Mental Health Essay - 937 Words

In a nationwide survey gauging the attitude of college administration on the growing mental health issues among students, one dean shared â€Å"Students bring more and more nonacademic issues to campus †¦ we are becoming a secondary social service agency† (Levine Cureton, 1998). This was not an isolated phenomenon, but rather a troubling position shared across the nation. College presidents and deans fail to recognize the growing need for increased mental health services and academic support. Disability and counseling services are frequently on the cutting block when funding is questioned leaving 20% of children and 18.1% of young adult students suddenly losing the resources they need to thrive in an academic environment (NAMI, 2016).†¦show more content†¦Like all students, those with mental illnesses express the same desire to work and learn as anyone else (Boyle, et al., 2011). They have the same aspirations and expectations of the academic system; that it wil l teach them what they need to know for higher education or to have a job. Whether or not they think these opportunities are achievable is questionable. The quality of mental health counseling and services on a college campus is positively correlated with the ability of the students utilizing said services to complete their degree and advance into a career (Trela, 2008). In other words, students with mental illnesses that receive no psychological support perform poorer in school compared to the same student body that does receive support. The support provides students with a team of people hoping for their success which improves feelings of self-worth and confidence. Qualitative studies show that an incomplete education not only affects someone’s view of self, but also their entrance into future academic endeavors and paid employment (Kientz Schindler, 2013). This has detrimental effects on the financial and social independence of these students (Kientz Schindler, 2013). T he goal of just about all people is to lead an independent and self-sufficient life. It is unjustifiable that aren’t we affording the mentally ill population those same expectations. In theShow MoreRelatedEssay on Mental Health 1376 Words   |  6 Pagesepidemiological information about older immigrants` mental health problem in Australia, analysis of the key health issue within a country and gives clearly answer for how those problems could be improved? This research identifies the predictors of psychological distress in newly arrived older immigrants to Australia. Besides the conclusion that How health professionals are acting to modify determinants of health? As observed previously, health is a product of influence between individuals and theirRead MoreMental Health and Violence Essay1563 Words   |  7 PagesAre people with mental illness more violent than the rest of the population? If you only listen to the media, you are sure to answer, â€Å"Yes†. However, most of us know that the media is not the most reliable source of information. In fact, the media has a Tendency to bend the facts, plucking out stories and statistics that colour the truth in order to popularize their Medium. Most people who have mental health problems experience symptoms, and gradually recover. They may pick Up where they leftRead MoreMental Health America Essay example1098 Words   |  5 PagesMental Health America HSC 310 David Olsen January 24,2011 Mental Health America Mental Health America (formerly known as the National Mental Health Association) is the country’s leading nonprofit dedicated to helping all people live mentally healthier lives. With more than 320 affiliate nationwide, we represent a growing movement of Americans who promote mental wellness for the health and well being of the nation, every day, and in a time of crisis (2007 Mental Health America). As anRead MorePromoting Mental Health Essay3042 Words   |  13 PagesPromoting Mental Health. The aim of this assignment will be to demonstrate my interventions designed to promote mental health and well being using current national and local policies and campaigns in relation to the patient’s identified needs as well as evidence based therapeutic interventions. Finally I will evaluate my package reflecting on its success or failure. In order to gain a better understanding of mental health promotion, it is important to gain a definition of promoting mental health. RosieRead MoreEssay on Access to Mental Health4536 Words   |  19 Pagesï » ¿ Access to Health Care: The Mental Health Population Mental health services ended up being far from reached by patients with primary psychiatric disorders. Mental health care means not only improving access but also improving clinical quality and ensuring cultural competence. It is the ability to treat and support programs to encounter individuals on personal terms and in methods that are customarily aware. Access to mental health care is not as good as than other forms of medical services. SomeRead MoreEssay On Mental Health Treatment Program1560 Words   |  7 PagesProgram Structure