The Gap Between the Rich and the Poor in America Essay

The era of volatility has created a shift from America being the middle-class society to simply rich or poor (Sachs, 2011). A gap this large has not been experienced since the 1920’s (Sachs). â€Å"The top 1% of households takes almost a quarter of all household income† but an economy this top heavy will not be able to succeed (Sachs, 2011, p. 30). The working classes are struggling with housing, wage, and employment issues. Rich individuals are ignoring these troubles, shipping their business operations out of the country, thus furthering the downward spiral of the economy (Sachs). To make matters worse, this has become in a large part a political issue, because the rich can influence candidates with funding, where the poor and working†¦show more content†¦At that time though tax rates were 70% higher; presently the United States has the lowest tax rate of the leading economies (Sachs). The economy at that time was an effective mix of big business and activism in government, this combination worked to reduce the gap between rich and poor (Sachs). Then the 1970’s hit and things began to fall apart in the face of new challenges. It was in the 1970’s that globalization first hit with the introduction of Japanese cars to compete with the three major car dealers in America, inflation began to rise (Sachs). Rather than examining ways to become more competitive in the face of globalization, government looked inward and decided that is was the problem and not the solution to a problem (Sachs). The government failed to recognize the key role it played in correcting the economy before. Failure to recognize the Feds role in the economy and to adjust to globalization characterized the 80’s (Sachs, 2011). The long-term effects have been a â€Å"hollowing out† of American industries and the middle class have suffered the most, loosing employment as well as their homes (Sachs, p. 30). Manufacturing, textile, auto, and appare l jobs have all been lost to globalization, save for the highly skilled level positions (Sachs). For many years, construction filled the employment gap that manufacturing left in the American economy (Sachs). While it can be noted that Americans have benefited from low costShow MoreRelatedThe Context Of Growing Economic Interdependence1672 Words   |  7 Pages(globalisation); inequality is both growing within and between nations. In turn, analysing the following the following statement that â€Å"Inequality can undermine economic, social and perhaps even political stability. It can tear the very fabric that holds society together. We now have firm evidence that a severely skewed income distribution harms the pace and sustainability of growth over the longer term. The growing gap between the rich and poor is now at its highest levels due to wealth disparityRead MoreThe Inequality Gap Of The Rich And Poor1183 Words   |  5 PagesSome people would argue that the inequality gap of the rich and the poor does not affect our democracy. Others say the inequality gap is weakening our democracy. Either way, there is a wealth gap between the rich and the poor in the United States and as this gap between the classes expands, there is a debate over what should be done. On one side, people believe that great inequality between the rich and the poor is incompatible with democracy. Democracy is defined by the Oxford English DictionaryRead MoreAmerica s Income And Wealth Inequality987 Words   |  4 PagesToday in America, income and wealth inequality has continued to grow at an unsettling pace. The rich continue to get richer, while the number of people categorized as lower class grows exponentially. As Joseph Stiglitz has explained, many theories that are seen as strongly Republican, such as the trickle-down effect, has caused the rich to take money from the poor, and as a result the lower class grows and the middle class disintegrates. The top 1 percent of America’s households currently holds 30Read MorePersuasive Essay About American Dream950 Words   |  4 Pagesincluded in this dream is really challenging. In short, being colored is one disadvantage you can encounter. Also, being a minority does not help the situation. In most cases ev en being a woman has its problems. This includes white woman too. Being poor is also a huge problem. This condition alone excludes most of the population. The American Dream goes to those who are privileged . When a common pet is given a home and food it is basically guaranteed a good life. Success is promised; even thoughRead MoreClass in America1189 Words   |  5 PagesMantsios Class in America In Mantsios article â€Å"Class in America† he states that Americans hold beliefs that blind them to social classes, citizens in America have four myths they use to ensure talk about the classes never take place. America has the largest gap between rich and poor in the world, and the lower class has no means to an end they can’t afford health care or quality education. The upper class avoids talk about social class the most; wealthy people don’t want to admit that they are betterRead MoreThe Rights Of Man By Thomas Paine1181 Words   |  5 PagesAdditionally, the time gap between â€Å"Rights of Man† and modern America cannot be neglected. Paine wrote during an era in which â€Å"constructing a government on the principles of society and the rights of man† was the essential objective of the country. However, modern-day America experiences opposite ideals and Paine’s theory no longer remains true because of the educational gap between the ric h and poor, terrorism, and racial profiling. Paine’s theory does not correlate to modern-day America because of theRead MoreThe Movie Park Avenue : Money, Power And The American Dream858 Words   |  4 Pagesdistinction between the two, there exist clear similarities in trying to analyze the true facts behind a dream. The documentary directed by Gibney, analyzes the true facts of the gap between the poor and the rich in the America dream. It shows that the gap has been increasing over the last thirty years. The Park Avenue that passes through Manhattan (where the rich stay) and South Bronx (where the poor stay) shows this distinction (Lee). 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The impact of the globalization is so wide and board, it is difficult to solve, because every countries of the world are crying to develop their economy by globalization. As a result, the globalization increase the gap between rich and poor because of, improper wage system and insecurity of jobs, multinational companies, environment treatiesRead MoreRaising The Minimum Wage Is The Issue Of Social Equality1398 Words   |  6 PagesGod, glory, and gold are the 3G’s, and that is also the main reason why the Europeans originally came to America. Today, the 3G’s still stand, but not everyone is able to achieve them and especially the immigrants. In the early colonial days, immigrants were called upon. Today they are frond upon, and are getting thre aten to be deported back to their origin country. In Framing Class, Vicarious Living, and Conspicuous Consumption, written by Diana Kendall, and in The Missing Class, written by Katherine

Technology And Casino Operations Computer Operations

Technology and Casino Operations James Branstetter Technology and Casino Operations Player tracking has evolved far beyond the days when a pen and paper were all you needed in order to keep up with a player. With the use of today s technology, the days of only concerning yourself with a customer s play right now are over. Now, with the ability to compile and store vast amounts of digital information, you are able to know a myriad of facts about a player at the touch of a keyboard.(Bradford, 2013) The tracking systems of today allow a casino to keep know the over all value of a customer by tracking their win/loss, how much time they spend at the casino, where the spend their time, and their overall spending for their lifetime at the casino. The ability to compile, keep and retrieve this detailed information about customers is an invaluable tool for casino management. By tracking a player s activity, the casino can develop marketing strategies that cater to the player with offers and complimentaries that fit their needs and their leve l of play. In today s casino industry in which companies own and operate properties in multiple markets, this player information can be shared easily with â€Å"sister† properties. This sharing of information allows a company to accommodate a player s needs when they visit any of the properties the company may own or operate. The compiling and sharing of a player s spending habits whether it be on the gaming floor, inShow MoreRelatedControls at the Bellagio Casino Resort1433 Words   |  6 Pagesheart of Las Vegas, The Bellagio was widely recognized as one of the premiere casino resorts in the world. 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The hardRead MoreEssay about Case Bellagio Questions1181 Words   |  5 PagesBellagio Questions Name: Sam Clark Bellagio Questions 1. Focus on three key roles at mainly three levels of authority in the casino—blackjack dealers, pit bosses, and the vice president of table games. How would you characterize the â€Å"control strategy† (e.g., tight vs. loose) used over each of these roles? 2. Prepare a list of the controls described in the case. What control problems are they designed to address? Are the managers interviewed for the case justified in being proud of theirRead MoreThe Digital Data Genesis And It s Impact On The Mgm Grand Casino Las Vegas ( Taylor )1056 Words   |  5 PagesTechnology trends are related to the widespread adoption of mobile platforms, the Green IT movement, the open source software, cloud computing and the digital data genesis phenomena. the amount of data that is used everyday speaks to the way that companies are evolving and businesses are updating. 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A movement backed by South Carolina Senator Lindsey Graham and Florida Senator Marco Rubio, should that act be accepted then it will revert online casino gambling back to being illegal once again. Senator Graham said

Bankamerica free essay sample

Examined in terms of founding, organization, acquisitions, regulation, employee relations, use evaluation of teams for increasing productivity. Introduction Multinational organizations such as international banking institutions have operations in many different countries employing thousands of individuals. Despite their global reach, these companies rely on individual employees to perform their assigned duties in order to achieve the organizations goals. If there is a breakdown at the lowest level, the entire companys operations can be affected. In the case of banking institutions, the various business units and products offered by the bank can vary significantly; branch banking is different from the commercial transactions conducted by the institutions, for example. This research considers the management structure and organization of one of the nations largest banks, BankAmerica, and considers how that institution uses teams at the branch level to improve its overall ..

