Votive Figure of Fortuna essays

Votive Figure of Fortuna expositions Votive Figure of Fortuna The Goddess of Good Fortune (The Haggin Museum) At the point when I set out to pick a bit of workmanship for this task, there were a couple of things I was searching for. I needed a piece that indicated incredible detail, style and significance. At the point when I saw the Votive Figure of Fortuna, quickly I saw these things. The model was really a solid portrayal of its time and time, made in Greece in 100 B.C.- 100 A.D. Made from earthenware mud, the specialists eye for detail in this piece was quite a lot more unmistakable than the entirety of different pieces that encompassed it. The proper components that I will examine that breathes life into this piece are; line, surface, example and equalization. What makes the Votive Figure of Fortuna so fascinating is the multifaceted design it starts for such a little and old model. The figure is around 2 wide by 7 high and around 2 profound. This detail is kept up through its contrasty and sudden line designs with extreme edges and line variety. These lines are utilized by the craftsman to enliven the lady's streaming outfit. The entirety of the folds are made, swell by swell through profound cuts in the earthenware mud. The craftsman made rich surface through his utilization of lines and thick gouges in the dirt. Line close to line, one next to the other, hindered by another arrangement of lines at sharp, 90 degree edges likewise assists with developing this feeling of incredible surface. The outfit has all the earmarks of being very texture like despite the fact that the figure is essentially solidified dirt. This is an extraordinary impact by the craftsman and unquestionably perhaps the most grounded component. The examples that are made with the nitty gritty lines are additionally critical to the general viewpoint of this piece. These lines stream one into the other, making incredible difference and profundity. Shadows nearly are completely evolved with the line designs as a result of the craftsman sythesis ... <!

Political Systems Essays - Political Philosophy, Politics, Elections

Political Systems Since the making of humankind the world has been constantly evolving. With each day, man creates, nations develop and political frameworks change. A political framework is a significant arrangement of social foundations. Political frameworks have numerous capacities. Political frameworks make assets for training, wellbeing, government assistance, industry and international strategy. Political frameworks have changed definitely finished hundreds of years are as yet evolving regular. To get why and how political frameworks change, there are numerous elements. Some central point are advancement, upset and economy. A central point and effect on why a political frameworks change is because of the nations social economy. The methodology where a nation manages certain political procedures are influenced by inner divisions of pay, riches and occupation, additionally by financial reliance or neediness. There is continuously a positive relationship between monetary turn of events and correspondence or pay. The Linearity hypothesis expresses that monetary improvement prompts urbanization which prompts correspondence which prompts elevated levels of instruction and thus prompts Democracy. This hypothesis works superbly in indicating how financial matters lead to a change in political frameworks. Wealthier countries for example, the United States, Japan and other European nations frequently have more fair pay conveyances than less fortunate nations. As indicated by Robert J. Mundt, a political scientist, in cutting edge modern countries the wealthiest 10% of families get around one fourth of the national salary, while most unfortunate get 40% and around 20% get just fifteen percent of the national salary; in center pay nations like Brazil, the wealthiest 10% gets forty-six percent of national pay and the most unfortunate forward percent get just eight percent. A case of a nation that social economy impacted the adjustment in their political framework would be the Russian Alliance. The social economy lead to the fall of Communism. The Russian alliance was a socialist nation having faith in state possessed and midway arranged government. A long time back the socialists had the option to stay aware of the other huge cash forces of the world. However, as time went on and they attempted to make up for lost time, their economy was too difficult to even think about controlling. Their items were low quality and their amount was made on a need premise. There was no productivity. The individuals of Russia would need to hang tight years for vehicles, condos and held up hours in lines for basic things like food and other fundamental necessities. The soviets started to contend with the legislature. In 1991, Russia had experienced the most noticeably terrible of it's swelling and mechanical issues. In the long run Russia turned into the Russian Organization and there was a conclusion to Communism. Urbanization is another explanation that political frameworks change and create. Individuals come up short on recourses on their provincial terrains and are compelled to escape to the greater urban communities. Individuals go to the greater urban communities wanting to locate a superior life for their families and themselves. As additional individuals go these urban communities, it makes more employments. Industry develops and the social economy additionally develops. Political frameworks start to make governments that take a shot at international strategy and exchange which makes more cash. Inevitably the political frameworks shape their administrations to resemble those of the other greater wealthier nations on the planet. Another factor that changed numerous