What makes people attractive to others Research Paper

What makes people attractive to others - Research Paper Example The two most exciting life incidences about life in college for young men is the possibility of development of a relationship away from relatives; either just friendship or romantic. The paper posits that college men become attracted to others when they identify an admirable quality in them. The paper outlines these qualities and their effects in attractiveness. The secret identified in the discussion as overlaying attraction is self love. Attractive people judge neither themselves nor other people. They are open to all love gestures directed to them. This makes their character to be viewed in a positive light. They express their love in every way and think about it most of the time. With such an attitude no ill thoughts about others can clog their mind. According to Harper, college men should understand that human interactions are vital in acquiring a sense of well-being, happiness and self esteem (402). The paper also stresses on the emotional as well as physical well-being because , at their age, the community expects college men to be energetic both physically and emotionally. This implies that one may be physically healthy but emotionally challenged leading to overall adverse effects on their interactions. It will also be difficult for a young man to sustain a meaningful relationship if they lack emotional stability. DISCUSSION The education status of college men demands that much of their thinking capacity be preoccupied by academic issues; not life shocks and stresses. This is an indication that if one does not uphold proper interactive tendencies towards people, his academic performance will certainly be affected negatively. When they discover that people do not like them, emotions run the gamut from defensive indignation to a feeling of deep pain and enormous sadness. One should focus on improving both his physical and emotional character while streamlining self attitude towards other people. However, young college men may look physically tattered, frai l and unattractive if they do not embrace a healthy lifestyle. Healthy people engage in some form of daily exercise alongside healthy diets to support the physical stability of their energetic bodies. One should indulge in this because they respect themselves and not aiming to impress others. The strategy can entail the involvement of a group activity. This promotes positive interactions with the group members. Attractive people maintain their emotional wellbeing through allowing themselves time to focus. This detaches them from adrenaline negative impacts such as distractions and clutters (Davenport point 32). There are many virtues that one needs to acquire to ensure they are attractive to other people especially the college mates and the teaching staff. It is eminent for one to develop his personal operating system (Davenport point 1). This can be accomplished through curving out and defining their philosophy, values, interests and reality than blindly embracing that of their pee rs and the community at large. When people understand your likes and dislikes, the interactive attitude they portray upon you will be related to the stipulated principles. Expressing one’s personality indicates that one accepts who they are. Therefore, people interact with the real self and not a fake personality. Accepting who we are requires personal sacrifice as one lets go of the need for validation (Davenport point 2). Attractive people speak constructively and attach sense in whatever they discuss. Although the current trends among the peers associate naughty-boy image with attractiveness towards young ladies, this notion is short-lived and causes harm to self-worth

International Relations paper Essay Example | Topics and Well Written Essays - 2000 words

International Relations paper - Essay Example The geopolitics is significant in modern international affairs, as it keeps the countries engaged in forming and maintaining strategic relationships with each other and makes even a single country dominate the whole world on the basis of power. The geopolitical influence that is exercised by the United States across different regions of the world remains unchallenged by any country in the world. Being the most powerful and hegemonic country in the world, it has its say in the political and economic landscape of almost every country. Understandably, United States has not achieved this dominance coincidently; rather this happens to be a fruit of continued endeavours of the country to expand its economic, political and military power across the globe. This paper evaluates and elaborates the extent of US geopolitical influence and strategic dominance over the geographically significant regions such as the Middle East, Central Asia and Southeast Asia. The geopolitical objectives of the United States mainly encompass its conventional policies to conserve a significant share of world oil, to ensure a secure supply of energy resources, to dominate its existing and potential competitors, and most importantly to protect the existence of the state of Israel from any regional threats. Most of the US influence across the world signifies the same interests. Whether it is the critical state of regional stability in the Middle East, the pipeline politics in Central Asian Caucasus region, or its strategic influence in the Southeast Asia, the United States tends to play a significant role in shaping the regional and political landscape across the world. As Bromley (2005, p226) clearly illuminates that, "the routeing of pipelines, the policing of shipping lanes and the management of regional influences all depend heavily on US geopolitical commitments." Re-mapping of the Middle East The geopolitical influence in the Middle East allows United States not only to control regional politics, but also renders the oil dependent Western World as subordinate to US imperial objectives. In the wake of the 9/11 attacks, the re-mapping of Middle East has remained as one of the very important strategic objectives of the United States Perthes (2004, p85) assets that, "the U.S. administration has embraced the cause of bringing a "new order" to what it calls the Greater Middle East". The post attack invasion of Iraq and the subsequent plans to curtail Iran's nuclear expansion, happen to be a part of this goal. All the US strategies employed in the Middle East's expansion as well as democratisation rests on the objective of fostering a secure region for the state of Israel. Curtailing any threats posed to the existence of Israel by any country in the Middle East and preserving US dominance happen to be on the top of the American strategic targets in the region (Cantori, p102, 200 5) Zanoyan (2003, p108) illuminates that the pre-eminent strategic objective of US presence in Iraq happens to be of the transformation of its regime into a government that is friendly to US plans in the region. In this way, US envisages not only to curtail the roots of terrorism but also to protect Israel from any potential radical Islamic threat. A regime change in Iraq also supports the US objective of strengthening Israel while culminating the ascending Palestinian