Scarlette Letter Essays - English-language Films, The Scarlet Letter

Scarlette Letter OTHER ELEMENTS SETTING There are two ways to talk about setting in The Scarlet Letter. One way is to look at the meaning or emotional overtones of specific places. A second and broader way is to examine the whole Puritan world in which Hawthorne has set his novel. Not just the time and place, Boston in the 1640s, but the values and beliefs that define Puritan society. THE MARKET-PLACE AND THE FOREST Far and away the most important scenes in The Scarlet Letter take place in two locations, the market-place and the forest. These are presented to us as very different places, reflecting very different human aspirations. The market-place is public. It lies at the very heart of the tiny enclave of civilization the Puritans have managed to carve out of the vast, untouched continent. The market-place contains both the church and the scaffold- institutions of law and religion. It is where criminals like Hester are punished, where penitents like Dimmesdale confess, and where men put on the faces they wear for the world. The forest, on the other hand, is dark and secret. It is where people come to let loose and be themselves. The forest track leads away from the settlement out into the wilderness where all signs of civilization vanish. The forest track is precisely the escape route from the dictates of law and religion to the promised land to the west where men can breathe free. The market-place and the forest are symbols of the choice that confronts the major characters in the novel. The choice is not as simple as it seems. For all its restraints, the market-place is safer and warmer than the forest. And you can't get into so much trouble there. In the heart of the settlement, there is the comfort of values that are shared, of laws that are laid down and respected. Above all, there is the comfort of people who care. The open air of the forest is exhilarating, but cold. Nothing is known in the wilderness, everything is up for grabs. There is no one around to stop you from going to the devil. And when you do, he is right there waiting for you. THE PURITAN WORLD Surely the setting of The Scarlet Letter- the stern, joyless world of Puritan New England- is one of the grimmest on record. It is all gloom and doom. If the sun ever shines, we hardly notice. The whole place seems shrouded in black. A question comes to mind as we read the novel. Why did Hawthorne choose this dark world for his masterpiece? Perhaps we can tackle that question by asking another one. Why did Hawthorne reject the contemporary scene? Even if he chose to ignore the richly suggestive American settings of the 1820s and '30s, (the Erie Canal, for instance, or the Alamo), he had first-hand material to draw on in his own life and career. Part of the answer, of course, is that Hawthorne could write about the contemporary scene. He did write about it in The Custom House. But what he could write was comedy. The pathetic old Salemites who worked for Uncle Sam lent themselves not at all to the tragic work he had in mind. Perhaps if Hawthorne reached back to Salem in the 1600s, he would find more figures invested with the same dark and dusky grandeur, more men and women who would speak as directly to his creative imagination. The Puritan world of the mid-17th century apparently gave Hawthorne something he badly needed- people who lived their lives to the full instead of snoring them away. In the pages of The Scarlet Letter, the Puritans emerge from the shadows of an earlier time, broad shouldered, ruddy cheeked, firm of step, and direct of speech. They were a stern people, of course, and repressive. They probably put the lid on more natural human impulses and emotions than any society before or since. But just for that reason, emotions boiled over, passions a novelist could seize at red heat. More important, the Puritans had a moral vitality never again found on the American scene. For a writer like Hawthorne, intrigued with the subject of conscience, here were

Cognates of Cognition

Cognates of Cognition Cognates of Cognition Cognates of Cognition By Mark Nichol Cognition is the use of mental processes such as learning, remembering, thinking, and understanding. It stems from the Latin verb cognoscere, meaning â€Å"become acquainted with.† Not every word with the letter string â€Å"c-o-g† is related, but quite a few are. Details about cognition’s cognates follow. But first, a look at the construction of the words. The syllable cog isn’t the basis of terms related to knowing and thinking; cognoscere consists of co- and gnoscere; that word means â€Å"come to know.† Know itself is cognate with gnoscere and the Greek verb gignÃ… skein- the basis of gnome, best known as the name of a subterranean dwarflike creature in folklore but also a synonym for maxim, and gnosis, a word referring to spiritual knowledge that is also the root of prognosis (literally, â€Å"foreknowledge†) and diagnosis, meaning â€Å"identification† or â€Å"analysis.† Cognate itself is not cognate with cognition: It means â€Å"related,† and stems from the Latin word nasci, meaning â€Å"to be born,† and is cognate with nascent (and native). Nor is cognomen, which means â€Å"nickname† or â€Å"additional name† and derives from the Latin noun nomen, meaning â€Å"name.† Interestingly, cogent, meaning â€Å"necessary† or â€Å"urgent,† and especially its cognate cogitation, which means â€Å"intent thought,† are also unrelated to cognition; they derive respectively from the Latin verb agere, meaning â€Å"drive,† and its frequentative (repeated or recurrent) form agitare, which is also the origin of agitate. Another word with a distinct etymology is cog, referring to a tooth on a wheel in a gear mechanism and probably borrowed from a Scandinavian language. Words in the cognoscere family in English include recognition (literally, â€Å"knowing again†) and precognition (literally, â€Å"knowing before†); the latter was the unusual ability of the Precogs in Steven Spielberg’s film Minority Report and the Philip K. Dick short story on which it is (loosely) based. Two other words that are related- unexpectedly so- are reconnaissance (â€Å"military survey†) and that word’s verb form, reconnoiter, both adopted from French but ultimately stemming from recognoscere, the Latin origin of recognize. Other relatives are cognizance (â€Å"awareness,† â€Å"acknowledgment,† or â€Å"responsibility†) and recognizance, derived from an earlier sense of reconnaissance (â€Å"acknowledgment†) and used in legal contexts in phrases such as â€Å"released on his own recognizance† to indicate that someone recognizes his obligation to appear in court at a later date. Connoisseur (â€Å"expert†), from French, and its Italian cousin cognoscente (which in English developed a separate sense of â€Å"someone in the know†) are also related, as are incognito (â€Å"unknown,† from Italian and referring to being in disguise or anonymous or using a false name) and â€Å"terra incognita† (literally, â€Å"unknown land†), taken directly from Latin. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Types and Forms of Humor3 Types of Headings10 Terms for the Common People

The Berlin Conference to Divide Africa

The Berlin Conference to Divide Africa The Berlin Conference was described by Harm J. de Bli in Geography: Realms, Regions, and Concepts: The Berlin Conference was Africas undoing in more ways than one. The colonial powers superimposed their domains on the African continent. By the time independence returned to Africa in 1950, the realm had acquired a legacy of political fragmentation that could neither be eliminated nor made to operate satisfactorily. Purpose of the Berlin Conference In 1884, at the request of Portugal, German chancellor Otto von Bismark called together the major western powers of the world to negotiate questions and end confusion over the control of Africa. Bismark appreciated the opportunity to expand Germanys sphere of influence over Africa and hoped to force Germanys rivals to struggle with one another for territory. At the time of the conference, 80 percent of Africa remained under traditional and local control. What ultimately resulted was a hodgepodge of geometric boundaries that divided Africa into 50 irregular countries. This new map of the continent was superimposed over 1,000 indigenous cultures and regions of Africa. The new countries lacked rhyme or reason and divided coherent groups of people and merged together disparate groups who really did not get along. ThoughtCo / Adrian Mangel Countries Represented at the Berlin Conference Fourteen countries were represented by a plethora of ambassadors when the conference opened in Berlin on November 15, 1884. The countries represented at the time included Austria-Hungary, Belgium, Denmark, France, Germany, Great Britain, Italy, the Netherlands, Portugal, Russia, Spain, Sweden-Norway (unified from 1814 to 1905), Turkey, and the United States of America. Of these 14 nations, France, Germany, Great Britain, and Portugal were the major players in the conference, controlling most of colonial Africa at the time. Berlin Conference Tasks The initial task of the conference was to agree that the Congo River and Niger River mouths and basins would be considered neutral and open to trade. Despite its neutrality, part of the Congo Basin became a personal kingdom for Belgiums King Leopold II. Under his rule, over half of the regions population died. At the time of the conference, only the coastal areas of Africa were colonized by the European powers. At the Berlin Conference, the European colonial powers scrambled to gain control over the interior of the continent. The conference lasted until February 26, 1885 - a three-month period where colonial powers haggled over geometric boundaries in the interior of the continent, disregarding the cultural and linguistic boundaries already established by the indigenous African population. Following the conference, the give and take continued. By 1914, the conference participants had fully divided Africa among themselves into 50 countries. Major colonial holdings included: Great Britain desired a Cape-to-Cairo collection of colonies and almost succeeded through their control of Egypt, Sudan (Anglo-Egyptian Sudan), Uganda, Kenya (British East Africa), South Africa, and Zambia, Zimbabwe (Rhodesia), and Botswana. The British also controlled Nigeria and Ghana (Gold Coast).France took much of western Africa, from Mauritania to Chad (French West Africa), as well as Gabon and the Republic of Congo (French Equatorial Africa).Belgium and King Leopold II controlled the Democratic Republic of Congo (Belgian Congo).Portugal took Mozambique in the east and Angola in the west.Italys holdings were Somalia (Italian Somaliland) and a portion of Ethiopia.Germany took Namibia (German Southwest Africa) and Tanzania (German East Africa).Spain claimed the smallest territory, which was Equatorial Guinea (Rio Muni). Source De Bli, Harm J. Geography: Realms, Regions, and Concepts. Peter O. Muller, Jan Nijman, 16th Edition, Wiley, November 25, 2013.