This Mental Health treatment program and/ or organization focus on co-occurring diagnosis and structures to develop co-occurring disorder treatment services. This program is a non-profit, privately owned organization. It provides social services in Miami, FL. This mental health treatment program and organization will provide comprehensive behavioral healthcare to homeless women who have severe, persistent mental illness, or with co-occurring substance abuse and mental illness’. The organizationsRead MoreEssay on mental wellbeing and health CMH3012157 Words   |  9 Pagesï » ¿ Understand Mental wellbeing and Mental Health promotion CMH 301 1. Understand the different views on the nature of mental well-being and Mental health and the factors that may influence both across lifespan: It is a well known fact, that everyone is one of kind unique if you like. There for there will be always different views on this as well as other matters. ( diet, fitness ect) while this and that is working for some, it may not work for the other. However thereRead MoreEssay on Mental Health Counseling483 Words   |  2 Pages Mental health counselors work with individuals, families, and groups to address and treat mental and emotional disorders and to promote mental health. They are trained to address a wide range of issues, including depression, addiction and substance abuse, suicidal impulses, stress management, problems with self-esteem, issues associated with aging, job and career concerns, educational decisions, issues related to mental and emotional health, and family, parenting, and marital or otherRead MoreEssay on The De-Institutionalization of Mental Health Care531 Words   |  3 PagesDe-Institutionalization of mental Health care According to NAMI, National Alliance on Mental Illness, 1 in 4 adults and 1 in 10 children, around 60 million people in the US suffer from some sort of mental illness every year. The economic cost for untreated mental illness is over 100 billion dollars a year in the US. World Health Organization has reported that that by 2020 the leading cause of disability in women and children will be depressive disorders. (www.nami.org) The treatment of mental health patients duringRead MoreEssay on Telepsychiatry: Improving Mental Health Possibilities1655 Words   |  7 PagesINTRODUCTION It is widely recognized that mental illness affects a significant proportion of the population; however, it is complicated to determine exact numbers. This problem can be attributed to such issues as the changing definitions of mental illness as well as difficulties in classifying, diagnosing, and reporting mental disorders. Limitations to adequate mental health services including social stigma, cultural incompatibility between patients and providers, language barriers, lack of insurance

What Being American Meant In 1780 Free Essays

In 1780, the notion of being American meant different things depending on one’s identity. To Thomas Jefferson, among the architects of the new nation, it meant deserving one’s liberty, and he believed that certain people were ill-suited for what he considered the demands of an enlightened society. In particular, he believed blacks and whites could never coexist because of slavery’s legacy, citing: â€Å"Deep-rooted prejudices entertained by whites [and] ten thousand recollections, by the blacks, of the injuries they have sustained† (Binder, 1968, p. We will write a custom essay sample on What Being American Meant In 1780 or any similar topic only for you Order Now   55-56). In addition, he considered them intellectually inferior. He considered America an improvement over other nations, and while he felt ambivalent about slavery and sympathetic toward blacks, he did not envision a multiracial America. For poet Phyllis Wheatley, an African-American who spent years in slavery and lived in poverty, being an American meant barriers and contradictions based on race. Wheatley, whose poetry Jefferson thought â€Å"below the dignity of criticism† (Robinson, 1982, pp. 42-43), was well aware of America’s racial contradictions (a nominally free nation which still embraced slavery) but nonetheless asked white America for tolerance and acceptance. In â€Å"On being Brought from Africa to America,† the narrator is optimistic about America and grateful for being part if it – â€Å"’Twas mercy brought me from my Pagan land† – but also admits, â€Å"Some view our sable race with scornful eye, /’There colour is a diabolic die’† (Robinson, 1975, p. 60). However, her closing appeal is not for liberty and full equality, but simply a reminder that blacks can at least be equal as Christians, in God’s eyes. To Jefferson, part of America’s elite, being American meant freedom for those who met his standards, while Wheatley, aware of America’s racial situation, makes an appeal for at least spiritual equality. Being American meant being free – though race was used as a means of denying freedom to all. REFERENCES Binder, F. M. (1968). The Color Problem in Early National America. Paris: Mouton. Robinson, W. H. (1975). Phyllis Wheatley in the Black American Beginnings. Detroit: Broadside Press. Robinson, W. H. (1982). Critical Essays of Phyllis Wheatley. Boston: G. K. Hall and Company How to cite What Being American Meant In 1780, Papers