What Impact did the Conquest have on Aztec Society?

What Impact did the Conquest have on Aztec Society? The discovery of the New World by Christopher Columbus in 1492 was the catalyst for change that had been long awaited in European society. After hundreds of years of living in Asias shadow, the sun was finally rising over Europe and their newly conquered land. But we mustnt forget that the New World was not necessarily new to the indigenous peoples of the Americas. By the time Hernà ¡n Cortà ©s arrived in Mexico, the Aztecs had already established a society that had been successfully functioning for many years, complete with a teeming capital that rivaled European cities. However, the Spanish were able to decapitate their society and permanently change it. Simultaneously, they were able change the way society functioned in their homeland in Europe. But how did the Spanish accomplish the conquest of the Aztec Empire and what happened after they did? The discovery and conquest of the Aztec empire, while beneficial to European society in both the New and Old World, leaves Aztec societ y decapitated and virtually unrecognizable The fall of the Aztec empire to Hernà ¡n Cortà ©s and his army was the necessary first step in controlling this area of the Americas. Hernà ¡n Cortà ©s, a Spaniard on an unsanctioned expedition landed on the coast of Mexico in early1519, was searching for the rumored gold and great cities of Mexico.  [1]  He arrived in the city of Tenochtitlan, the capital of the Aztec Empire, later that year.  [2]  At this time in the early 16th century, Tenochtitlan was one of the largest cities in the world, boasting a population of over 200,000 people.  [3]  According to records, the Spanish were dazzled by the city and had never seen anything like it before.  [4]  The Aztec empire as a whole, run by an emperor named Montezuma, had authority over 5 million people in the area that is now known as Mexico.  [5]  Cortà ©s first attempt to conquer the Aztecs failed miserably and he was quickly forced to retreat. However, he returned in 1521with indigenous allies from surroundi ng areas and was able to decapitate their society. He did this by exploiting cultural and political weaknesses of the empire. First of all, the Aztecs were not accustomed to traditional European warfare. Their fighting had always been ceremonial, not for bloodshed. The Europeans were merciless in their efforts to conquer the empire. Secondly, Cortà ©s disrupts the political structure of the empire very quickly by defeating Montezuma. The Aztecs were highly dependent upon their hierarchal structure, and without an emperor, they were unable to effectively organize resistance.  [6]  They were left in a state of chaos and were finally forced to surrender to the conquistadors after 3 months of warfare.  [7]  For the Aztecs, this surrender to the Spanish meant the permanent loss of their political and cultural society. The Spanish did not just deal a mortal blow to the political structure and culture of Tenochtitlan; they also wiped thousands of its residents off the face of the planet. This, however, was not intentional. The Aztecs had never been exposed to European diseases such as influenza and smallpox, and therefore were extremely susceptible to these illnesses. Smallpox was particularly contagious and deadly. Using the Spaniards as a vessel, it killed over 80 percent, which was approximately 11 million people, of the original population of Tenochtitlan.  [8]  It is difficult to fathom how the Aztecs felt as they watched millions of people die around them in an inexplicable manner. The psychological effect was inevitably devastating.  [9]  This demographic collapse further weakened the empire and left it more susceptible to European control and exploitation. If the destruction of the political structure had not been enough to conquer the Aztec Empire, such an overwhelming loss of the o riginal population did. The fall of the Aztec empire, while a devastation to its indigenous people, was a significant achievement for Hernà ¡n Cortà ©s and his army of conquistadors. After bringing Tenochtitlan to the ground, the Europeans assumed the responsibility of power in the area, which meant they needed to construct a new legal framework. Spains new viceroyalty was appropriately named New Spain and its capital was called Mexico City.  [10]  The Spanish crown appointed Hernà ¡n Cortà ©s governor and established a system much like feudalism that had been seen in earlier European society. In the encomienda system, conquistadors were given land and labor, and in return they had to house the indigenous people and provide them with a Christian education.  [11]  This system did not work as effectively as originally planned. Since the Spanish crown was across the ocean, it was not able to enforce the system. In many cases, the Spanish treated the Aztecs as slaves. In hopes of expanding European society into the area, the indigenous people ultimately lost their religion, their culture, their freedom, and their dignity under this system. Promoting religion in the New World was not only a way for Europeans to legitimize their conquests, but it was a way for them to spread their ideas and exert control in the New World.  [12]  Former religious institutions of the Aztec Empire were considered blasphemy to the Spanish Christians, and by 1521 the Spanish had destroyed 600 temples and 20,000 idols. Outnumbered, the indigenous peoples adopted Christianity without much hesitation.  [13]  The Spanish did make efforts to incorporate Aztecan aspects into the new religious society. They allowed indigenous peoples to be a part of the administrative structure of the church. They also replaced traditional church costumes with Spanish garments.  [14]  Just like in Europe, Christianity became an integral part of society in New Spain. Back in the old world, people heard stories of the magnificent conquest of Mexico and developed a desire to go to the New World. This was a good thing, especially following the depletion of 80% of the original population of Tenochtitlan (lecture).  [15]  This introduction of people from the old world created a society of new ethnic diversity. There were the two original groups of people: the Spanish and the indigenous Aztecs. From the earliest interactions between these groups, Spanish males and Aztecan women bred and created a new breed of people called the mestizo (Darwin 64). The Spanish eventually introduced African slaves into society as a source of labor, and they bred with the Spanish and the Aztecs to and developed the mulatto community (Darwin 64).  [16]  This interbreeding created a hierarchal society based upon race, with the Spanish whites, or criolles on top. The new creole society in New Spain was a direct consequence of the European conquest of Aztec society, f or it never would have transpired without them. The Spanish encountered a plethora of new resources in New Spain, but the one good they valued above all others was mineral wealth. The presence of gold and silver in the New World was one of the strongest factors that encouraged colonization (Darwin 63). The discovery of huge supplies of silver at Zacatecas in the Mexico area impacted the New World, the Old World, and beyond (Darwin 63).  [17]  Firstly, it allowed for the development of technologies. Silver has to be purified when it is mined, and the mercury required for purification came from Iberia and Croatia. The lighting in the silver mines is provided by candles made from the fat of cattle. Labor comes from the indigenous inhabitants. When the bullion is shipped over to Europe, it truly makes a huge impact on society. A radical increase in monetization is seen. (lecture)  [18]  . When Asians hear of this, they demand that they become a part of trade. It changed the way in which the Europeans interacted with the Asians . Prior to this, the Europeans tiptoed around the edges of the Asian continent and were seen as nothing but pests. (Darwin pg 59).  [19]  Silver becomes the first truly global commodity. The discovery of silver allows for European expansion into the east and the west, impacting the societies of Europe, Asia, and the Aztecs simultaneously. We mustnt forget how the conquest of the Aztec Empire influenced society across the Atlantic Ocean in the Old World. The discovery of the Americas as a whole challenged the worldviews of European society and exposed them to new natural history and geography. Maps played a major role in 16th century Europe. During this century we see the emergence of the Waldseemuller maps in 1507, which have become known as the birth certificate of America (exhibit).  [20]  Hernà ¡n Cortà ©s also creates a map, this one of his conquered city of Tetnochtitlan. He sends it to Europe and it becomes the first depiction Europeans see of their newly acquired land. And, according to scholar Barbara E. Mundy, the map assumed a symbolic function in supporting Cortà ©ss just conquest of the Amerindian empire. (article)  [21]  In addition to maps, books and art became popular ways of depicting the New World for those who lived thousands of miles away. Bernal Diaz del Castillo, an infantry man of Cort à ©s, wrote about his adventures in New Spain. He tells the story of myself and my comrades, all true conquerors, who served His Majesty in the discovery, conquest, pacification, and settlementà ¢Ã¢â€š ¬Ã‚ ¦of New Spain (exhibit).  [22]  This collection of anecdotes is a classic, even today. The maps, books, and paintings that came from the Old World painted a picture of the New World for European society, enriching their knowledge and enhancing their worldviews. In discussing the impact of the discovery and conquest of the Aztec empire on both American and European societies, one must understand that Hernà ¡n Cortà ©s and his conquistadors ultimately destroyed a once flourishing and dazzling Aztec Empire in hopes of expanding that of the Europeans. This was very clearly a win-lose situation that favored the Europeans. The once great Aztec society was quickly robbed of its culture, religion, and a large majority of its indigenous peoples, and was left with no hope of regaining it. Ultimately, there was no Aztec society left after 1521. It was merely a new European society founded upon the skeleton of the former empire. After the decapitation of the Aztecs, the conquistadors brought in their religion and new political structure and imposed it upon the few remaining indigenous peoples. Tecnotichlan became virtually unrecognizable, both by name and by the new creole society. Back in Europe, the continent was benefitting from the knowledge and goods brought back from the New World. As tragic as the situation may sound for the Aztecs, discoveries and conquests like this happened quite frequently during this time period. It should not be forgotten that Europeans, while an emerging dominant world power during this time period, did not necessarily get there by honest and diplomatic means.