Benefits of Waiting to Go To College after High School Research Paper

Benefits of Waiting to Go To College after High School - Research Paper Example Individuals with quality basic education are capable of managing themselves and their families. Basic education can be regarded as education up to the completion of high school level. After completing high school education, one has two options from which to make a decision. The individual can opt to take on employment opportunities for the high school graduates. Similarly, the individual can opt to proceed to college to pursue a four-year degree course. The college education adds value to the skills and expertise of the individual and it is apparent that after college, the individual is likely to earn far much more than high school graduates do. College education gives a student competitive advantage over the high school graduates (University of North Texas, para.2). However, this is only to the extent that the student has adequate financial and psychological preparation for the college study. Having chosen to proceed to college, an individual is again faced with two options. The stu dent can proceed to the college immediately after high school. Traditionally, it is expected that students should proceed with their college education immediately after high school. ... Rather, the student is, in several occasions, compelled to take a break before joining college in order to make some financial preparation. The two options of joining college immediately after high school or waiting for some time before joining college each has its advantages and disadvantages. The advantages of one translate into the disadvantages of the other option. However, it will be apparent that given the sound grounds upon which a students waits for some time before joining college, this can be a good option. This paper holds that in as much as it has been traditionally adopted that students should proceed to college immediately after high school, it may not be appropriate to do this on weak financial grounds. Taking on employment first would be better. Thesis Although tradition expects students to go to college directly after high school, it does not make financial sense given today’s economic climate. Benefits of waiting to join college after High School It has been observed that after completing high school education, a student may wait for some time before joining college for undergraduate studies. This waiting has a number of advantages to the student and the responsible members of the family (parents, guardians, or sponsors). Firstly, college education is increasingly becoming expensive. The tuition fee and other expenses in these institutions are far much higher than the expenses in high school education. After struggling to finance the child’s education right from Kindergarten all the way to the high school, and given the harsh financial climate that currently rocks the globe, it may be cumbersome to have the child proceed to college education. If the

UK politics 4 articles Essay Example | Topics and Well Written Essays - 1000 words

UK politics 4 articles - Essay Example Which may or may not apply to the situation in the United Kingdom. The Daily Mail report also implied that Britain is not taking the threat of Redding seriously as it is a claim that tends to come around every year. Although various incarnations of this request have made its way to the higher ups in Britain, nobody has taken it seriously due to the expenses entailed in its implementation. Along with the request for equal rights, the Eurocrats were also calling for the creation of their own versions of MI5, MI6, and GCHQ. All in an effort to prevent electronic security breaches. A move that does not sit well with the U.K, because of the prohibitive costs of doing such a ting. Just like all other countries in the world today, Britain is being affected by tax problems and the citizens of the nation seem to be paying the most price for it. In a show of affiliation with the people and a concern for their financial needs, British Prime Minister David Cameron has vowed to return every penny of tax money to the public in the form of tax cuts. This move of his is believed to be a sign that the Conservative party will be placing the discussion of taxes at the forefront of next years electoral campaign. As expected the plan did not sit well with all Conservatives, some of whom believe that more taxes should be collected from people falling under the 40p tax band. Divisiveness within the party is not a good thing going into an election year. Disagreements and debates have already been sparked even as the prime minister continues to argue that the move to rebate taxes is a good thing because it will not only balance the budget of the British government, but also create a more â€Å"responsible† British society. As the face of British politics continues to evolve into the 21st century, it is becoming more and more likely that the Conservative party shall be losing is

I thought it was the end Essay Example for Free

I thought it was the end Essay I thought it was the end. I watched my own son slowly; painfully pass away for a crime he didnt commit. I couldnt believe that it was happening. Why? I kept asking myself and I just couldnt find an answer. My head was spinning and I didnt know or for that matter care where I was. All I knew was that I just didnt want to be there. Ever since the death of my son I have been growing old quickly and without pause. Its like the death of my son has made me age so quickly. Due to this I have realised that I am coming to the end of my life and that is why I am writing this. It all started the day I joined the farm.. I was there working away milking a cow when from above I could sense this presence, it was like a sixth sense. I looked up to see that it was Farmer Lodge (my employer). He seemed as if he needed something, like he wanted me to give it to him. I enquired as to what he wanted. But then I looked closer at the expression on his face, it was clear now that it was company that he wanted. He picked me up and led me to his house. At first we were just talking and everything was fine although a little surreal but that was soon to change. Thinking about it he didnt take advantage of me as I would have said a few years back it just happened. We slept together and for the first time in my life I felt as if someone actually wanted me for who I was not just as some type of sex slave as the village thought I was as I had slept with this guy who then left me. I wasnt and never was going to be. Nine months after sleeping with Farmer Lodge I was having a baby and as I hadnt slept with anyone since it must have been his. This was the birth of many troubles and problems to come but it was also to be the start of something magical and enjoyable. I was to have many moments of happiness, which far out weigh the bad points. Later on in the year I was to hear of a woman called Gertrude moving into the village. She was to become Gertrude Lodge, Farmer Lodges (my loves) wife. I was really disheartened by this and started to think about what had happened only 12 months ago now. Farmer Lodge was the father of my child and yet he didnt once do anything to help me or support me through this time; and now he was marrying a woman of whom I didnt know as she was a land owner, like him whereas I wasnt so I couldnt marry him. I felt this was unfair as not only had he loved me but also he got me pregnant and now he doesnt want anything to do with me. Perhaps it is true what they all say about men not wanting children and if they get their lover pregnant then they leave them as there was neither a form of contraception or abortion back then. Life as a mother was hard and trying. The income I brought in was low enough but to add to matters I had to feed and cloth a baby. I eventually plucked up the courage to go and ask Farmer Lodge for a raise and gave him the reason for my asking. I thought that it was the least e could do for me after what he had put me through all that mental torment and physical pain. As I walked in to confront Mr Lodge I could sense the strong smell of perfume, which arose out of the door almost like someone was trapped within. I realised Gertrude must have been there but I still persisted on my quest for freedom from this man and for also the help I deserved. As I put my hand against the door it was warm but at the same time damp due to the years of rain pounding down upon it. It was a vast oak door of which I couldnt push open on my own so I found the knocker on the door and banged it. The sound rumbled long and low until I had heard some movement and the door was swung open as if to say in a mild dismay, WHAT? I was to say the least surprised at the reaction Farmer Lodge had to me when he opened the door. His mouth half open as if he wanted to speak but some invisible force was preventing it. He He Hello, he said as if scared of me. Why hello, I replied in a sort of comforting voice. He appeared worried about something although I wasnt sure what and from the look of him it seemed he didnt know either. He invited me in after having stood around on the doorstep just staring at me as if in disbelief. On entry I looked around for Gertrude. In the corner of the room an extremely beautiful but also concerned looking person sat. I assumed that this was Gertrude and so as a nice person I said hello and asked her name. She didnt reply so I just went about my business and asked Farmer Lodge about the rise. The strangest thing of all is he stood up once the question was put forward, said yes then walked out of the room in a type of trance as if he was under a spell of a spirit or something of that origin. As soon as he left Gertrude sprang up from the corner of the room making me jump. She landed on me as if in an almost upset but dominating way she asked me to look at her arm. At first I thought that she was crazy but then as she persisted with the question I said yes. She pulled the clothing back from the arm to reveal a really bad withered arm. This put me into a flash back in which I remembered a dream I had acquired the previous night. It was of me lying in bed when Gertrude entered my room. She was taunting me with her wedding band and eventually I had snapped and grabbed her by the arm and flung her to the ground. At first I believed it to be a bad dream but this proved that the theory wrong. I decided that as I had got what I came for I should leave if not to hide my identity from Gertrude. For the next few months I avoided all contact with Gertrude and led a separate life in isolation. I decided to go and visit the conjurer and see what he recommended for my vision. After a lot of promiscuous contemplation he invited me into his room in which I looked into this portal type place. Only I could see what I saw but the bits I did see I didnt want to see again. I would tell you but these are secrets that only I will know as thats how I want to keep it. As a member of the Antidisestablishmentarianisms club I believe firmly in not allowing people to find out and manipulate the secrets that I have hidden for so many years and for so many reasons. Anyway after the conjurer I carried on with my life as a milkmaid looking after my son and earning less than the total minimum wage. At about 17 18 years of age my son was usually out most nights with his mates from the local school. He was out with friends one night when after indulging in a few pints from the local tavern he and others wondered back home. Making enough noise to wake the dead they did something, which was to change not all but only my sons life. The group of friends accidentally set a hey rick on fire. They all scattered but my son (to drunk to walk) couldnt so when the authorities arrived they found him next to it. He was sentenced to death by hanging. This wouldnt normally have happened but at that point there was a lot of destruction to land and property around that area so there was a inevitably a person now to make an example of. After the death the farmers wife Gertrude died due to stress and the withered arm. I decided to go and live somewhere away from the village but later returned to my dead end job as a milkmaid. There was however a small annuity left to me (from Farmer Lodge who funnily enough wasnt seen in the village again presumed dead) but I declined as I only had myself to live for and nothing to motivate me. This is how I have spent the rest of my life doing what Im best at milking cows.