In Cold Blood Death Penalty Essay Example For Students

In Cold Blood: Death Penalty Essay In Cold Blood: Death PenaltyCapital Punishment has been part of the criminal justice system sincethe earliest of times. The Babylonian Hammurabi Code(ca. 1700 B.C.) decreeddeath for crimes as minor as the fraudulent sale of beer(Flanders 3). Egyptianscould be put to death for disclosing the location of sacred burialsites(Flanders 3). However, in recent times opponents have shown the deathpenalty to be racist, barbaric, and in violation with the United StatesConstitution as cruel and unusual punishment. In this country,although lawsgoverning the application of the death penalty have undergone many changessince biblical times, the punishment endures , and controversy has never beengreater. A prisoners death wish cannot grant a right not otherwise possessed. Abolitionists maintain that the state has no right to kill anyone; . The rightto reject life imprisonment and choose death should be respected, but it changesnothing for those who oppose the death at the hands of the state. The death penalty is irrational- a fact that should carry considerableweight with rationalists. As Albert Camus pointed out, Capitalpunishment.has always been a religious punishment and is reconcilable withhumanism. In other words, society has long since left behind the archaic andbarbous customs from the cruel eye for an eye anti-human caves of religion-another factor that should raise immediate misgivings for freethinkers. State killings are morally bankrupt. Why do governments kill people toshow other people that killing people is wrong? Humanity becomes associated withmurderers when it replicate their deeds. Would society allow rape as the penaltyfor rape or the burning of arsonists homes as the penalty for arson?The state should never have the power to murder its subjects. To givethe state this power eliminates the individuals most effective shield againsttyranny of the majority and is inconsistent with democratic principles. Family and friends of murder victims are further victimized by statekillings. Quite a few leaders in the abolishment movement became involvedspecially because someone they loved was murdered. Family of victims repeatedlystated they wanted the murderer to die. One of the main reasons- in addition tojustice- was they wanted all the publicity to be over. Yet. if it wasnt for thesensationalism surrounding an execution, the media exposure would not haveoccurred in the first place. Murderers would be quietly and safely put away forlife with absolutely no possibility for parole. The death penalty violates constitutional prohibitions against crueland unusual punishment. The grotesque killing of Robert Harris by the state ofCalifornia on April 21,1992, and similar reports of witnesses to hangings andlethal injections should leave doubt that the dying process can be-and often is -grossly inhumane, regardless of method(Flanders 16). The death penalty is often used for political gain. During hispresidential gain, President Clinton rushed home for the Arkansas execution ofRickey Ray Rector, a mentally retarded, indigent black man. Clinton couldnttake the chance of being seen by voters as soft on crime. Political Analystsbelieve that when the death penalty becomes an issue in a campaign, thecandidate favoring capital punishment almost inevitably will benefit. Capital punishment discriminates against the poor. Although murdererscome from all classes, those on death row are almost without exception poor andwere living in poverty at the they were arrested. The majority of death-rowinmates were or are represented by court-appointed public defenders- and thestate is not obligated to provide an attorney at all for appeals beyond thestate level. The application of capital punishment is racist. About 40 percent ofdeath-row inmates are black, whereas only 8 percent of the population as a wholeare black(Flanders 25). In cases with white victims, black defendants were fourto six times more likely to receive death sentences than white defendants whohad similar criminal histories. Studies show that the chance for a deathsentence is up to five to ten times greater in cases with white victims thanblack victims(Flanders 25). In the criminal justice system, the life of a whiteperson is worth more than the life of a black person. Achievements of Agrippina the Younger EssayThe mentally retarded are victimized by the death penalty. Since 1989, when the Supreme Court upheld killing of the mentally retarded, at least four such executions have occurred. According to the Southern Center for Human Rights, at least 10 percent of death row inmates in the United States are mentally retarded(Long 79). Juveniles are subject to the death penalty. Since state execution of juveniles also became permissible in the decision cited above, at least five people .