nations political frameworks is that of a progressive change. Two nations that were firmly impacted by the progressive change were Russian and Germany. After World War I, Russians accepted the unrest lead to the breakdown or colonialism and private enterprise. Russia was doing a long time before the war. Industry was as yet developed and the individuals appeared to be cheerful. That didn't keep going long however, the war changed everything. At the point when the Russian military did battle against Germany, the tsarist government fell. As the tsarist government self-destructed so did the Russian economy. The administration wound up stuck in a circumstance that they didn't recognize what to do. In 1917 law based conservatives over the intensity of the tsar. This bunch would have liked to make the nation increasingly present day and law based. Be that as it may, in an unusual new development, the pioneer of the moderate democratics, sold out his western partners and settled on a harmony concurrence with Germany. In the long run a Russian insurgency made a gathering with the assistance of Germany lead to the fall of government and private enterprise. Not long after Russia turned into a socialist nation. Progressive change is obvious when taking a gander at China's advancement as a legislature. China and Russia's political change are comparative from numerous points of view. One of the greatest progressive developments in China was Maoism. Maoism was made by an individual named Mao Zedong. Mao had confidence in reinforcing and

Scoptophobia or the Fear of Being Stared At

Scoptophobia or the Fear of Being Stared At Phobias Types Print Scoptophobia or the Fear of Being Stared At By Lisa Fritscher Lisa Fritscher is a freelance writer and editor with a deep interest in phobias and other mental health topics. Learn about our editorial policy Lisa Fritscher Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 15, 2019 Getty Images/Image Source More in Phobias Types Causes Symptoms and Diagnosis Treatment Scoptophobia, also known as scopophobia, is the fear of being stared at. It varies in severity from person to person. Some people are afraid only when a stranger stares for a long period of time, while others fear even passing eye contact with a friend. Scoptophobia is often, though not always, associated with other social phobias. Untreated, the fear may worsen over time. Scoptophobia and Related Disorders Scoptophobia is a specific phobia, but it falls under the general spectrum of social phobias. Most people with this fear also suffer from such related specific social phobias as stage fright or the fear of public speaking. Some people also experience more generalized social phobia, although many do not. Some people with certain neurological conditions develop scoptophobia either because they feel that being stared at may trigger an episode, or because they fear that having an episode will cause people to stare. Epilepsy, Tourettes syndrome, autism spectrum disorders, and some movement disorders are among the conditions that could heighten the risk for scoptophobia. People with disfiguring illnesses or injuries may also be more likely to develop this phobia. Note that reasonable fears are never diagnosed as phobias. However, for some people, the fear is out of proportion to the risk. If you suffer from the fear of being stared at due to a medical condition, it is important for a mental health professional, in tandem with your doctor, to determine whether, given your particular condition, your fear is excessive and having an unnecessarily negative impact on your life. Symptoms If you have scoptophobia, you might go out of your way to avoid situations that put you in the spotlight. Some people are afraid only of large group situations, while others fear short transactions such as grocery store checkouts. Some are afraid of even such incidental contact as exchanging pleasantries with someone walking down the street. When confronting your feared situation, you might blush profusely. Ironically, many people with scoptophobia also suffer from erythrophobia, or the fear of blushing, making this symptom particularly troublesome. You might also begin to sweat, shake, experience heart palpitations or shallow breathing, and feel unable to collect your thoughts. You might feel a strong need to escape the situation. Some people with scoptophobia begin to limit their daily activities in a quest to avoid the panic reaction. You might refuse to go out alone or to host people that you do not know well in your home. Over time, untreated scoptophobia sometimes worsens. You might eventually become uncomfortable even in the company of trusted friends or relatives. Causes Scoptophobia can often, though not always, be traced to a traumatic event. Those who were bullied or made fun of may be at increased risk for this phobia. In addition, people who feel shame or self-loathing are also at higher risk. Many adolescents go through a phase of extreme self-consciousness which may include worries about being looked at. In general, however, these feelings subside within a few months. If the fear persists or worsens, however, it may be diagnosed as scoptophobia. Treatments Like all phobias, the fear of being stared at responds well to a variety of brief therapy options. Your therapist will work with you to develop a treatment plan that addresses the scoptophobia as well as any concurrent disorders. Depending on the severity of your fear and any underlying issues, your treatment may last as few as three sessions or as long as several months. Scoptophobia can be life-limiting, gradually forcing sufferers to restrict their daily activities. With hard work and perseverance, though, it can be overcome. The benefits of treatment are well worth the time and energy required to successfully battle this phobia.