Makeup for Performers :: Drama

Makeup for Performers --------------------- Aging with Grease Makeup. There are a lot of makeup's you can use to produce an aging affect, but I decided to use grease. The grease makeup I used was a skin tone palate by Kryolan. Before doing any makeup techniques I studied the shape and size of my bone structure and my facial features, this is so I knew where to shade and highlight. To create the aging affect I practiced shading and highlighting both on my hand and my face, to do this I used a small-medium sized brush. After a number of sessions practicing the highlighting and shading, on the 18th of February I applied the makeup to be photographed and assessed. Before applying the makeup I cleansed my face with a light cleanser by No7 for normal skin. I then applied a toner, also by No7 for normal skin, and then finally applied a moisturizer from The Body Shop for normal to greasy skin. I left the moisturizer on my skin for 10 minutes to make sure there won't be any staining on the skin from the makeup. I applied the base makeup to the face and the neck; I applied it to the neck as it is an important part of the aging process. The colour I used for my base makeup was 5w in the Kryolan skin tone palate, and I used a laytex sponge to apply. I then started by put my shading lines on to my face, using a mix of shades, 7w and 9w. I started by making some bags and darkened areas around the eyes; I did this by drawing a thin line under the eye then, with a clean brush, dragging the excess makeup up towards the eye darkening the area. To make areas look puffy, I highlighted around the shading areas to make the shaded area look more indented. To do this I used the shade 2w from my palate. The neck is an important part in the aging process especially when the character is warring a low neck top. To draw in the ham-strings I put my head down and turned it to the side so the ham-strings stuck out. I then drew in my lines, shading the lines and then highlighting the part in between the lines so the shaded area looked indented. If the character is warring a low cut top, then you will have to carry the lines down to the top of the shoulder bone, also shading the salt cellars at the base of the throat. To make the eye brows look messy and unplucked, I used an eye pencil Makeup for Performers :: Drama Makeup for Performers --------------------- Aging with Grease Makeup. There are a lot of makeup's you can use to produce an aging affect, but I decided to use grease. The grease makeup I used was a skin tone palate by Kryolan. Before doing any makeup techniques I studied the shape and size of my bone structure and my facial features, this is so I knew where to shade and highlight. To create the aging affect I practiced shading and highlighting both on my hand and my face, to do this I used a small-medium sized brush. After a number of sessions practicing the highlighting and shading, on the 18th of February I applied the makeup to be photographed and assessed. Before applying the makeup I cleansed my face with a light cleanser by No7 for normal skin. I then applied a toner, also by No7 for normal skin, and then finally applied a moisturizer from The Body Shop for normal to greasy skin. I left the moisturizer on my skin for 10 minutes to make sure there won't be any staining on the skin from the makeup. I applied the base makeup to the face and the neck; I applied it to the neck as it is an important part of the aging process. The colour I used for my base makeup was 5w in the Kryolan skin tone palate, and I used a laytex sponge to apply. I then started by put my shading lines on to my face, using a mix of shades, 7w and 9w. I started by making some bags and darkened areas around the eyes; I did this by drawing a thin line under the eye then, with a clean brush, dragging the excess makeup up towards the eye darkening the area. To make areas look puffy, I highlighted around the shading areas to make the shaded area look more indented. To do this I used the shade 2w from my palate. The neck is an important part in the aging process especially when the character is warring a low neck top. To draw in the ham-strings I put my head down and turned it to the side so the ham-strings stuck out. I then drew in my lines, shading the lines and then highlighting the part in between the lines so the shaded area looked indented. If the character is warring a low cut top, then you will have to carry the lines down to the top of the shoulder bone, also shading the salt cellars at the base of the throat. To make the eye brows look messy and unplucked, I used an eye pencil

Ethical Theories Within the Film “Crimes and Misdemeanors” Essay

In the final scene of the movie Crimes and Misdemeanors, I believe the fictional philosopher Louse Levy’s message was very similar to philosophy Jean-Paul Sartre and his theory on existentialism. One of Sartre’s quotes, â€Å"Man is nothing else but that which he makes of himself.† Levy is trying to convey that we are in control of our choices and we choose our own happiness. In the final scene of the film Levy states, â€Å"We’re all faced throughout our lives with making conscience moral decisions. Some are on a grander scale than others, but we define ourselves by the choices we have made. We are, in fact, the sum total of our choices.† So when Levy’s character states, â€Å"most human beings seem to have the ability to keep trying and find joy from simple things†, this is based on our choices. We decide to be happy or sad. Because we as human beings have the ability to think rationally or ill-rationally, our minds have the capacity to feel emotions, to dream up, or cognitively entertain, a mind-based reality of happiness. One of the survival tactics as human beings is our ability to strive for happiness; and once a level of happiness is achieved there is always a need for more; it is a never ending pursuit of happiness. Our happiness should also be achieved without pain. Ever though we strive for this happiness there is no methodical way to obtain happiness or does the sense of happiness always become achieved. I believe this viewpoint is heavily reflected throughout the movie, Crimes and Misdemeanors. I think all the characters in the movie are striving and hoping for happiness but I think the only character who truly achieves the ultimate happiness would be Rabbi Ben. The role of GOD in establishing ethical values and whether the world would be valueless if GOD didn’t exist is displayed throughout this movie. Rabbi Ben (Sam Waterston) leads a moral life throughout the film and he ends up blind, but he can dance with his daughter with a clear conscience. The irony about this character is he fails to see in the real world yet he has strong spiritual vision. His detachment from mundane concerns, and emphasize on what is real and meaningful – a life devoted to GOD. The ideas that only by blinding oneself to reality can one live a meaningful life devoted to GOD. The symbolism of blindness seems to have a connection to a blind universe indifferent to any sense of justice. In fact all of the religious characters in Crimes and Misdemeanors suffer from impaired vision and are portrayed wearing glasses. This may represent their inability to  see the true nature of reality and the understanding of true happiness. I feel all of the characters in this film reflect the viewpoint of hope and the desire to achieve happiness without pain; it is just the choices, consequences or motive of their actions that is misguided. We make consequentialist decisions regarding our actions to separate the morally right from wrong which leads us to our ultimate goal of happiness. But what determines if an action is moral right or wrong? Stuart Mill’ theory on, â€Å"The Principle of Utility†, views the consequences that arise from the action to determine the moral worth of an action; the best decisions result in good consequences for the largest number of people. He also believes that happiness equal pleasure; the actions are morally right to the extent that they produce lots of pleasure. Other theorists like Immanuel Kant, who takes a deontology approach on the intention or motive of the action. He believes that our actions are morally right only if we can apply them universally. I feel the character Lester (Alan Alda), displays the theories of Jean Paul Sartre and Friedrich Nietzsche. He’s a successful television producer with a pompous attitude. His character takes charge of his own destiny. He knows what he wants and goes after it. His Will to Power is great and sets no limitations on what he can achieve throughout this film. There are a few characters in Crimes and Misdemeanor who strive for the hope of happiness but fall short. The main character, Judah Rosenthal (Martin Landau) this character is a successful ophthalmologist who achieves short-term happiness in a two year affair with a woman named Dolores (Anjelicia Huston). When Dolores threatens tell his wife of there affair his moral structure is threaten he feels as if his entire universe becomes meaningless. But, by the end of the film Judah make peace with himself and finds that he commits a crime and gets away with it. He is only implicated to his own moral consciousness. In reality, hope i s the worst of all evils, because it prolongs the torments of man. FRIEDRICH NIETZSCHE, Human, All-too-Human The second character that falls short of achieving happiness would be Clifford Stern (Wood Allen); this character is a small-time film maker hired by his brother-in-law Lester to produce a documentary about his life and work. Clifford dislikes Lester as well as his marriage to Lester’s sister  Wendy (Joann Gleason). While filming this documentary Cliff falls in love with Lester’s associate producer, Halley Reed (Mia Farrow). However Cliff’s efforts to woo Halley fail and in the end Wendy chooses to be with Lester. This gives proof that good doesn’t always prosper over evil. The comment by Halley after learning about Levy’s death she says, â€Å"No matter how elaborate a philosophical system you work out, in the end it’s got to be incomplete.† I believe it is the selfish needs, constant change, as well as the desires of human beings that allow people to choose right from wrong and good from bad. It is all about wants over needs. I believe Halley didn’t initially want Lester it was his constant appeal to the things that she needed which gave her pleasure that won her over. Not the roses because she was allergic, but the caviar and his influence and power. I believe that the universe is in fact indifferent. However, if there is no GOD, there can be no objective standards of right and wrong. All we are confronted with is â€Å"the bare valueless fact of existence† (Jean-Paul Sartre). This is probably what Rabbi Ben meant during the film when he said, â€Å"Without the law, it’s all darkness, and, â€Å"You Judah see the world as harsh and empty of value and pitiless.† Rabbi Ben states, how he couldn’t not exist without moral structure-with real meaning-with forgiveness and some kind of higher power. Also during the climax of the film Judah concludes that â€Å"GOD is a luxury that he can’t afford† and arranges for Dolores-mistre ss (Angelica Houston) to be murdered. Afterwards, in a state of despair he visits his childhood home and recreates in his mind a Passover Seder from his youth. Judah’s atheist Aunt May (Anna Berger) and religious father Sol, is an exploration of the relationship between morality and GOD and the problem of morality in a godless universe. Aunt May takes the position of the atheist and moral relativist in the ensuring debate as she envisions a cruel and godless world with no objectives standards of good and evil and no moral purposes behind human reality. Aunt May believes individuals justify their actions as they wish: â€Å"For those who want morality there’s morality. Nothings handed down in stone.† Aunt May argues that in a world where everything is permissible, there is nothing to stop an individual from committing murder other than their own conscience. â€Å"And I say, if he can do it, and get away with it, and chooses not be bothered by the ethics, then he’s home free.† We live in a universe where our moral ethics between right and wrong are greatly  unbalanced. A world where the good suffer, the bad prosper and no greater power will ever rectify this which is a sad consequence. It is really hard to establish a basic moral or ethical system for human beings because we are so indiff erent of each other. We have for example the Bible or the Koran, but, like Aunt May state in the film, â€Å"For those who want morality there’s morality.† [Also in the final scene of the film Judah draws Cliff into a supposedly hypothetical discussion that draws upon his morals. Judah says that with time, any crisis will pass; but Cliff morosely claims instead that one is forever fated to bear ones burdens for â€Å"crimes and misdemeanors†] Wikipedia. We battle daily for justice. All we can do as human beings is to hope for happiness try to utilize our own moral ideas and meaningful values to again hopeful influence our lives and to reflect upon future generations. References â€Å"Crimes and Misdemeanors (Philosophical Films).† Crimes and Misdemeanors (Philosophical Films). N.p., n.d. Web. 30 Mar. 2013. â€Å"Crimes and Misdemeanors: The Final Scene.† YouTube. YouTube, 04 Feb. 2009. Web. 30 Mar. 2013. â€Å"Crimes and Misdemeanors.† Wikipedia. Wikimedia Foundation, 29 Mar. 2013. Web. 30 Mar. 2013. â€Å"Existentialism Is a Humanism Quotes.† By Jean-Paul Sartre. N.p., n.d. Web. 30 Mar. 2013. IMDb. IMDb.com, n.d. Web. 30 Mar. 2013. â€Å"The Journal of Religion and Popular Culture.† The Journal of Religion and Popular Culture. N.p., n.d. Web. 30 Mar. 2013. http://phil.uregina.ca/vancha/Litch-chp6.pdf