The Little Theatre Accounting Flexible Budget Analysis Essay Example

The Little Theatre Accounting Flexible Budget Analysis Paper The Little Theatre Case 9. 26 Case 9. 26 After the beginning of the year, the board of directors of the theater authorized expanding the theater’s program to seven productions and a total of 168 performances. Not surprisingly, actual costs were considerably higher than the costs from the planning budget. Grants from donors and ticket sales were also higher. After completing the analysis for the Little Theatre we found that several items could be implemented to have an accurate cost model in the future. First, we prepared a flexible budget for the Little Theatre based on the actual activity of the year. We found that there were a number of cost items such as wages, scenery items, and administrative expenses that were under estimated compared to the original anticipated budget. We also found that there were items such as the theater hall rental and the cost of the printed programs that cost less than the budgeted items. Secondly, we prepared a Cost Budget Performance Report for the year that reflected the breakeven point. We have identified the price and the number of tickets we have to sell in order to cover the cost of the number of productions and the number of performances. The breakeven point was based on the actual cost of each expense. The question was asked, â€Å"If you were on the board of directors of the theater, would you be pleased with how well costs were controlled during the year why or why not? † We were not totally satisfied with the way costs were controlled during the year because the costs below were higher than we anticipated. †¢Wages †¢Costumes †¢Publicity †¢Administrative Expenses We will write a custom essay sample on The Little Theatre Accounting Flexible Budget Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Little Theatre Accounting Flexible Budget Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Little Theatre Accounting Flexible Budget Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The market may be the reason for the expenses being higher than we forecasted. For example, the theatre may not be able to pay a lower wage to the actors. In the future in order to have an accurate cost model we may improve on expenses such as costumes. We may submit bids to other vendors to see if we can lower costs. Finally, the cost formulas provided figures for the average cost per production and average cost per performance. We wanted to find out how accurate these figures would be for predicting the cost of a new production or of an additional performance of a particular production. Our analysis revealed that if the Little Theatre did six productions and one hundred and eight performances, the total cost would be $514,921 and the number of tickets that would need to be sold would be 10,298 at a price of $50. 00. We also found that the cost to produce seven productions and one hundred and sixty eight performances would be $726,900. In addition, the number of tickets that would need to be sold in order to cover this cost would be 14,438 at a price of $50. 00. Over all we project the Little Theatre will be successful if they continue to master the flex budget model.

The 3 Types of ACT Science Passages What You Must Know

The 3 Types of ACT Science Passages What You Must Know SAT / ACT Prep Online Guides and Tips The ACT Science section is one of the bigger mysteries to students since it is the most different from the SAT, PSAT, and other tests you have taken. Here, I will try to unravel the mystery by explaining the types of passages on the ACT, as well as the unique question types for each of these passages. By the end of thisarticle, you will have a clear understanding of what the ACT Science section entails and how to best prepare for it. The 3 Types of ACT Science Passages There are always either six or seven passages in the ACT Science section, split among a few types. Here is the overview of the types of the three questions you'll find: 2-3 Data Representation Passages 5 or 6 questions per passage 2-3 Research Summaries Passages 5 or 6 questions per passage 1 Conflicting Viewpoints Passage 7 questions per passage I will delve into more detail on the specifics of each type below. Each passage type also has uniquetypes of questions, all requiring their own approaches. Passage Type 1: Data Representation Passages These passages are similar to those found in science journals and texts. They present you with a short paragraph or two as well asone to fourvisual representations of data (such as graphs, tables, and/or scatterplots). The passages will mention specific studies and label sections as Study 1, Study 2, and Study 3. Here is a sample passage from an ACT practice test: Each Data Representation Passage has 5 or 6 questions. In thePrepScholarACT Program, we categorize the questions for Data Representation into three categories (not everyone categorizes them the same way). Understanding these three categories is key to figuring out how to answer each question correctly, so let's take a closer look at the three question types below. Question Type 1: Factual Questions These questions simply ask you to relay factual information that is presented in the passage. To answer these questions, you need to read the graphs, tables, and/or scatterplots. You'll also need to pull out specificdata points from the passage without making further