Children Need For Play, Not Compete, By Jessica Statsky

In â€Å"Children Need to Play, Not Compete,† Jessica Statsky argues that younger children should not be involved in overly competitive sports. Statsky wrote that organized competitive sports were to the disadvantage of children both physically and psychologically. In youth athletics, some parents and coaches put their own dreams in front of their children s’ well-being by stressing winning. Statsky concludes â€Å"all organized sports activities† to be remade as a more enjoyable game regardless of each athlete’s ability and athleticism. The author states many issues that kids have when they are forced to play a sport just to win or that they don’t enjoy. Some kids just don t enjoy sports, but their parents force it on them. Certain organized sports programs promote winning over physical skills and self-esteem. Statsky brings up valid points that early childhood shouldn’t involve intense physical competition, which is associated with the risk of injury to the body and mind. Youth sports are continuing to be shifted into adult standards, by promoting victory while risking injury. Kids do not have the same physical capabilities of professional athletes on television, yet some parents insist that their kids continue playing extremely harmful sports at a violent level of play. Young athletes should not put constant strain on developing bones and muscles. For example, in baseball, a twelve-year-old trying to throw a curveball puts constant strain on the elbow’s ligaments, and may causeShow MoreRelated Ineffective Argument in Jessica Statskys Essay, Children need to Play, Not Compete966 Words   |  4 PagesJessica Statsky, in her essay, â€Å"Children need to Play, Not Compete† attempts to refute the common belief that organized sports are good for children. She sees organized sports not as healthy pass-times for children, but as onerous tasks that children do not truly enjoy. She also notes that not only are organized sports not enjoyable f or children, they may cause irreparable harm to the children, both emotionally and physically. In her thesis statement, Statsky states, â€Å"When overzealous parentsRead MoreEssay on Children Need to Play, Not Compete - Critique836 Words   |  4 Pagesâ€Å"Children Need to Play, Not Compete†, by Jessica Statsky: A Critique What makes Jessika Statsky’s â€Å"Children Need to Play, Not Compete† an effective piece in the arguments on whether the competitive sports may harm children both physically and psychologically, is her use of clear thesis statement and a full forecast of the reasons she offers to justify her position. Statsky carefully picks her key terms, such as by sports, for example, she means to describe both contact and non-contact sports thatRead MoreChildren Need to Play Not Compete Essay1584 Words   |  7 Pagesquoted that â€Å"Happiness is success† (1). Looking at it from the teenagers’ perspective of happiness, play to them means happiness and happiness means success. Accordingly there is vast distinction between one accomplishing his goal to be happy, and to accomplish happily. In the essay â€Å"Children Needs to play not compete† Jessica Statsky talked on some of health, physical and psychological reasons children should not be allowed to indulge in competitive games or sports. She appealed to the parents andRead MoreYouth Readiness Of Youth Sports1183 Words   |  5 Pagesideals attached to the picturesque image of the nuclear family have evolved considerably over time but with one exception, youth sports. Youth sports is a staple in nearly every American’s childhood as highlighted in â€Å"Children Need to Play, Not Compete† by Jessica Statsky. Statsky makes two contentions in favor of this argument. One, the participants of youth sports are not physically and psychologically ready and two, that the mentality of win or lose is more harmful than helpful during the formative

Medgar Evers Local Activist

In 1963, just two months before the March on Washington, civil rights activist Medgar Evers Wiley was shot in front of his home. Throughout the early Civil Rights Movement, Evers worked in Mississippi organizing protests and establishing local chapters of the National Association for the Advancement of Colored People (NAACP). Early Life and Education Medgar Wiley Evers was born on July 2, 1925, in Decatur, Miss. His parents, James and Jesse, were farmers and worked at a local sawmill. Throughout Evers formal education, he walked twelve miles to school. Following his graduation from high school, Evers enlisted in the Army, serving for two years in World War II. In 1948, Evers majored in business administration at Alcorn State University. While a student, Evers participated in a variety of activities including debate, football, track, choir and served as junior class president. In 1952, Evers graduated and became a salesperson for Magnolia Mutual Life Insurance Company. Civil Rights Activism While working as a salesman for the Magnolia Mutual Life Insurance Company, Evers became involved in local civil rights activism. Evers began by organizing the Regional Council of Negro Leaderships (RCNL) boycott of gas filling stations which would not allow African-American patrons to use its bathrooms. For the next two years, Evers worked with RCNL by attending its annual conferences and organizing boycotts and other events on a local level. In 1954, Evers applied to the segregated University of Mississippis Law School. Evers application was rejected and as a result, Evers submitted his application to the NAACP as a test case. That same year, Evers became the organizations first field secretary of Mississippi. Evers established local chapters throughout Mississippi and was instrumental in organizing and leading several local boycotts. Evers work—investigating the murder of Emmett Till as well as supporting men such as Clyde Kennard helped him become a targeted African-American leader. As a result of Evers work, a bomb was tossed into the garage of his home in May of 1963. A month later, while walking out of the NAACPs Jackson office, Evers was almost run over by a car. Marriage and Family While studying at Alcorn State University, Evers met Myrlie Evers-Williams.  