Child abuse and neglect Essay

INTRODUCTION Child abuse and neglect can produce serious and long-lasting damage. The range of actions classified as child abuse or neglect is constantly changing as a result of social and economic conditions, political ideology, advances in medicine, improvements in communication and melding of cultures. Today, child abuse and neglect is widely recognized as a major social problem and policy issue throughout much of the world. During the last 50 years, the United States and many of the world’s nations have responded to child abuse and neglect with legislative efforts, a variety of programs and interventions, and organizational efforts to identify, respond to and prevent the abuse and neglect of dependent children. Today, there are innumerable local, national and international organizations, professional societies and advocacy groups devoted to preventing and treating child abuse and neglect. Significance of the Study One case related to child abuse and neglect is pedophilia. Pedophilia affects children of a certain sex and within a certain age, usually under the age of 15 or 16 years. Most pedophiles are not violent toward children, instead leading and enticing children to willingly perform sexual acts, although some are violent to the point of rape and murder. In 1974, the Child Abuse Prevention and Treatment act was passed which provides federal funding at the state level for prevention and response to child abuse. With this act, many states strengthened their response to child abuse and established child statutes in which parents may be prosecuted for abusing their children. Regardless of the legal response on pedophilia, it is clear that much cases never comes to the attention of the criminal justice system and is, unfortunately, never dealt with. This serious and alerting case should be fully characterized and understood for the good of the concerned children, especially the adolescents. What is Phedophilia? As a medical diagnosis, pedophilia is typically defined as a psychiatric disorder in adults or late adolescents characterized by a primary or exclusive sexual interest in prepubescent children (generally age 13 years or younger). In contemporary Western societies, the subject is highly contentious and fraught with strong feelings. The strength of the feelings is readily explained by concern for the welfare of the children and for their healthy, unimpeded development. The child must be at least five years younger in the case of adolescent pedophiles. However, the term pedophile is often used to refer to any adult who is sexually attracted to males or females below the legal age of consent. While there is considerable psychological and sociological literature about pedophilia, philosophers working on the philosophy of sex have given relatively little attention to the subject. As pedophilia is seen as a paradigmatic case of sexual perversion and is generally viewed with strong moral revulsion, it might have been expected to generate more philosophical interest. Experts believe that most pedophiles are males. Some female adults are sexually attracted to boys or girls, but these children are usually at or beyond the age of puberty. Sometimes, however, females sexually abuse children in concert with males, or they will knowingly allow males to abuse their own children or other children. This is more likely to occur if the women are abusing drugs and/or alcohol. Pedophiles may believe that their behavior is normal and that it helps teach children how to become loving and affectionate. Such individuals avoid such words as pedophilia, preferring to use such terms as adult-child sex. They believe that others who do not understand their behavior are unreasonably rigid. Some organizations of pedophiles claim large memberships and actively support the practice of pedophilia. Pedophiles may fail to consider the short- or long-term consequences of their actions; for example, in one case, a pedophile was told by a child whom he had met on the Internet that her mother was a police officer, yet he molested the girl anyway. Most studies of pedophilia are performed on people in jail or prison, and it is also true that many acts of this are never reported. Ephebophilia: Its Opposite Ephebophilia is a variety of male homosexuality. Ephebophiles are attracted to post-pubertal, sexually mature youths. They are sexually attracted to the fully developed, vigorous maleness of adolescence. In the narrow sense, â€Å"pedophilia† refers only to sexual attraction of adults to pre-pubescent and sex with them. When the term is used in this sense, ephebophilia is not included as one of pedophilia’s varieties, but rather distinguished from it, the end of puberty providing the line of demarcation. Characteristics of Pedophiles Pedophiles are age and sex specific. They will normally prefer children of a certain sex and within a certain age. Child molesters fall into several categories. One is the fixated pedophile who never moves beyond the attraction he or she felt for children when he or she was a child. The regressed pedophile often turns to children in response to stressful life events. Although most pedophiles do not physically harm children, the mysoped makes the ritual connection between fatal sexual violence and personal gratification. The sadistic pedophile abducts children for the purpose of torturing and eventually killing them to achieve sexual gratification. Pedophiles come from a variety of backgrounds. Some are well educated, while others are illiterate. Many were not close to their fathers, and many came from homes where alcohol was a problem for at least one parent (usually the father). Pedophiles often have weak verbal skills, and almost 9 out of 10 felt particularly close to their mothers . The short size of the child provides the pedophile with an opportunity to exert power and authority. At the same time, the sex of the child has little to do with the adult sexual orientation of the molester. For example, a male pedophile may be very interested in sex with boys ages 9 or 10 years old, but at the same time be married and consider himself homosexual. Around 80% have been documented as having a history of childhood sexual abuse. The pedophile is known to the child in 90% of cases, 15% or more are relatives of the victim. Homosexual pedophilia does not differ from heterosexual pedophilia. Research on the victim points out that most are female and the molester is usually known. However; when a male is the victim, the molester may be a stranger. The degree of the pedophilia sexual act can vary ranging from simply observing the child, to touching, undressing, exposing of own genitalia, fondling, and sexual intercourse. II. CAUSES OF PEDOPHILIA The causes of pedophilia that have been researched remain unclear. It has been suggested that the pedophilia represents a regression or fixation at an earlier level of sexual development which resulted in an adult repetitive pattern of inappropriate sexual behavior. Therefore, it is suggested that the pedophile returns to a sexual habit that was developed early in life. It is also theorized that the pedophile is expressing revenge regarding a childhood trauma. It is also said that pedophilia is caused by a pleasurable sexual arousal to conditioned objects. The following are identified as possible causes of pedophilia: 1. Parental punishment of a small boy for sustaining an erection 2. Sexual abuse of a young male 3. Fear of sexual performance or intimacy 4. Psychosexual trauma 5. Socio-cultural and/or psychological factors 6. Excessive alcohol intake Previous studies have shown that same-sex child molester is higher than opposite-sex offenders, with offenders against boys being at a higher risk for delinquency, compared to offenders against boys. The number of prior offenses and the intensity of the fixation on children as sexual objects are factors that predict abuse. Another study was done over 111 child molesters. Child molesters included same-sex, opposite-sex, and mixed groups; all responded to stimuli of specific ages and sexes. Findings showed that the degree of sexual reoccupation with children, paraphilia, and number of prior sexual offences were predictors of sexual delinquency. The causes of pedophilia are unknown, but most scientists believe that conditioning in one form or another is involved. The motivation/ learning model can account for the development of pedophilia and can explain its distribution over the life span. A Person to be Declared as Pedophile The diagnosed criteria for a pedophile are as follows: 1. Over a period of at least 6 months, recurrent, intense sexually arousing fantasies, sexual urges, or behaviors including sexual activity with a prepubescent child or children (generally age 13 years or younger) 2. The person has acted on these sexual urges, or the sexual urges or fantasies cause marked distress or interpersonal difficulty 3. The person is at least 16 years of age and at least 5 years older than the child or children molested III. EFFECTS OF PEDOPHILIA The effects of pedophilia to an individual, especially to those who are at a young age, include initial fear, anxiety, depression, anger, aggression and sexually inappropriate behavior. Boys have the same patterns of distress as girls, with symptoms such as fears, sleep disturbances, and distractedness; however, boys tend to be less symptomatic than girls. Additional long-term consequences include self-destructive behavior, isolation, low self-esteem, trust issues, substance abuse, and sexual problems. People who have a history of childhood sexual abuse have increased rates of depressive disorders, anxiety disorders, and alcohol and drug abuse. There is often an increase in psychopathology among victims of childhood sexual abuse and this psychopathology is manifested at times in the form of pedophilia or other inappropriate behaviors with young children. Victims of childhood sexual abuse are more likely than nonvictims of that abuse to manifest sexual hyper-arousal and sexually aggre ssive behavior with a tendency to repeat and reenact sexual victimizations as adults. Physical Damage Injury Depending on the age and size of the child, and the degree of force used, pedophilia may cause internal lacerations and bleeding. In severe cases, damage to internal organs may occur, which, in some cases, may cause death. Herman-Giddens found six certain and six probable cases of death due to child sexual abuse in North Carolina between 1985 and 1994. The victims ranged in age from 2 months to 10 years. Causes of death included trauma to the genitalia or rectum and sexual mutilation. Infections Pedophile acts may cause infections and sexually transmitted diseases. Depending on the age of the child, due to a lack of sufficient vaginal fluid, chances of infections are higher. Vaginitis has also been reported. Neurological Damage Research has shown that traumatic stress, including stress caused by sexual abuse, causes notable changes in brain functioning and development. A study was done on women who took SAT and it was found that the self-reported math Scholastic Aptitude Test scores of the sample of women with a history of repeated sexual abuse were significantly lower than the self-reported math SAT scores of the non-abused sample. Because the abused subjects verbal SAT scores were high, it was hypothesized that the low math SAT scores could â€Å"stem from a defect in hemispheric integration.