The Role of Propoganda in the American Revolution :: Essays on American Revolution

The colonists during and before the Revolutionary War believed that they had many well-thought reasons to rebel against England. Some of the most popular reasons would have to be the concept of "Taxation without representation" and the famous Stamp Act. Many colonists were not so concerned with taxes so they sided with the reason of the British restricting their westward expansion. But those colonists who did not go along with those excuses for rebellion just plain hated the British for invading their homes. But a single question arises: "What put all of these strong feelings toward Britain into the minds of the colonists?" The answer is simple: Propaganda. Many of the colonists along the coast began to thing that the land they were living in was beginning to become a little too crowded. The majority of these colonists looked to the land west of the Appalachian Mountains, but there was one problem. In 1763 King George III created something known as "The Proclamation of 1763". The Proclamation of 1763 restricted the colonists in the English colonies from moving westward into the lands beyond the Appalachian Mountains. It also forced those who had already settled west of the Appalachians to go back to the eastern side. King George III made this law because he wished to keep peace with the Natives and keep the taxpayers paying taxes. He succeeded partially, but he also managed to confuse and upset a large amount of the colonists. Another problem that made the colonists angry was the Quartering Act. The Quartering Act stated that the colonists must house British soldiers and pay for their expenses. Nearly every colonists was affected by this, even if they did not house a soldier, because the British soldiers would attempt to find odd jobs in their off hours. Thus, the colonists would be in direct competition with the British soldiers for jobs when the colonists were already underpaid due to taxes, such as the Stamp Act. Taxes were a hard part of every day life in the colonies. Many of the taxes Britain placed on the colonies seemed to be very unreasonable to the colonists. One such example of the unreasonable taxes is the Stamp Act. The Stamp Act was put in place to help pay for some of the cost from the French and Indian War. Everything from newspapers to playing cards was taxed. This infuriated the colonists greatly, because the tax from the Stamp Act affected every one in the colonies in some way or another.

