incorporated into P.falciparum proteins (Gardner et al., 2002). The small P.falciparum mitochondrial genome does not encode any tRNAs (Vaidya et al., 1989) compared to the 22 tRNA of the circular 16.6 kb human mitochondrial genome (Anderson et al., 1981). The P.falciparum mitochondrion therefore imports tRN As from the cytoplasm , whereas the apicoplast genome encodes sufficient tRNAs for protein synthesis within the organelle (Wilson et al., 1996). The P.falciparum genome does not contain tandemly repeated ribosomal RNA (rRNA) gene clusters as seen in many other eukaryotes, but it contains individual 18S-5.8S-28S rRNA units at loci on seven of the chromosomes(Gardner et al., 2002). The sequence of the particular rRNA genes is distinct in the different units and the expression of each unit is developmentally regulated, depending on the stages of the parasite life cycle It is anticipated that by transcribing different rRNAs at different life stages, the parasite could change its ribosomal properties and the translation rate of all or specific messenger RNA (mRNA), which could alter the cell growth rate or cell development pattern. Previously , the rRNA expressed in the mosquito was described as S(sexual)-type and that expressed in the human host as A (asexual) type(Gardner et al., 2002). Parasite rRNA is also species-specific and can be assessed for diagnostic purposes (Singh et al., 2004). More than 60% of the predicted 5268 ope n reading frames (ORFs) of P.falciparum have no sequence similarity to genes from other sequenced organisms (Gardner et al., 2002). The absence of sequence similarity complicates characterization of the unknown ORFs, but might hold the answer to finding selective drug targets (Bozdech et al., 2003). There is currently a dedicated initiative aimed at improving the annotation status of P.falciparum led by the Plasmodium database, PlasmoDB (www.plasmodb.org). 1.6 Malaria Incidence in Different States of India The malariometric index evaluated as annual parasite incidence (API) indicates the number of malaria cases per thousand of population. As per the National Vector Borne Disease Control Programme (NVBDCP) incidence records, in most part of India, the API was 5 API were scattered in the states of Gujarat, Goa, Rajasthan, Madhya Pradesh, Chhattisgarh, Jharkhand, Orissa, the northeastern states and Karnataka (Kumar A et al., 2007). The proportion of occurrence of P. falciparum and P. vivax differs in various parts of India. Most of the indo-gangatic plains, northwestern India, northern hilly states, and southern state like Tamil Nadu have > 90% P. vivax infections, and the rest are P. falciparum. This situation is reversed in forested areas inhabited by ethnic tribes, where the proportion of P. falciparum is 30-90%. In the remaining areas P. falciparum prevail between 10% and 30%. Although Orissa has a population of 36.7 million (3.5%), it contributed most (25%) of a total of 1.5-2 milli on reported annual malaria cases, 39.5% of total P. falciparum malaria, and 30% of deaths caused by malaria in India (Source NVBDCP, India). Similarly, in the other states, forest ecosystems inhabited by ethnic tribes lives mainly in Figure 1.3 Prevalance of Plasmodium falciparum in India meso to hyperendemic conditions of malaria, where the preponderance of P. falciparum exist upto the extent of 90% or even more (Kumar et al., 2007) (Figure 1.3). 1.7 MALARIA Control and Prevention A global strategy for malaria control was developed by W.H.O. in a ministerial conference at Amsterdam, held in October 1992. The strategy broadly suggests emphasis on diagnosis and treatment in place of earlier trend of emphasis on vector control as a strategy for malaria control. The salient aspects of this strategy were early diagnosis and treatment; prevention of malarial deaths; promotion of personal protection measures like use of ITMs; forecasting, early detection and control of malaria epidemics; monitoring, evaluation and integration of activity in primary health centres; and operational research in field sites. Malaria prevention was classified at the level of personal protection, the prophylaxis and the malaria vaccines. Protective measures adopted at individual level and at family level not only help in protection of the individual against mosquito bites but also prevents spread of malaria in locality. These measures indirectly helped in reducing the mosquito population b y denying the blood meal which is an essential for nourishment of the mosquito eggs in the female anopheles. Protection measures at personal level against mosquitoes includes: Prevention of mosquitoes from entering the house, protection from mosquito bites and prohibiting the mosquitoes from resting inside house. All these prevention activities need the following; i. Protective Clothing ii. Mosquito Repellents iii. Insecticide vaporizers iv. Mosquito nets v. Air conditioning The absence of vaccines necessitates the use of drugs against malaria. All visitors from non-endemic area to a malarious area should have presumptive antimalarial drugs which offer protection against clinical attacks of malaria in that particular malaria endemic area (www.who.int/malaria). The practice of anti-malarial drugs to prevent the development of malaria is known as chemoprophylaxis. The choice of chemoprophylaxis differs depending on the species and drug resistance prevalence in a country. It must be remembered that no chemoprophylaxis regime provides 100% protection. Therefore it is essential to have personal protection from mosquito bites as well as to practice the chemoprophylaxis. Drugs used for chemoprophylaxis include: chloroquine, sulfadoxine, pyrimethamine, atovaquone plus proguanil, proguanil, halofantrine, doxycycline and mefloquin (www.ncbi.nlm.nih.gov/antimalarialdrug.html). The effective way to control any infectious disease is indeed to have a safe and effective vaccine, but even after decades of malaria research, an effective malaria vaccine is still elusive. The major culprit in not having an effective malaria vaccine is complex life cycle of the parasite which involves vector mosquitoes and human. In turn, parasites allelic diversity and antigenic variations make the development and implementation of effective malaria control intervention more problematic. In the present scenario of increasing resistance against antimalarials by parasite and the insecticide resistance shown by the anopheles mosquito, it is evident that an intervention at multiple stages of life cycle will be an appropriate way of combating malaria. Malaria vaccines for different stages of life cycle will therefore play a major role in future malaria interventions. Evaluation of new malaria vaccine candidates in malaria endemic countries is required. The present situation demands suf ficient sites in malaria endemic countries for testing potential malaria vaccines in future. 1.8 Antimalarial drug resistance One of the major control strategies against malaria is prompt treatment of malaria patients with effective antimalarial drugs; however one of the major challenges in the battle against malaria in recent years is the development of drug resistance in the malaria parasites. A continuous research and monitoring is crucial when trying to control and diminish this development. Antimalarial drug resistance in the malaria parasite, both in vitro and in vivo has been related to changes at molecular level in the malaria parasite (P. falciparum and P. vivax).