† A strong association between short term memory impairments for all categories tested (verbal, visual, and global) and the duration of the abuse was also found. Psychological Damage Pedophilia can result in both short-term and long-term harm, including psychopathology in later life. Psychological, emotional, physical, and social effects include depression, post-traumatic stress disorder, anxiety, eating disorders, poor self-esteem, dissociative and anxiety disorders; general psychological distress and disorders such as somatization, neurosis, chronic pain, sexualized behavior, school/learning problems; and behavior problems including substance abuse, self-destructive behavior, animal cruelty, crime in adulthood and the worst, suicide. Long term negative effects on development leading to repeated or additional victimization in adulthood are also associated with child sexual abuse. There are two contrasting adaptive styles in sexual abuse victims. One adaption strategy seeks mastery through active repetition of the trauma, while the other adaption copes by avoiding sexual stimuli. Victims of childhood sexual abuse may exhibit mood disorders including chronic anxiety, depression, delayed post-traumatic stress disorder (PTSD), anxiety attacks, and hysterical symptoms. Victims of sexual abuse may also experience difficulties in intimate relationships and express a sense of alienation, isolation, stigmatization, and a negative self-image. There is a wide variety of psychological conditions that have been documented in sexually abused children, with a higher-than-average tendency toward repetition of either being victimized at the hands of an adult or victimization of children. Arguments that Aroused about Pedophilia In our type of society, pedophile sex is considered both a moral offense and a crime that deserves a truly, serious punishment. There are two further arguments against pedophilia behind both its moral disapprobation and legal prohibition. First, sex with minors is wrong because it is non-consensual; second, it is harmful to those who are concerned. Both of these arguments have been questioned throughout time. Now, let’s look on the way a pedophile is conceived by the public. The pedophile is often visualized as â€Å"a dirty old man†, a stranger to his victims, who forces himself on children and has a matured sexual intercourse, thus putting them through a frightening and painful experience and inflicting serious and long-term damages on them. The drastic effects of the cases explain why pedophiles are usually called child molesters, and why pedophilia seems to be â€Å"the most hated of all the sexual variations†. What is true is that most pedophiles are men but the majority is young or middle-aged. More often than not, they are not strangers; they are likely to be a family, neighbor, or other adults that are known to the victim. The harmful effects of pedophilia on a child’s sexual, emotional and personality development are still a matter of researches and debates; rather than an authorized fact. IV. EXAMPLES OF CASES CONCERNING PEDOPHILIA * A 65-year-old youth minister of the First Baptist Church from Sinton, Texas who admitted to molesting a 6-year-old girl shocked a congregation of followers. The story saw this pedophilic Baptist minister through his 37-year jail sentence. â€Å"I then hooked my thumbs in her waist,† the minister said, â€Å"and put my hands over her groin area, on the outside of her clothing.† â€Å"The first couple of times, she did not say anything,† the minister continued. â€Å"She was more interested in driving. But the second time, when I told her we needed to go home, and she slid over to the passenger seat, the look on her face killed my soul. I felt great remorse for having taken advantage of this child.† * A glam-rocker Gary Glitter was convicted of possessing child pornography, but actual child abuse allegations against him were dismissed because his accuser had sold her story in a newspaper. Glitter seems to be a prime example of the predatory pedophile, continually unrepentant, even after going 27 months of imprisonment in Vietnam for offences against two girls he claimed he was teaching English, after already being permanently barred from Cambodia in 2002 for sex allegations. This case had led for actions to remove passports from sex offenders. * February 11, 2011 – Laval police handled one of the biggest cyber pedophile cases. Sandro Tasillo, 26, is linked to internet sex crimes involving 30 young girls. Police say Tasillo would roam for underage victims on Facebook. He would offer girls money to take off their clothes in front of a webcam. But the money was never delivered, and the photos of the girls were often sold to other pedophiles. Tasillo was formally charged at the Laval courthouse. He faces a total of 40 sex charges. Police believe the 30 victims who have come forward are just the tip of the iceberg. Police are asking other potential victims to contact them as soon as possible. The investigation is still ongoing. V. TREATMENT AND PREVENTION OF PEDOPHILIA Treatment for pedophilia emerged as a means to prevent child molestation or as a way to reduce sexual deterioration. That is, pedophilia is treated either when a person wants to remedy his pedophile tendencies, or when a person has committed a sexual offense against a child and his pedophilic interests addressed to reduce sexual deterioration. This combines preference-based treatment with programs designed to manage other criminogenic needs. Treatment would change factors known to be related to sex offending. Improvement of these factors would correlate highly and negatively with recidivism. Progress in treatment technology would be reflected in greater reductions in sexual deterioration over time. Treatment outcome studies using random assignment would show greater effect, and better-implemented programs would be more successful. In the earliest stages of behavior modification therapy, pedophiles may be narrowly viewed as being attracted to inappropriate persons. Such aversive stimuli as electric shocks have been administered to persons undergoing therapy for pedophilia. This approach has not been very successful. Another common form of treatment for pedophilia is psychotherapy, often of many years’ duration. It does not have a high rate of success in inducing pedophiles to change their behavior. Pedophilia may also be treated with medications. The three classes of medications most often used to treat pedophilia are: female hormones, particularly medroxyprogesterone acetate, or MPA; luteinizing hormone-releasing hormone (LHRH) agonists, which include such drugs as triptorelin, leuprolide acetate, and goserelin acetate; and anti-androgens, which block the uptake and metabolism of testosterone as well as reducing blood levels of this hormone. Most clinical studies of these drugs have been done in Germany, where the legal system has allowed their use in treating repeat sexual offenders since the 1970s. The anti-androgens in particular have been shown to be effective in reducing the rate of recidivism. Making the molester impotent is sometimes offered as a treatment to pedophiles who are repeat offenders or who have pleaded guilty to violent rape. Increasingly, pedophiles are being prosecuted under criminal statutes and being sentenced to prison terms. Imprisonment removes them from society for a period of time but does not usually remove their pedophilic tendencies. Many countries have begun to publish the names of persons being released from prison after serving time for pedophilia. Legal challenges to this practice are pending in various authorities. Some recommendations for the treatment of pedophilia are the following: 1. Risk assessment using a well-supported measure 2. Education of the client, his spouse or partner, family members and close friends 3. Behavioral treatments targeting pedophilic sexual arousal 4. Monitoring of pedophilic clients in terms of access to child pornography, unsupervised contacts with children, and potential disinhibitors such as alcohol or drug use 5. Drug treatments targeting sex drive for higher-risk individuals 6. Cognitive-behavioral and behavioral treatments targeting general risk factors for criminal behavior such as antisocial attitudes and beliefs, association with antisocial peers, and substance abuse Prevention The main method for preventing pedophilia is avoiding situations that may promote pedophilic acts. Children should never be allowed to engage in one-on-one situations with any adult other than their parents or trustworthy family members. Having another youth or adult as an observer provides some security for those who are concerned. Conferences and other activities can be conducted to provide privacy while still within sight of others. Children should be taught to yell or run if they are faced with an uncomfortable situation. They should also be taught that it is acceptable to scream or call for help in such situations. Another basis of preventing pedophilia is education. Children must be taught to avoid situations that make them defenseless to pedophiles. Adults who work with youth must be taught to avoid situations that may promote pedophilia. Many states have adopted legislation that requires background investigations of any adult who works with children. These persons may be paid, such as teachers, or they may be volunteers in a youth-serving organization. VI. CONCLUSION It is very evident that pedophilia is a serious problem of many countries. The alarming rate of pedophile cases must serve as an eye opener to our government, for them to take a serious look and enforce laws that give legal punishment to those who are proven guilty of this crime. Our justice system must be on its track to convict the culprit. Everyone should be responsible in handling this horrible crime. Laws against child abuse and neglect should be strengthened and each one of us should be informed about the terrible effects that this crime would cause. But, let us not only put the pressure to the government in solving this problem. We, in our own families, should be the first to take extra care to our own selves. Our family should be strong and open communication should be observed for the better. Help each other to protect our youth, because; as the saying goes, â€Å"The youth is the hope of our Fatherland.† B I B L I O G R A P H Y American Psychiatric Association. â€Å"Profile of a Pedophile†. Diagnostic and Statistical Manual of Mental Disorders. Arlington, USA: American Psychiatric Publishing, Inc., 2006. Clark, Robin. et al. The Encyclopedia of Child Abuse. New York: Infobase Publishing, 1998. Flisk, Dr. Reverend Louden-Hans. â€Å"Sexual Abuse†. Father, Deliver Us from Evil. USA: By the Author, 2004. Gabbard, Glen. â€Å"Summary and Recommendations on Psychological Treatments†. Gabbard’s Treatments of Psychiatric Disorders. USA: American Psychiatric Publishing, Inc., 2007. Greenberg, Jerrold. et al. â€Å"The Pedophiliac†. Exploring the Dimensions of Human Sexuality. Canada: Jones and Bartlett Publishers, 2011. Laws, D. Richard and O’Donohue, William. â€Å"Pedophilia: Treatment†. Sexual Deviance: Theory, Assessment, and Treatment. USA: The Guilford Press, 2008. Murray, David. â€Å"The Homosexualization of Pedophilia†. Homophobias: Lust and Loathing across Time and Space. USA: Duke University Press, 2009. Primoratz, Igor. â€Å"What’s wrong with Pedophilia?†. Ethics and Sex. London: Routledge, 1999. Soble, Alan. â€Å"Pedophilia†. Sex from Plato to Paglia: A Philosophical Encyclopedia. USA: Greenwood Press, 2006. Vito, Gennaro. et al. â€Å"The Criminal Justice Response†. Criminology: Theory, Research and Policy. Canada: Jones and Bartlett Publishers, Inc., 2007. Internet Sources en.wikipedia.org www.medicinenet.com www.minddisorders.com