calculations or inferences. The key here is to read carefully and be able to pick out and understand factual information. For instance, here's an example from the above passage: As you can see, as long as you understand how to read graphs, you should be able to answer this question easily. There may also be more advanced versions of these questions in which you are asked to look at a weirdgraph. They can look pretty intimidating at first. Check out the "weird" graph below: Is that English? I don't understand. The trick to tackling a crazy-looking chart is reading the questionand the answerscarefully. It will give you an idea about what information matters...and what information doesn't. Question Type 2:Interpreting Trends Questions These questions ask you toevaluate graphs, tables, and/or scatterplots to decide if there is a relationship.Is it increasing or decreasing? Is there an inverse relationship or direct relationship? Here is an example from the above passage: There may be more advanced versions of these questions in which there is no clear relationship between the data points. At that point, you'll have to make educated, scientific inferences from the information you've given. Question Type 3:Calculations Questions These questions ask you to take what is given and figure out where it is going.Given the data, what might Y be at value X? The questions ask you to make extrapolations and interpolations. Here is an example related to the below passage: Like we mentioned above, these types of questions ask you to draw conclusions from the data you've been given. Passage Type 2: Research Summaries Passages These passages look similar to the Data Representation Passages in that they usually present you with a short paragraph or two plus visuals (graphs, tables, scatterplots, or images). The difference is that Research SummariesPassages focus on a specific experiment or a couple of experiments. The passages will usually label sections as Experiment 1, Experiment 2, and Experiment 3. Often, they'llmention a scientist or student who is conducting the experiment.There may also be an image of how the experiments are set up. Below is an example of a Research Summaries Passage: Notice how unlike the Type 1 Data Representation passages above, Type 2 Research Summary passages mention specific experiments. Each Research SummariesPassage has 5 or 6 questions.The types of questions they ask are also very different from Type 1 Data Representation passages.Let's take a look at these new question types in a little more depth. Question Type 4: Experimental Design/Researcher Intent Questions These questions ask you to determine why the researcher designed the experiment a certain way. What arethe controls and variables in the experiment? What is the hypothesis on which the experiment is based? Here is an example from the above passage: Question Type 5: Hypothetical ExperimentalQuestions These questions askyou to determine what would happen if there was a change in the experiment (in the temperature, solution, etc.). They often require you to understand the trend of the data to predict how the outcome would change if the experiment were changed. Here is an example from the above passage: Question Type 6: Interpreting Experiments Questions These questions ask you interpret the information that you are given. Based on the data shown, is this statement supported?These questions are often framed in a 2x2 matrix: Yes because A, Yes because B, No because A, No because B. Here is an example from the above passage Break for Strategies: Data Representation and Research Summaries Passages Data Representation and Research Summaries are similar in that both rely primarily on the visuals (graphs, tables, etc.) to relay information.You can use the same strategy for both passages. It's easier than chess. Trust me. Strategy: Go straight to the questions without reading.Try to answer all of the questions using only the visuals. Manystudents get bogged down in reading the science passage. There are dozens of data points to consider, and most of them won't have any questions about them. So you'll end up wasting time trying to understand data that really aren't important. Instead,try to answer questions without reading the passage. This lets you avoid wasting too much time understanding parts of the passage that aren't important. Let’s use the very first question from the Data Representation section as an example. It is okay if you don’t immediately understand what finches are or what beak depth means (since you haven’t read the passage). After reading that question, you should jump to Figure 2, the visual associated with Study 1. I can ignore the top chart, since it says "percent of captured finches from Island A" in the y-axis, and I only need to compare the beak depth for percent of captured finches from Island B and C (and I see Island B and C are on the y-axis for the middle and bottom charts, respectively). Starting with the bottom chart, I see the highest percent of finches captured from Island C was around 35%, if I follow that bar down to the x-axis, I see that the corresponding beak depth was 10 mm. I am now pretty sure the answer is D since that is the only answer choice which says the beak depth is 10 mm for Island C finches. I will check the Island B finch chart to be sure. Looking at the middle chart, I see the highest percent is about 33%, if I follow that bar down to the x-axis, I see the corresponding