The couple married in 1951 and had three children:   Darrell Kenyatta, Reena Denise and James Van Dyke. Assassination On June 12, 1963, Evers was shot in the back with a rifle. He died 50 minutes later. Evers was buried on June 19 in Arlington National Cemetery. More than 3000 attended his burial where he received full military honors. Days later, Byron De La Beckwith was arrested and tried for murder. However, the jury reached a deadlock, and De La Beckwith was not found guilty. In 1994, however, De La Beckwith was retried after new evidence was found. That same year, De La Beckwith was convicted of murder and died in prison in 2001. Legacy The work of Evers has been honored in a variety of ways. Writers such as James Baldwin, Eudora Wetly, and Margaret Walker wrote about Evers work and efforts. The NAACP honored Evers family with the Spingarn Medal. And in 1969, Medgar Evers College was founded in Brooklyn, NY as part of the City University of New York (CUNY) system. Famous Quotes â€Å"You can kill a man, but you can’t kill an idea.† â€Å"Our only hope is to control the vote.† â€Å"If we don’t like what the Republicans do, we need to get in there and change it.†

Pacific Theatre in World War II Free Essays

string(170) " 307 sailors and airmen, while on the Japanese side, they had lost 4 carriers, 1 cruiser, all of their aircraft, and 3,057 sailors and airmen \(â€Å"Battle of Midway†\)\." On 1 September 1939 the country of Germany led by Adolf Hitler invaded Poland using blitzkrieg tactics or in other words â€Å"lightning war†. As Germany is capturing Europe one country at a time Japan is doing the same except with Asia and Japan is also preparing for the attack of the United States naval base on the island of Oahu called Pearl Harbor. The attack on Pearl Harbor caused the United States to declare war on Japan, break isolationism and get deeply involved in World War II. We will write a custom essay sample on Pacific Theatre in World War II or any similar topic only for you Order Now On 7 December 1941 at 7:30 am army privates George Elliot and Joseph Lockard were operating in a radar station when they noticed a large amounts of aircraft incoming but they did not sound the alarm because there was supposed to be a group of B-17 bombers due to Pearl Harbor (Michael 10). At 8:00 am the words â€Å"Tora Tora Tora† sounded over Japanese radios meaning that the Japanese have achieved complete surprise on the Americans and that the attack was a go and the dive bombers started to drop their deadly payloads on the American airfields, aiming specifically for United States war planes (Michael 11). As the Japanese attacked the airfields they also simultaneously attacked the harbor with more dive bombers and torpedo planes equipped with torpedoes specially made for the shallow waters of the harbor (Michael 12). During all of the chaos a dive bomber dropped its deadly payload on to the USS Arizona, with a single bomb hit to the magazine, the whole bow of the ship was severed from the rest and 1,000 men died instantly (Michael 12). At 8:45 am even more Japanese torpedo planes and dive bombers attacked the harbor targeting repair yards and any other ships that the pilots saw. The attack was planned months before 7 December, the Japanese built a model of the actual harbor to help prepare for the attack and they practiced on it until each and every pilot knew exactly which target to hit and how to hit it and until they could achieve an 80% hit rate on the American ships (Michael 47). The task force the Japanese used consisted of 6 aircraft carriers each equipped with hundreds of planes and 20 other ships including battleships, heavy cruisers, destroyers and a few submarines (Michael 49). The attack killed 2,388 Americans and injured another 2,000, the attack destroyed 21 ships out of 92 total in the harbor, nearly 300 American aircraft were destroyed and only 29 Japanese aircraft were destroyed (Reid 219). The Americans were infuriated with the attack, they felt as if they were vulnerable and they wanted the United States government to declare war on Japan. On 8 December 1941 President Franklin D. Roosevelt makes a speech to congress asking them to declare a state of war on Japan. Later that day with a vote of 388 to 1 the United States is at war with Japan. The industry skyrocketed as the United States prepares for war; everything from food to weapons is rationed and made in a method called mass production. On 9 December 1941 Germany and Italy declare war on the United States. The United States is now deeply involved in World War II, but the United States has a difficult decision to make whether or not they should concentrate their forces over in Europe to fight the Italians and Germans or concentrate their forces in the Pacific and get revenge on the Japanese and avenge Pearl Harbor. On 8 April 1942 Lieutenant Colonel James H. Doolittle launched an air attack consisting of B-25 medium range bombers. The attack was designed to inflict damage on Tokyo and to destroy the Japanese morale and avenge Pearl Harbor. The plan was for 16 B-25s to be launched off the coast of Japan and their mission was to bomb the city of Tokyo and land on American air bases in China. Most of the 16 B-25s, each with a five-man crew, attacked the Tokyo area, with a few hitting Nagoya (â€Å"The Doolittle Raid†). However none of the planes made it to China and most of the crews were captured, but this attack was considered a success because it