Proportionally Resize an Image (TBitmap)

Proportionally Resize an Image (TBitmap) In graphics programming a thumbnail is a reduced-size version of a picture. Heres an idea for your next application: create a form picker to let users easily select and navigate through open forms by displaying thumbnails of them all in a dialog window. Interesting idea? Sounds like the Quick Tabs feature of the IE 7 browser :) Before actually creating such a neat feature for your next Delphi application, you need to know how to grab the image of the form (form-screen shot) and how to proportionally resize it to the desired thumbnail image. Proportional Picture Resizing: Creating Thumbnail Graphics Below you will find a block of code to take the image of a form (Form1) by using the GetFormImage method. The resulting TBitmap is then resized to fit the maximum thumbnail width (200 pixels) and/or height (150 pixels).Resizing maintains the aspect ratio of the image. The resulting image is then displayed in a TImage control, named Image1. const   Ã‚  maxWidth 200;   Ã‚  maxHeight 150; var   Ã‚  thumbnail : TBitmap;   Ã‚  thumbRect : TRect; begin   Ã‚  thumbnail : Form1.GetFormImage;   Ã‚  try   Ã‚  Ã‚  Ã‚  thumbRect.Left : 0;   Ã‚  Ã‚  Ã‚  thumbRect.Top : 0;   Ã‚  Ã‚  Ã‚  //proportional resize   Ã‚  Ã‚  Ã‚  if thumbnail.Width thumbnail.Height then   Ã‚  Ã‚  Ã‚  begin   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  thumbRect.Right : maxWidth;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  thumbRect.Bottom : (maxWidth * thumbnail.Height) div thumbnail.Width;   Ã‚  Ã‚  Ã‚  end   Ã‚  Ã‚  Ã‚  else   Ã‚  Ã‚  Ã‚  begin   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  thumbRect.Bottom : maxHeight;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  thumbRect.Right : (maxHeight * thumbnail.Width) div thumbnail.Height;   Ã‚  Ã‚  Ã‚  end;   Ã‚  Ã‚  Ã‚  thumbnail.Canvas.StretchDraw(thumbRect, thumbnail) ; //resize image   Ã‚  Ã‚  Ã‚  thumbnail.Width : thumbRect.Right;   Ã‚  Ã‚  Ã‚  thumbnail.Height : thumbRect.Bottom;   Ã‚  Ã‚  Ã‚  //display in a TImage control   Ã‚  Ã‚  Ã‚  Image1.Picture.Assign(thumbnail) ;   Ã‚  finally   Ã‚  Ã‚  Ã‚  thumbnail.Free;   Ã‚  end; end; Note: The GetFormImage only copies the form client area - if you need to take the entire screen shot of a form (including its border) youll need a different approach ...more about it next time.