Perspectives in the Implementation of the Enhanced K-12 Basic Education Essay

I. INTRODUCTION The Philippines is the last country in Asia and one of the three nations that has a ten year pre-university education program before the implementation of the K-12 system. K-12 program indicates a good quality of education especially for the standard of our education system worldwide, qualification to work abroad and development of skills in employment. The problem in implementation of K-12 in the Philippines is the preparedness of the Filipino people to study with this procedure of quality education. For furthermore information let’s define first what is K-12. a. WHAT IS K-12 The K to 12 Program covers kindergarten and 12 years of basic education (six years of primary education, four years of junior high school, and two years of senior high school [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.[1] It means that there will be additional two levels in high school. It is believed that K-12 would place the Philippine education system at par with the international standard and contribute to the improvement of a better educated society that is capable of pursuing productive employment, entrepreneurship, or higher education studies. The adoption of the program is in response to the need to improve the competitiveness of our country’s graduates as the ten-year basic education cycle is seen as inadequate for work and higher education. In fact, overseas Filipino workers are not automatically recognized as professionals in other countries in the view that ten-year education program in insufficient. The Philippines is the only country in Asia and is one of only three countries in the world with a ten-year basic education cycle.[1] b. CONTENTS The K-12 basic education curriculum is said to be enhanced to become learner-centered, responsive and enriched. The education must be learner-centered, focusing on the optimum development of every Filipino student. Another thing is to be responsive in our local needs to enrich the integrative, inquiry-based, constructivist, and technology-enhancement of our society. Here’s the sequence of accompanying K-12 from kindergarten to new high school years 5-6. In kindergarten, they’re going to teach the fundamental learning that a child need. From grade 1 they are going to teach the core learning areas such as mother tongue until grade 3, starting grade 3 focusing on major subjects like science and learning about edukasyong pantahan at pangkabuhayan that will start at grade 4 up to 6. Grades 7- 8 (new high school year 1-2) will be focused on Core Learning Areas and Exploratory Technology & Livelihood Education, next is grade levels 9-10 (new high school year 3-4) which is focused also in Core Learning Areas plus elective Technology & Livelihood Education. Last is the additional two year levels the grade 11 and 12 which is focusing on major subjects like Math, Science, English, Contemporary issues and specializations. c. FEATURES (Learning Areas) i. The new Features of K-12 basic education curriculum are: * Vertical continuum and horizontal articulation of competencies * Mother Tongue as a learning are and medium of instruction * Spiral progression in Science and Math * MAPEH(Music, Arts, Physical Education and Health) begins in Grade 1 ii. LEARNING AREAS * Mother tongue – this is the native language of the students in the region. It is used as the medium of instruction in all subjects except Filipino and English, it is also taught as a separate subject from Grades One to Three. * English & Filipino – from Grade four onwards this is used to enhanced listening, speaking, reading, and writing. The ultimate goal is the communicative competence of Filipino to both oral and written in three languages. * Mathematics, Araling Panlipunan, MAPEH – From grade 1, these subjects are given to know the basic concepts and ideas, skills, and values necessary for artistic expression and cultural literacy. * Science, and Technology & Livelihood Education – From Grade 3 Science is now implied to develop scientific literacy among students that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts. For the Technology & Livelihood Education that will start at Grade 4 to involve students to develop knowledge, skills, values and attitude in Agriculture.[2] II. GENERAL BACKGROUND a. CONSTITUTIONAL BASIS (Article XIV , Section 1 and 2) The constitutional basis of the implementation of K-12 is found at Article XIV, Section 1 and 2. Section 1. The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all. Section 2. The State shall: (1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society; (2) Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural right of parents to rear their children, elementary education is compulsory for all children of school age; (3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged; (4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs; and (5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.