deeply embarrassed the Japanese High Command and it greatly boosted the morale of the Americans, this attack would lead to the desire of the Japanese to completely destroy the American aircraft carriers and would lead to the Japanese defeat in Midway a month later. The Battle of Midway was fought over and near the tiny United States’ mid-pacific base at the Midway island atoll. The objective of the Japanese was to draw out and destroy the Unites States aircraft carrier striking forces which had embarrassed the Japanese in the Doolittle Raid. The Japanese’s plan was to soften up the defenses on Midway, invade it, capture the island and hope that the United States would come out with their aircraft carriers in order to take back the island and the Japanese would the quickly destroy them and have a decisive victory. However, the United States had brilliant code breakers and knew exactly when, where and how the Japanese were going to strike so the Americans were waiting. On 7 June 1942, the Japanese with a force of 4 aircraft carriers, 2 battleships, 15 support ships and 248 carrier based aircraft started the attack. Starting with bombing the American base the Japanese weren’t able to soften up the American defenses well enough because the Americans had knew in advance that Japanese were coming so they built up their defenses and brought in additional reinforcements. As the Japanese were focusing their attacks on the island, the American aircraft carrier strike force consisting of 3 carriers, 7 heavy cruisers, 1 anti-aircraft cruiser, 15 destroyers, 233 carrier based aircraft and 16 submarines attacked the Japanese forces. After 4 days of bitter combat, the Americans had only lost 1 carrier, 1 destroyer, 150 aircraft, and 307 sailors and airmen, while on the Japanese side, they had lost 4 carriers, 1 cruiser, all of their aircraft, and 3,057 sailors and airmen (â€Å"Battle of Midway†). You read "Pacific Theatre in World War II" in category "Papers" The Battle of Midway was a huge success in American code breaking and proving that the use of the aircraft carrier would definitely be a vital resource in the Pacific Theater (â€Å"Battle of Midway†). Three months later the Americans pressed forward setting their eyes on a near Australia called Guadalcanal. This battle would be the first allied offensive on the Empire of Japan. On 7 August 1942 American forces landed on the islands of Guadalcanal, Tulagi, and Florida in the southern Solomon Islands with the objective of denying their use by the Japanese to threaten the supply and communication routes between the US, Australia, and New Zealand. The Allies also intended to use Guadalcanal and Tulagi as bases to support a campaign to eventually capture or neutralize the major Japanese base at Rabal on New Britain (â€Å"Battle of Guadalcanal†). Powerful United States naval forces had supported the landings. Surprised by the Allied offensive, the Japanese made several attempts between August and November 1942 to retake Henderson Field. Three major land battles, seven large naval battles, and continual, almost daily aerial battles culminated in the decisive Naval Battle of Guadalcanal in early November 1942, in which the last Japanese attempt to bombard Henderson Field from the sea and land with enough troops to retake it was defeated. In December 1942, the Japanese abandoned further efforts to retake Guadalcanal and evacuated their remaining forces by 7 February 1943 in the face of an offensive by the US Army’s XIV Corps, securing the island to the Allies. The Americans originally started with a strength of 60,000 men and lost 7,100 while the Japanese forces were almost completely wiped out, starting out with only 36,200 they had lost 32,000 (â€Å"Battle of Guadalcanal†). The Guadalcanal campaign was a significant strategic combined arms victory by Allied forces over the Japanese in the Pacific theatre The Battle of the Philippines was the American campaign that lasted from 1944-1945 and the objective was to completely expel the Imperial Japanese Forces occupying this long chain of islands that was captured by the Japanese during the first half of 1942. The Battle of the Philippines started on 20 October 1944 with the amphibious landings on the eastern Philippine island of Leyte. The operation would last through the end of the war in august of 1945. During this campaign the Japanese showed how desperate they were in not giving up when they started utilizing kamikaze attacks where they would purposely fly planes equipped with explosives into the American forces. This campaign was very successful however, because the Americans had driven out the Japanese and liberated the Philippines. The Battle of Iwo Jima fought on 19 February through 26 March 1945 was a major battle in which the United States Armed Forces fought for and captured the island of Iwo Jima from the Japanese Empire. The American invasion had the goal of capturing the entire island, including its three airfields, to provide a staging area for attacks on the Japanese main islands. This five-week battle comprised some of the fiercest and bloodiest fighting of the War in the Pacific of World War II. After the heavy losses incurred in the battle, the strategic value of the island became controversial. It was useless to the Army as a staging base and useless to the Navy as a fleet base; however it was of limited use by the United States Army Air Force only for emergency landing of planes coming back from missions over Japan. The Japanese positions on the island were heavily fortified, with a large network of bunkers, hidden artillery positions in the mountains, and nearly 11 miles of underground tunnels. This invasion was the first American attack on Japanese home territory, and the Japanese soldiers and marines defended their positions tenaciously with no thought of surrender. The