Ultimate Study Guide SAT World History Subject Test

Ultimate Study Guide SAT World History Subject Test SAT / ACT Prep Online Guides and Tips Subject Tests are required or recommended at the most competitive colleges because they provide a standardized measurement of your expertise in academic areas that interest you. If you're a history buff applying to very selective colleges, you might be considering the SAT Subject Test World History (aka the SAT 2 World History) as one of your options. This guide will help you figure out when to take the test, how the questions are formatted, and how you can study effectively. Should You Take the World History SAT Subject Test? When? Before you start studying, it’s important to know: Should you be taking this test right now? Or ever? Is the test even offered at the time when you plan to take it? You only need to take SAT subject tests if you’re applying to colleges that require or strongly recommend that you submit SAT II scores. In these cases, it's best totake one science or math subject test and one humanities subject test.Make sure World History is your best option for a humanities subject test before you commit to it.If there’s another humanities subject test that interests you more (or that you think you’d do better on), you should take that one instead! Also, be warned that the World History SAT Subject Test is only offered in August, December, and June, not on every regular SAT test date like some more popular subject tests. If you already knew all that and are definitely set on taking the test, you also have to think about which year you should take it.It’s best to take subject tests when you’ve just finished a year-long course in the corresponding subject.You may not need to study much at all if you’ve already spent time preparing for the final in your class. The College Board’s recommended preparation for the World History Subject Test includes: One-year comprehensive course in world history at the college-preparatory level Independent reading or study of historical topics covered on the test Review of world history textbooks Make sure you take this exam when you’re in the best position to score well! In the next few sections, I'lltalk more about the specifics of what you can expect to see on the test. This test is gonna be a SLAM DUNK if you take it right after a year-long world history class. What’s the Format of the SAT World History Subject Test? The World History Subject Test contains 95 multiple-choice questions which you will answer over the course of an hour. Like other subject tests, it is scored on a scale from 200-800.Unfortunately, there is still a quarter-point penalty for incorrect answers on the World History Subject Test, but you won’t get any points taken off for leaving questions blank. Each correct answer earns you one point. The College Board’s â€Å"Anticipated Skills† for SAT World History include: Familiarity with terminology, cause-and-effect relationships, geography, and other data necessary for understanding major historical developments A grasp of concepts essential to historical analysis An ability to use historical knowledge in interpreting data in maps, graphs, charts, or cartoons Individual questions are presented in several different formats, which I'll detail for you in the next section. What Types of Questions Are on the Test? I’ve divided the questions on this subject test into three main types.I’ll tell you what each entails and go through sample answer explanations. Type 1: Identification These are the standard questions you’ll see on the World History Subject Test.Basically, you must identify a statement that most accurately describes a certain ideology or event in history.In this case, you just need to know the main tenets of Social Darwinism. Social Darwinism was an ideology that modeled itself after the idea of natural selection, taking a favorable view of competition in society.Since we know Social Darwinism emphasizes competition, we can eliminate Choice B and Choice D.Choice E can also be eliminated because Social Darwinism was a highly secular ideology. Now we’re left with just A and C.A should be eliminated.Although it’s close to being correct, it’s not as harsh as Social Darwinism and doesn’t mention the concepts involved in natural selection.It’s too nice, to put it bluntly. Choice C is the correct answer here! Type 2: Image-Based These types of questions can refer to maps, symbols, or cultural markers and will ask you to interpret them based on your knowledge of world history (and, in this case, geography). From the question, we know we are looking for the dots that represent the easternmost and westernmost borders of the Islamic world in the 8th century. Muhammad died in the 7th century, after which the Islamic state continued to expand under the early Caliphs and the Umayyad Caliphate.At this point, the empire stretched all the way from western Asia to present-day Morocco in NorthAfrica.This means that the easternmost limit would be dot 1, and the westernmost limit would be dot 9. In this case, it's critical to know that the eastern boundary of the empire was in present-day Russia. If you could determine that dot 1 was the correct choice for the easternmost point, you were able to eliminate choices C through E right away. Then, you were left to decide whether 7 or 9 was the correct answer for the western border of the empire. Knowing that this was a time when the Islamic empire was expanding dramatically, dot 9 appears to be the most logical choice. You can see that even without EXACT knowledge of where the empire began and ended at this time, it's possible to make guided inferences to get to the correct answer.Choice B is the answer we want! Type 3: Cause and Effect These questions will ask why or how developments in history came about, so you'll need to possess a strong understanding of the progression of events in different geographical regions.This question asks why a certain ideology was developed. What were Christians pushing back against with the â€Å"monastic ideal†? To choose the correct answer, you have to understand the situation of Christians at the time.Most lived in the eastern Mediterranean region around Egypt in the late 3rd and early 4th century. You might remember that some of the first Christians were persecuted, so you’d be tempted to choose A or E.However, at the time when the â€Å"monastic ideal† became popular, Christianity had already been legalized under Emperor Constantine in the early 4th century. The monastic idealwas a direct rejection of riches and earthly pleasures for a Christian life of solitude and prayer. Of the remaining choices, Choice D fits the cause and effect relationship best.It’s the answer that’s most strongly connected to the main tenets of the monastic ideal and what it attempted to counteract. What Does the SAT World History Subject Test Cover? Here’s a breakdown of the topics you’ll see on the test by era and geographical region: Chronological Material Approximate Percentage of Test Prehistory and civilizations before 500 CE 25% 500 to 1500 CE 20% 1500 to 1900 CE 25% Post-1900 CE 20% Cross-chronological 10% Geographical Material Approximate Percentage of Test Global or comparative 25% Europe 25% Africa 10% Southwest Asia 10% South and Southeast Asia 10% East Asia 10% The Americas (excluding the US) 10% As you can see, questions are pretty evenly distributed amongthe different eras of world history.Europe is the most prevalent geographical region on the test, but global or comparative questions that span different regions are also common. SAT World History Subject Test Prep Materials There are a variety of tools you can use to prepare for the test.These include review books, online quizzes, and printable full practice tests.Here are a few examples of different prep materials that may be helpful to you: Review Books If you're looking for a resource that will walk you through the entire study process from planning to studying to practice testing, a review book might be the best option for you. These books provide sample practice questions and content summaries that cover only the most relevant information. Referring to a review book is easier than studying a whole year's worth of notes. Review books are particularly helpful if you're not coming to the test fresh out of a world history class. They're a great way of refreshing your memory without overwhelming you with information. Here are some options: Official Study Guide for All SAT Subject Tests (if you’re taking other subject tests as well this might be nice to have) Official Study Guide for US History and World History Barron’s SAT Subject Test World History Cracking the World History Subject Test Kaplan SAT Subject Test World History College Board There are also free resources for practice questions on the College Board site. You'll find a few sample questions in the overall guide to every subject test as well as a setof automatically scored online practice questions: A few sample questions for World History (go to page 11) and answer explanations Online practice questions (automatic scoring) Other Unofficial Practice Tests Here are some additional unofficial online resources you might use to study individual topics in world history or take extra practice tests. Just keep in mind that these questions aren't always accurate reflections of what you'll see on the real exam. Maintain a balance between official and unofficial practice questions in your studying so that you don't run into any surprises on the test. Varsity Tutors Practice Tests These short quizzes cover all topics in SAT World History.They also show the difficulty level next to each quiz so you can tell whether you’re up to speed with the toughest questions. CrackSAT Practice Tests This site has two full-length practice tests with questions that accurately reflect the real test content.It also has a bunch of shorter quizzes on each historical era. Albert IO Quizzes Albert IOhas mini-quizzes for all the time periods and global regions up to 1945. Individual questions are categorized by difficulty level, although you do need to pay for a subscription to access most practice questions. 4Tests Practice Exam This is a quick 34-question diagnostic test that you can use to get a better sense of your overall readiness for the exam. Study Tips for the SAT Subject TestWorld History Here are a few tips that you should keep in mind as your review the material. Studying strategically will have a strong positive impact on your scores. Tip 1: Think on a Large Thematic Scale You don’t have to memorize everything that’s happened in human history to do well on this test.It’s about ideologies, empires, and major conflicts throughout history.If you understand the overall chronology, the major political players, and the different cultural viewpoints, you’ll get most of the questions right. During any given century, you should have a basic idea of what was going on in each geographical region.Ask yourself these questions: Who was in control? What was the ruling political ideology or religious philosophy? Which other important ideologies or political factions existed on the fringes? What major developments in the arts and sciences were facilitated? Then, you should be able to say why and how control shifted to other world powers in the next century or eraand ask yourself the same questions! Tip 2: Time Yourself on Practice Questions As I mentioned, this is a fast-paced test.You should prepare yourself to move quickly (no more than 30 seconds per question).The best way to do this is to take timed practice tests, or at least do sets of questions where you time yourself as you go through them.Get used to what 30 seconds per question feels like so you don’t run out of time when you have to take the real test! Tip 3: Map It Out If you find that diagrams and other visual aids help your studying, it might be helpful to bring a world map into the mix.If you can see the territory governed by various empires at certain times and how it was transformed, you might have an easier time remembering the information on the test.A global map is a good way to view change and cause-and-effect in history concretely on a large scale.If you’re feeling ambitious, you could label world maps for each historical era with the major states and empires that were active and how much territory they covered.This way you can see how things have evolved from the beginning of human history to the present day. Or, you can take things one step further and carve a realistic silhouette of the continents out of a slice of an old stump. Worth it. Test Taking Tips for the World History Subject Test Finally, here are some tips that will come in handy on test day! Even if you feel confident about your knowledge of the material, you can always improve your overall approach. Tip 1: Don’t Get Distracted by Extra Info Sometimes the questions on the test will give you the name of a historical figure or specific place that’s not necessary to know to answer the question correctly.For instance, in the multiple-choice example dealing with Social Darwinism, the question mentions Herbert Spencer. It’s great if you knew who Herbert Spencer was, but if you didn’t, it really wouldn’t matter as long as you were familiar with Social Darwinism overall.These extra details can be distracting because they make it seem like the question is asking for something more specific than it is.Most of these questions are pretty broad when you get down to what they’re asking at their core, so don’t panic if you see an unfamiliar name. Tip 2: Avoid Guessing Guessing on Subject Tests is (mostly) a no-no because the incorrect answer penalty still exists.Don’t take a guess unless you can narrow down your choices to four or fewer possible answers.The risks outweigh the benefits otherwise.If you don’t get to a question or are just completely stumped, leave it blank. Tip 3: Skip Hard Questions This is a fast paced test. Ninety-five questions in 60 minutes means a little more than 30 seconds per question.You absolutely cannot afford to waste any time.If you find yourself lingering on a question for more than 30 seconds without coming up with any answers, skip it and move onto the next one.Don’t risk missing out on points you might earn later in the section by dwelling on tough questions that you’re unlikely to answer correctly.If you do end up getting through the whole test before time is called, you can always go back and work on these questions. Don't commit self-sabotage by obsessing over the most difficult questions! Conclusion The World History SAT Subject Test will ask you to demonstrate a general knowledge of the progression of events throughout human history. It's best to take the test right after you finish a year-long class in world history so that you're already familiar with most of the information. The study tips I recommend employing for this test include: #1: Think on a Thematic Scale #2: Take Timed Practice Tests #3: Map Out History Some test-taking tips you should remember on exam day are: #1: Don't Get Distracted By Extra Information #2: Avoid Guessing #3: Skip Hard Questions (at First) You can use the review books and online resources listed in this guide to hone your skills and refresh your memory on content. If you've been primed by a course in world history, you shouldn't have a problem mastering this information and earning a high score. What's Next? Will you be taking both AP tests and SAT Subject Tests? Read this article to find out which type of test is more important and how they differ from one another. Are you applying to Ivy League or other highly competitive colleges? This article details the average subject tests scores for admitted students at these schools so you can set smart goals! If you think you'd be more interested in a Subject Test that covers a shorter period of history, head over to my ultimate study guide for the US History Subject Test. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Macro Economics-- Redbox Price Hike Could Dodge Netflix Outrage Essay

Macro Economics-- Redbox Price Hike Could Dodge Netflix Outrage - Essay Example Because the price has increased, it is reasonable to expect that the quantity demanded will decrease. This is because the market demand will adjust to the increased prices by not purchasing the same amount of DVDs as before. However, if demand is high enough, then quantity will remain relatively the same. This is because a competitor, Netflix, raised its prices by even more—60%. Even though consumers may not like the price hike, they may have no other option but to continue using Redbox’s services. I think that Redbox is doing the right thing by raising their prices because they need to make a profit. Because operating costs have risen, it is only natural to pass on that increase to customers. Redbox needs to be aware that its customer base may fall due to this announcement. If so, Redbox needs to decrease its prices marginally so that market equilibrium can be

Theoretical explanation of Environmental Biology Essay

Theoretical explanation of Environmental Biology - Essay Example We should also plant more trees each time we cut one for an essential usage. Biodiversity should be extremely high in our surrounding. When done with books of a lower level, we should donate them to libraries so as to avoid over exploitation of more trees being brought down for paper. Animals and plants, humans included, all rely on each other and the environment for survival. Some even share vital resources and when some of these resources become scarce, some end up migrating, changing feeding habits, dropping in population and even becoming extinct. There are predator-prey relationships, parasitism, mutualism and commensalism. A predator-prey relationship is whereby the predator relies on the prey as food while the prey relies on other preys like birds as an alert system in case of danger. In parasitism, a certain organism relies on another by living in or on it and feeding on it. The host is harmed while the parasite benefits. Mutualism is where everyone benefits through unintentional exploitation of each other. In commensalism, one organism benefits from another without affecting the other. Therefore, we should always use the gifts of the environment sparingly to avoid unnecessary ecological succession. Overconsumption of the earth’s resources has cont ributed to extreme ecological growth and consequent exhaustion of resources, environmental damage as well as declined ecological wellbeing.... s with all ranges of benefits such as vital goods such as timber and medicinal products, and essential services such as carbon cycling, clean water and pollination. Our daily bread, fish, meat, flowers, books and building timber materials are all gifts of nature. I think building from stone bricks and not timber will be a big step in saving our environment. We should also plant more trees each time we cut one for an essential usage. Biodiversity should be extremely high in our surrounding. When done with books of a lower level, we should donate them to libraries so as to avoid over exploitation of more trees being brought down for paper. Animals and plants, humans included, all rely on each other and the environment for survival. Some even share vital resources and when some of these resources become scarce, some end up migrating, changing feeding habits, dropping in population and even becoming extinct. There are predator-prey relationships, parasitism, mutualism and commensalism. A predator-prey relationship is whereby the predator relies on the prey as food while the prey relies on other preys like birds as an alert system in case of danger. In parasitism, a certain organism relies on another by living in or on it and feeding on it. The host is harmed while the parasite benefits. Mutualism is where everyone benefits through unintentional exploitation of each other. In commensalism, one organism benefits from another without affecting the other. Therefore, we should always use the gifts of the environment sparingly to avoid unnecessary ecological succession. Overconsumption of the earth’s resources has contributed to extreme ecological growth and consequent exhaustion of resources, environmental damage as well as declined ecological wellbeing. Ecological footprint,