[3] This article of the Philippine Constitution supports the endeavor of improving the quality of education in the Philippines. It also aims to uplift educational standard to produce competent Filipino students that can compete and be at par with other countries. b. Reasons for implementing K-12 Why add two more years? Adding two more years will decongest the basic education curriculum and will provide better quality education for all. K to 12 is not new, the proposal for it dates back to 1925. It will be minus 2 instead of plus 2 for those families who cannot afford a college education but still hoping to have their children find a good paying job. With this, parents spend for at least 4 years of college to have an employable child. In this form, parents will not consume for 2 years of basic education that will give them an employable child. In effect, we are saving parents 2 years of expenses. The plan is not â€Å"Plus 2 years before graduation† but â€Å"Minus 2 years before work†. What will society gain from K to 12? K to 12 will assist in accelerating the economic growth since it directs students to choose courses that response to the local needs of the society. A better educated society provides a sound foundation for long-term socio-economic development. III. ANALYSIS c. Positive aspects of K-12 i. Argument No.1 (Philippines will have a 12-year basic education program) In adding two more years in our educational system in the Philippines, I think there’s no problem because we need to upgrade the standard of our education just like the other country have. Because in Asia, only Philippines has a 10-year educational program and Philippines is one of the three countries in the world didn’t already have a 12-year educational system, which is the basis of some other countries abroad in ignoring Filipino to work for them or they don’t recognized the professionalism of the Filipino because of their educational background, for some countries 10-year educational program is insufficient. Some other thing in K-12 educational program, the procedure for further learning is much more productive because it applies Mother Tongue which is the language spoke by a person in his province or territory. ii. Argument No.2 (Includes MTBMLE or Mother Tongue Based Multilingual Education in the curriculum) This process will be the medium of instruction from kindergarten up to grade three. English and Filipino is the medium of instruction in grade four.[2] For grades 1 to 3 It’s easy to learn topics when the speaker is using the language from their province. Mother Tongue is used as the first point for literacy development of the student. d. Negative aspects of K-12 iii. Argument No.1 (Insufficient qualified teachers to teach in the K-12 program and availability of more classrooms) Lack of teachers and classrooms are the most common problems before the implementation of K-12 program, and then until now this problem I think will continuously on going because of K-12 program. There will be additional 2 years so it means number of classrooms in each school must increase. Number of teachers since then was not enough to fulfill the needs of our country in education. So where are we going to seek for teachers to teach In the K-12 program? The government must pay attention for this argument if they really want to implement K-12. iv. Argument No.2 (Unavailable materials such as textbooks and curriculum designed for K-12) Textbooks using Mother Tongue is one of the problems to be pursue by an action in implementing K-12. Government must produce textbooks that will act as the guide of the students to their studies. For example a Filipino Mathematics book or Bicolano Fundamental Mathematics book. Those are only example but that’s the truth in this argument, textbooks using Mother Tongue. IV. CONCLUSION I therefore concluded that lets give a chance in implementing K-12 basic education program in the Philippines, it’s not just going to add two more year levels to suffer more in our education but also it standardize our educational system worldwide, strengthen our academics subjects, enhance our literacy through multilingualism, and also work readiness using Senior High School(SHS). As far as I know several schools already produced teachers to teach in the K-12 program but they are few, we need thousands of teachers. Just give a chance then let’s see what will be the result of this program. We don’t know, if K-12 is the way for a better quality and accessible education here in the Philippines. Let’s be responsible in our local needs and especially in our education. V. REFERENCES [1] The K to 12 Education Program . (2012) . K-12 . Retrieved august 19, 2012 , from http://www.gov.ph/k-12/ [3] The 1987 Constitution of the Republic of the Philippines . (1987) . Article XIV , Section 1-2 . Retrieved September 4, 2012 , from http://www.gov.ph/the-philippine-constitutions/the-1987-constitution-of-the-r