Americans had a force of 70,000 marines and had high losses of 6,821 killed and 19,217 wounded. The Japanese, however had a smaller force of 22,060 soldiers and lost 18,844, but they had nearly 3,000 in hiding until long past the end of the war and because of their extensive network or tunnels and bunkers they were able to inflict heavy damage on the Americans (â€Å"Battle of Iwo Jima). Later in the summer of 1944 the United States had set their eyes on the largest island in the Marianas, Guam. There was a major strategic advantage of Guam because of its very large size and its location to the Japanese mainland mad it ideal for the American forces to establish airfields for B-29 Superfortress long range bombers. Guam, ringed by reefs, cliffs, and heavy surf, presents a formidable challenge for an attacker. But despite the obstacles, on July 21, the Americans landed on both sides of the Orote peninsula on the western side of Guam, planning to cut off the airfield. By nightfall the Americans had established beachheads about 2,000 meters deep, Japanese counter-attacks were made throughout the first few days of the battle, mostly at night, using infiltration tactics. Several times they penetrated the American defenses and were driven back with heavy loss of men and equipment. Rain and thick jungle made conditions difficult for the Americans, but after an engagement at Mount Barrigada from August 2 to August 4, the Japanese line collapsed; the rest of the battle was a pursuit to the north. As in other battles of the Pacific War, the Japanese refused to surrender, and almost all were killed. On August 10, after 3 long weeks of bloody and ferocious fighting, organized Japanese resistance ended, and Guam was declared secure. The Battle of Okinawa was the largest amphibious assault in the Pacific Theatre. The 82-day-long battle lasted from early April until mid-June 1945. After a long campaign of island hopping, the Allies were approaching Japan,  and planned to use Okinawa, a large island only 340 mi away from mainland Japan, as a base for air operations on the planned invasion of Japanese mainland. Okinawa provided a fleet anchorage, troop staging areas, and airfields in close proximity to Japan. The U. S. cleared the surrounding waters of mines in Operation Zebra, occupied Okinawa, and set up the United States Civil Administration of the Ryukyu Islands, a form of military government, after the battle. The Americans started out with 183,000 men and by the end of the battle 12,000 were killed and 38,000 were wounded. The Japanese started out with 160,000 men and more than 110,000 were killed and 7,000 were captured (â€Å"The Battle of Okinawa†). While the Pacific war rages, the United States had conducted many air raids on Japan during World War II, causing extensive destruction to the country’s cities and killing anywhere from 241,000 to 900,000 people. From June 1944 until January 1945, B-29s stationed in India staged through bases in China to make a series of raids on Japan, but this effort proved unsuccessful. The strategic bombing campaign was greatly expanded from November 1944 when bases in the Mariana Islands became available as a result of the Mariana Islands Campaign. The air raids concentrated mainly on industrial facilities but the fire bombings were concentrated on the civilian population since most of the homes were made from paper and wood (â€Å"Skies on fire†). With the attack on Pearl Harbor in 1941 the United States was ultimately forces to break isolationism and get very involve in World War II. From the Doolittle raid in 1942 to the massive bombing campaigns in 1945, from the battle of Midway to the invasion of Okinawa, the United States was very involved in the Pacific theatre and the loss of life was very high. Along with the Pacific Theatre the United States also had a very high death toll in the European Theatre but not as high of one as in the Pacific. Had the Japanese not have attacked Pearl Harbor, the turn out of the war could have been so much different and the United States probably would not have gotten involved until late in the war like they did in World War I How to cite Pacific Theatre in World War II, Essays

Adolescent Suicide Essay Example For Students

Adolescent Suicide Essay By: Jill Holmes E-mail: emailprotected Becoming a teacher, entering into a wonderful profession, also deals with many difficult issues. The problems faced by the adolescents of today has greatly changed, and even increased, from earlier times. Adolescent suicide is a dreadful, and ghastly problem that, as an educator, numerous will run into. It raises many questions: What are the statistics, and in what ways do children attempt to carry out a suicide? What are the reasons behind it? What are the warning signs to look for? Is there a difference between males and females? Does educating the children about suicide increase the rate? Are these children mentally ill or possibly depressed? What should be taken seriously? Is an attempt just seeking attention? What ways can a teacher, or a person close to them, help? The statistics, that scare any rational human being, involve a number and percentage that is much too large, and it is the second leading cause of death for adolescents among th e ages of 15 to 19. It is also the second for college students, with homicide being the third. It is the fourth leading cause for those 10 to 14 years old, and the rate has more than tripled since the 1950s. As of September 1999, the rate was 13.8 per 100,000 children that committed suicide. For 10 to 14 year olds, from 1980 to 1992, it increased 120%. Although, over the last decade, it has gone up a total of 200%. Some of the ways these children either attempt or commit suicide depends on what is available. A myth that suicide is painless, glorifying it in the movies does not