beak depth is 10 mm. Now, I know for sure the answer is D! Sometimes, this method of answering questions will require a little inference and/or your deduction skills, so it may not work for everyone on every question. Let’s take for example the last question from the Research Summaries section above: It is okay if you don’t immediately understand what the words "titrant" or "sample solution" mean (since you haven’t read the passage).After reading that question, you should jump to Figure 2, the visual associated with Experiment 2. Then, check out the pH color and conductivity at 0.2 mL of titrant added.Even if I don’t know what titrant is (because I didn’t read the passage), I can see that volume of titrant added is on the x-axis.Following the x-axis to 0.2 ml of titrant added, I find the conductivity is less than 0.5 kS/cm (it is okay if I don’t understand the unit measurement). Based on the heavily dotted line, according to the key, the color is yellow. Already with this information alone, I could go ahead and eliminate answer choices B and Dsince both say the color is blue at 0.2 ml of titrant added.I will double check by finding the conductivity and color at 1.8 ml of titrant added. Using the graph, I see the conductivity is between 2.5 and 3 kS/cm. Based on the wider spaced line, according to the key, the color is blue. So yes, I was correct to eliminate B and D. I now have to choose between A and C. At this point, I need to use a little deduction if I choose not to read/skim the passage.The question is asking whether the pH is greater at 0.2 ml than at 1.8 ml of titrant added.Well, I know the conductivity is less at 0.2 ml than at 1.8 ml, but as far as pH I only know the color and don’t know what the colors mean. I know from my previous knowledge that pH and conductivity are directly related.So as one increases, so does the other. Side note: I actually did a science fair experiment in middle school testing the differing conductivity of acidic fruit based on their pH levels. No, I did not get to meet Barack Obama. So, I am going to pick answer A since no, the pH is less at 0.2 ml of titrant added than at 1.8 ml of titrant added.If you skim the passage, you will find that yellow color signifies pH less than 6 and blue color signifies pH greater than 7, so my assumption was correct. While not everyone may be able to make that second leap, you can definitely take the first step to eliminate B and E. Then, you only needed to skim to find out what yellow and blue mean in terms of pH in order to pick the correct answer. For the questions you can't answer with visuals, circle them and returnto them later. After you have answered all the questions you could with visuals, as I mentioned above, skim the passage for keywords to answer the remaining question(s). Want to learn more about ACT Science? Check out our new ACT Science prep book. If you liked this lesson, you'll love our book. It includes everything you need to know to ace ACT Science, including deep analysis of the logic behind ACT Science questions, a full breakdown of the different passage and question types, and tons of expert test-taking and study tips. Download our full-length prep book now: Passage Type 3: Conflicting Viewpoints Passage This passage is the most unique.The passage presents you with two short essays (and looks similar to apassage on the English portion of the exam).The essays represent conflicting scientific viewpoints or theories.Here is a sample passage: It's very important that you first figure out the difference in opinion between the two writers.It's always nice when the opinions are totally opposite from one another, but sometimes the differences will be subtle. There are two types of questions in the Conflicting Viewpoints Passage. Question Type 7: Understanding of Viewpoints Questions These questions check to make sure you understand each author's point of view. What would researcher X predict to happen? Here is a sample question from the above passage: Question Type 8: Comparing Viewpoints Questions These questions ask you to point outthe similarities and differences between the authors. Here is a sample question with another conflicting viewpoints passage: I recommend saving this passage for last because it takes the most time for most people since it requires you to read the whole passage to answer the questions. How Can You Use What You’ve Learned? Our Top 3 Tips We knowthere's a lot you need to know when it comes to mastering ACT Science section. That's why we've boiled down everything into our top three tips for tackling the ACT Science passages we just went over. Tip #1: Figure Out Which Types of Passages You Excel At...and Which YouDon't The different types of passages need very different approaches, and you may have particular strengths and weaknesses. Math/Science-minded students often need practice on Conflicting Viewpoints.English/Reading minded students often need more practice on Data Representation and Research Summaries. Furthermore,figure out what type of question weaknessesyou have within each type of passage.If you don’t know how to read graphs, you will need to drill questions that ask you to reference graphs. Tip #2: The Only Way to Improve Is Practice When you find your weaknesses, find practice materials that let you train your weak spots until you improve. Find more examples of the passage types and question types that you're weak in. Practice, practice practice. Tip #3:Understand Your Mistakes You might have misread a graph accidentally, or you interpreted an experiment incorrectly. Drill down on this to have the best shot at improving. If you like this approach, you would love our PrepScholar ACT prepprogram. We do the heavy lifting for you, by splitting up our prep material into specific skills. We'll detect your weaknesses automatically and give you focused lessons and quizzes to improve those skills. For even more good study material, check out ourrecommended ACT prep books. What’s Next? Get more help cracking the ACT Science section. A good place to start is unlocking the big secret of ACT Science. Once you've done that, find outthe science you have to know, and learn the best way to read ACT Science passages. Lastly, why not get tips from someone who's been there before? Learn the inside secrets to aceing the ACT Science section from someone who earned a perfect score. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

The Invention of the Saddle Stirrup

The Invention of the Saddle Stirrup It seems like such a simple idea. Why not add two pieces to the saddle, hanging down on either side, for your feet to rest in while you ride a horse? After all, humans seem to have domesticated the horse around 4500 BCE. The saddle was invented at least as early as 800 BCE, yet the first proper stirrup probably came about roughly 1,000 years later, around 200-300 CE. Nobody knows who first invented the stirrup, or even in which part of Asia the inventor lived. Indeed, this is a highly controversial topic among scholars of horsemanship, ancient and medieval warfare, and the history of technology. Although ordinary people likely do not rank the stirrup as one of historys greatest inventions, up there with paper, gunpowder and pre-sliced bread, military historians consider it a truly key development in the arts of war and conquest. Was the stirrup invented once, with the technology then spreading to riders everywhere? Or did riders in different areas come up with the idea independently? In either case, when did this happen? Unfortunately, since early stirrups were likely made of biodegradable materials such as leather, bone, and wood, we may never have precise answers to these questions. First Known Examples of Stirrups So what do we know? Ancient Chinese Emperor Qin Shi Huangdis terracotta army (c. 210 BCE) includes a number of horses, but their saddles do not have stirrups. In sculptures from ancient India, c. 200 BCE, bare-footed riders use big-toe stirrups. These early stirrups consisted simply of a small loop of leather, in which the rider could brace each big toe to provide a bit of stability. Suitable for riders in hot climates, however, the big-toe stirrup would have been no use for booted riders in the steppes of Central Asia or western China. Interestingly, there is also a small Kushan engraving in carnelian that shows a rider using hook-style or platform stirrups; these are L-shaped pieces of wood or horn that do not encircle the foot like modern stirrups, but rather provide a sort of foot-rest. This intriguing engraving seems to indicate that Central Asian riders may have been using stirrups circa 100 CE, but it is the only known depiction of that region, so more evidence is needed to conclude that stirrups were indeed in use in Central Asia from such an early age. Modern-style Stirrups The earliest known representation of modern-style enclosed stirrups comes from a ceramic horse figurine that was buried in a First Jin Dynasty Chinese tomb near Nanjing in 322 CE. The stirrups are triangular in shape and appear on both sides of the horse, but since this is a stylized figure, it is impossible to determine other details about the construction of the stirrups. Fortunately, a grave near Anyang, China from approximately the same date yielded an actual example of a stirrup. The deceased was buried with full equipage for a horse, including a gold-plated bronze stirrup, which was circular in shape. Yet another tomb from the Jin era in China also contained a truly unique pair of stirrups. These are more triangular in shape, made of leather bound around a wooden core, then covered with lacquer. The stirrups were then painted with clouds in red. This decorative motif brings to mind the Heavenly Horse design found later in both China and Korea. The first stirrups for which we have a direct date are from the tomb of Feng Sufu, who died in 415 CE. He was a prince of Northern Yan, just north of the Koguryeo Kingdom of Korea. Fengs stirrups are quite complex. The rounded top of each stirrup was made from a bent piece of mulberry wood, which was covered with gilded bronze sheets on the outer surfaces, and iron plates covered with lacquer on the inside, where Fengs feet would have gone. These stirrups are of typical Koguryeo Korean design. Fifth-century tumuli from Korea proper also yield stirrups, including those at Pokchong-dong and Pan-gyeje. They also appear in wall murals and figurines from the Koguryeo and Silla dynasties. Japan also adopted the stirrup in the fifth century, according to tomb art. By the eighth century, the Nara period, Japanese stirrups were open-sided cups rather than rings, designed to prevent the riders feet from becoming entangled if he or she fell off (or was shot off) of the horse. Stirrups Reach Europe Meanwhile, European riders made do without stirrups until the eighth century. The introduction of this idea (which earlier generations