help, and it does not relate to the fact that many methods chosen are very painful. The reality is, pills, drugs, hangings, guns, or most of the many ways, involve agony and hurting. Having a firearm in the house also contributes to the chance that they will use it. Out of the suicide victims, ages 10 to 24, there are 64% that use a gun to complete the act. Just having a weapon in the house is not the cause of the suicide. The reasons behind the action vary greatly, but there are some life changes in an adolescents life that are very significant to them. It needs to be stressed that this emergency may not seem considerable to an adult looking at the situation, but is definitely meaningful to the child. It is not uncommon for young people to think about mortality, and even to wonder what effect their suicide would have on family and friends. These ideas, however, are not usually acted upon. The significant events in their life can be a crisis with their girlfriend or boyfriend all the way to a very negative remark or disposition from a parent or teacher. Anything in-between these, an important incident, can also trigger these thoughts or behavior. Students who have already had a lot of stress in their lives are going to be at a higher risk, also. Stressors include divorce, parent arguments, family difficulty, rejection, abuse, (physical and/or sexual), violence, (i.e. rape or incest), fea red pregnancy, and alcohol or drug misuse. A loss of a meaningful person, whether it is through death, divorce, a break up, or suicide, chronic depression or metal illness in parents or self, and pressure for perfection are all tension causing issues that may be the reason behind the suicide. Related to school, the main explanations are: being in trouble with school authorities or police from an incident in school, loss or disgruntlement in school, and strong demands from adults or teachers. The most important motive, for a teacher to watch for, may be a change in school and/or address and not fitting in well. Knowing all the reasons in the world will not help the individual if a teacher, adult, or peer does not recognize the warning signs. There are numerous indicators, and some also may suggest something else instead of suicide, but just looking for them will assist the student. Warning signs can include social withdrawal, a person who gives away personal possessions, a pupil who gives you a sealed envelope and asks for it not to be opened, depression or moodiness, and sudden changes in relationships. Examples of classroom behavior for educators to be aware of contain: a marked decline in school performance, death or suicide themes that appear in writing or artistic creations, loss of interest in school activities and previous enjoyable exertions, troublesome or rebellious behavior, poor concentration, skipping classes, sleepiness, and an incapability to accept compliments, praise, or rewards. Attempted suicides do not usually happen unexpectedly. There are signals to look for. Withdrawing, not wanting to be touched, sudden weight change, running away, not normal risk taking, loss of sense of humor, sexual promiscuity, an inability to enjoy friends, self-mutilation, and extreme dependency on a particular person are all warning symptoms to look for. A direct statement, such as, I wish I were dead, or Im going to end it all, are to be taken seriously for someo ne who is exhibiting other indicators. Also, indirect statements, No one cares whether I live or die, and Does it hurt to die?, are just as dangerous. Feelings of worthlessness, guilt, or failure are all large reasons that a person may commit suicide, and should be watched for. The warnings in children who attempt or act out suicides are not too different for males and females. Although there are some distinctions. The suicide rate for white males, ages 15 to 24, has tripled since 1950, but white females, same age group, has more than doubled. The rate for young black males, 15 to 24, has risen about 67%, in just the past 15 years. Adolescent males versus females, commit suicide at a startling ratio of 5 to 1. Females are more likely to have thought of suicide, 3 to 4 times more inclined to attempt it, and 1.5 to 2 times more likely to report a suicidal idea. Males are 4 to 5.5 times more prone to complete a suicide undertaking. Females only go through with a suicide one out of ever y 25 tries, and males are one in three. Females complete suicides at a lower rate, but this does not mean their attempts should not be taken just as seriously. One of the best indicators of a suicide is a prior try. The children that attempt just once, are eight times more likely to do it again. One-third of kids who kill themselves have a previous trial time. Regardless of gender, all times should be taken soberly and gravely. Educating, both males and females, on suicide does not increase the suicide rate of adolescents doing it. It is also a myth that talking about suicide or asking someone if they feel suicidal will encourage an attempt. It actually provides a communication base, and fears can be expressed. The first step in motivating someone to live is to talk about their feelings. This can be a simple question about whether or not the person is thinking about taking their life. It should, however, be carefully managed and delicately handled. If issues are taught in a sensitiv e context, education of suicide does not lead to, or cause, further suicidal behavior. This can be compared to passing out condoms at schools does not make students go out and have sex. Peer assistance programs, to educate students how to help a friend get support, are crucial since three-fourths of teenage students would turn to a friend first. The programs help pupils recognize people at risk, and it also increases their knowledge of warning signs. The warning signs