of European historians credited to the Franks, rather than Asia), allowed for the development of heavy cavalry. Without the stirrups, European knights could not have gotten onto their horses wearing heavy armor, nor could they have jousted. Indeed, the Middle Ages in Europe would have been quite different without this simple little Asian invention. Remaining Questions: So where does this leave us? So many questions and previous assumptions remain up in the air, given this somewhat scanty evidence. How did the Parthians of ancient Persia (247 BCE - 224 CE) turn in their saddles and fire off a parthian (parting) shot from their bows, if they did not have stirrups? (Evidently, they used highly arched saddles for extra stability, but this still seems incredible.) Did Attila the Hun really introduce the stirrup into Europe? Or were the Huns able to strike fear into the hearts of all Eurasia with their horsemanship and shooting skills, even while riding without stirrups? There is no evidence that the Huns actually used this technology. Did ancient trade routes, now little remembered, ensure that this technology spread rapidly across Central Asia and into the Middle East? Did new refinements and innovations in stirrup design wash back and forth between Persia, India, China and even Japan, or was this a secret that only gradually infiltrated Eurasian culture? Until new evidence is unearthed, we will simply have to wonder. Sources Azzaroli, Augusto. An Early History of Horsemanship, Leiden: E.J. Brill Company, 1985.Chamberlin, J. Edward. Horse: How the Horse Has Shaped Civilizations, Random House Digital, 2007.Dien, Albert E. The Stirrup and Its Effect on Chinese Military History, Ars Orientalis, Vol 16 (1986), 33-56.Sinor, Denis. The Inner Asian Warriors, Journal of the American Oriental Society, Vol. 101, No. 2 (Apr. - June, 1983), 133-144.

International media, comparison essay Example | Topics and Well Written Essays - 1000 words

International media, comparison - Essay Example After all, what sells more than an unsolved mystery, an enigma, or a blatant lie? Do we watch, what we believe to be true in media, or what the media wants us to believe is true? But whatever the reason may be, we, as people tend to diligently follow the news that have the most deaths, the most warped up conspiracies with wronged parties; preferably an ambiguous wronged party. I chose an event that most of us are aware of because of the thorough coverage it has received in both countries: The Drone Attacks. The drones or unmanned aerial vehicles are aircrafts either controlled by pilots’ from the ground or increasingly, autonomously following a pre-programmed mission (Chris and Wright).The drones to Pakistan are controlled by the C.I.A - Central Intelligence Agency. The American intelligence works with the Pakistani intelligence, the I.S.I – Inter-Services Intelligence, to attack and defeat Al-Qaeda and Taliban militants that have taken refuge in Pakistan. This is all p art of America’s ‘War on Terrorism’ campaign of which Pakistan is an ally. Pakistan provides its own research on the habitation of these terrorists and US attacks them. The days and times, and the numbers of these missiles are unknown to Pakistan. This is so as to catch the terrorists unawares. There have been several successes and civilian casualties in this mission. A war against terrorism is obviously an important campaign. According to statistics, in 2011 alone, there were 6303 deaths from terrorist attacks in Pakistan, of which only 2800 were actual terrorists (South Asia Terrorism Portal), the rest just innocent victims. In the US, 30 deaths have been from terrorism since 9/11 2001 (Global Terrorism Database). The difference is magnificent; however, it is mainly the South Asian countries that suffer most from this epidemic. Yet loss of life anywhere is a situation that is to be rued. Therefore, as one of the superpowers of the world, US took upon itself to fight this growing epidemic. Pakistan allied herself with the US. Since the last two years, C.I.A has led its own covert operations giving them information to the refuge places of the Taliban and Al-Qaeda in Pakistan. However, there are many conspiracies surrounding these attacks, just as it is with any Intelligence mission. It is claimed that while Pakistan officials are working with C.I.A privately, they publicly condemn the loss of civilian lives. Then the lack of information to the Pakistani public is causing them to see these attacks in a suspicious light, necessitating it for the US diplomats to come to Pakistan repeatedly for briefings and meetings. The operation has to be covert as well, because if the situation is made public, then the terrorists will be informed. The two main problems here are that a) C.I.A is not including Pakistan enough in its operations, and Pakistani government not informing the general public of its involvement but in fact, antagonizing them further against America. These obvious conflicting stories in both countries need to be dealt with so that the masses can trust these operations, and the number of Drone attacks reduced as they have increased in a surprising number in the last two years causing several innocent people to die. I decided to choose the high circulated newspapers of both the countries to get a perspective into each newspaper’s representation of this ongoing event. From US, I chose the New York Times. Scmitt describes the censure arising