for suicidal adolescents are many, but depression and mental illness can be a large contributing factor. There are recent studies that have shown more than 20% of adolescents in the United States suffer from a mental illness or have an emotional problem. One-third are attending physicians for treatment for depression. Although these numbers seem high, the ailment depression is generally under diagnosed, leading to difficulties in life, school, and common situations. Depression is often missed because adolescence is a t ime of moodiness, drama, sensitivity, behavior experimentation, and rebellion. It is a challenge to identify a depressed kid from a child who may just be going through the normal ups and downs of growing up. That is why it is up to teachers, parents, peers, and community to provide information to a psychiatrist when a child is under his/her care, and they are trying to diagnose depression. Trust is an important element that must be established for an adolescent to share his/her feelings, and the previous people mentioned already have that trust, unlike the doctor. It is a myth that kids that commit suicide are insane. They may experience depression, have a mood disorder, or be extremely unhappy, but majority are legally sane. Both depression and self-destructive behavior are common in adolescents. Self-destructive actions among this age group are on the rise. During the time the person actually commits suicide, there are 90% of the adolescents that have at least one diagnosable, act ive psychiatric illness, (usually depression, substance abuse, or a behavioral disorder). There is only 33% to 50% of suicide victims that have a mental illness at time of death, and only 15% were undergoing treatment when they take their life. The previous attempt, and what should be taken seriously, is an significant and substantial action for people to watch for. Many more teenagers and adolescents attempt suicide than actually succeed, and the first try may be naive. A minor attempt, however, is often perceived as just attention seeking, and no more notice is paid to it. If the person does not receive any relief from his/her situation, they will probably be a repeater. It is also likely that the method used, and the level of danger will increase with each further attempt. The statistics on this are: 26% to 33% of adolescent suicide victims have made a previous suicide try. Majority also usually feels torn to end their pain through death, and wanting to continue living. If help c an be found, and utilized, the rate of adolescent suicide will hopefully decrease. What are ways to help an adolescent in need? This is the most important question we have to answer. If you can assist a person who is thinking about committing suicide, and deter this act, you have saved a life. Recognizing changes in behavior, knowledge of warning signs, understanding risk factors, and intervening before the potentially destructive process completes itself are all parts of the aiding course. The duration and intensity of these factors are to be taken into consideration. Comparing one person to another will not work, you have to judge each case as special and individual. Stimulating conversation, helping them find appropriate counseling, asking if they are thinking about suicide, or if they have a plan, and then contributing to their development of a personal safety plan are ways to help. This personal safety plan is crucial in protecting that life. It can include time spent with othe rs, check-in points, plans for the future, and many other designs. They can help themselves. They can gain self-direction and self-management in their lives if they have caring and informative people around them. Adolescents in this situation do not always know the correct path to take to get there lives back under control. Managing their lives takes effort on their part, but also for the people helping them. Suicide is a permanent solution to a temporary problem, and it is common for the person to resent help at first. Usually in the long run, though, it is a relief for them to have someone care about them that much. It is also necessary to limit these peoples exposure to firearms, alcohol, and illicit substances. Media can also be something that needs to be supervised. Professional help needs to be located immediately after an adolescents suicide plans are discovered. There are three main forms of aiding those who want to end their life. A suicide crisis hot line, educational prog rams, and a screening are these formats. A suicidal person has two minds of whether they want to go through with it, and whether they want to live or die. It makes sense that if a person is having problems, a hot line that is inexpensive, anonymous, and convenient, would be a godsend. Education programs, mentioned earlier, can also be applied to parents, adults, and teachers. The systematic screening for disturbed students is a wonderful development. Studies show approximately 90% of teenagers who commit suicide have a psychiatric disorder. Finding these students is done by asking directly, and in confidence, whether they have thought about or attempted suicide. The questions are presented in such a way that the project staff can identify students with the most severe problems. Adolescents having problems and that are suicidal is a large problem in society today. It is a issue that teachers may unfortunately encounter during their career. The problems adolescents face are so numerou s, that sometimes they can not deal with them in the correct manner. There are statistics, reasons, warning signs, males versus females, education, depression and mental illnesses, attempts, and help available that all need to be looked at. Hopefully with education, teachers will be more prepared to deal with adolescent suicides. Word Count: 2223 Satire Essay