Geography of Time Essay

The sixth chapter â€Å"Where is Life Faster† discusses differences between life tempos in different cultures trying to reveal in what culture life is the fastest. The author writes that it is very interesting for him to compare one culture to another because a lot of unknown facts contributing development of psychological studies will be identified. Authors’ comparison focuses on time and speed of life. Cultural tempo is argued to affect the quality of human life. Nevertheless, it may be tricky to compare different cultures because labeling individuals should have scientific or psychological basis. It is necessary to go beyond the boundaries in order to measure the tempo of life with accuracy and objectivity. The author finds it interesting to compare indicator of speed in working office in different countries. However, the research has failed as the author needed to find observable jobs and workers should be residents of particular country. Research at gas station has failed as well, because such businesses are not equivalent across countries. According to author’s research, the fastest countries are Japan and Western European countries. Western Europe has nine fastest countries and Japan is the only Asian countries with life tempo. The fist place in West Europe is given to Switzerland, whereas the second is given to Ireland. Ireland is characterized by the fastest walking speed, whereas Switzerland is characterized by the splendid findings. Surprisingly, New York hasn’t gained the highest scores as some workers in office move very slowly. In contrast, the slowest speed of life is observed in non-industrialized countries and it is the countries of Asia, Africa and Latin America. The slowest is claimed to be Brazil, Indonesia and Mexico. Daily life in these countries is very slow and Brazilians, for example, â€Å"not only expected the casual approach of life, but had abandoned any semblance to of fidelity to the clock†. (p. 136) In such a way the author shows that there are many ways to measure speed of life and the results shows that different cultures has their own life tempo. Further, the author compares Japan, the USA and Western Europe to identify which of the countries is La Dolce Vita. Much of European countries are characterized by opportunities to relax and in the pleasures of good life. Therefore, Levine suggests that La dolce Vita is easier for Europeans rather than for Asians and Africans. For example, Japanese work harder and have less time for relaxing. Europeans are claimed to live better than Americans. La Dolce Vita is welcomed in Italy as they try to balance hard work and leisure. It is necessary to underline that working week is longer in the USA than in most of European countries. However, Japan is characterized by the longest working week. For more than half a century the working week hasn’t been changed and it is argued that time for leisure is decreasing in the country and the nation has less time for themselves. In contrast, in Europe the tendency to work has been replaced by the tendency to relax. For example, without leisure workers in France are more irritating and nervous. Therefore, Western Europeans have more vacation time. For example, in France â€Å"workers by law receive at least five weeks and often six weeks of paid vacation†. (p. 143) When comparing countries examples of cultural differences are seen the most. However, speed of life varies across cities and regions of one country. It is true for the USA as well as the country is very large and each state has its own traditions and customs. The slightest geographical shifts are profound and for example, moving from Oklahoma to Texas is viewed as â€Å"entering France, say, out of Switzerland†. (p. 146) The author is willing to reveal whether there are differences between New York and other large cities. Research results demonstrate that Northeastern United States is viewed as fast-spaced, whereas Californians are more relaxed. Boston and New York are the fastest cities in the country, whereas Los-Angeles is claimed to be one of the slowest in the country. One of the biggest challenges was to measure accurately walking speed as in some regions it was hard to find any walkers at all.

Medical Examiner vs Coroner Essays

Medical Examiner vs Coroner Essays Medical Examiner vs Coroner Paper Medical Examiner vs Coroner Paper Next to the sheriff, the coroner or medical examiner is the oldest of the offices in the United States. Moreover, it is the oldest elective county office. The coroner or medical examiner is an ancient office of the common law. The principal function of medical examiner is to hold inquiry into the cause of an unexplained, sudden, or violent death, in certain cases with a jury. The importance of the coroner’s office has been considerably reduced from that of the fourteenth century, who had jurisdiction over a broad range of criminal cases and also over some civil proceedings. This paper is about the job of a present-day medical examiner also known as a coroner. Main Body The appointment, powers and duties of medical examiners vary to a large degree not only by country but by jurisdiction. In general, the medical examiner’s obligation is to make investigation of any sudden unexpected death, any death whose cause is not precisely determined and, surely, any death that may be abnormal. The medical examiner’s investigation is limited to determining the identity of the dead, in what way, at what time and in what place the death occurred, and the details required for entry in a register. In some states, however, the coroner has additional functions. For instance, in Georgia, the coroner has the powers and duties of a county sheriff. The coroner under certain circumstances (the sheriff is incompetent to act, the office of sheriff is made vacant by death or otherwise) may act as sheriff. In England and Wales, a present-day medical examiner must be either a person licensed to practise medicine or a lawyer of more than five years’ professional experience. Some medical examiners are qualified in two ways. In the United States, a present-day coroner is usually county-level officer that does not need necessarily to have any medical qualification. But in most states coroners are not necessarily medical examiners. Medical examiners are medical doctors who usually have practice in forensic pathology (An Overview of Medical Examiner/Coroner Systems in the United States 16). As indicated above, the medical examiner may investigate any death where there are uncertain matters about the circumstances or its cause. The deaths that should be reported to the medical examiner are as follows: The physician did not visit the patient during his last disease. The physician has not seen the patient during the specified amount of days directly prior to death. Physician has not seen the body after death. The death may have been caused by an industrial infection or violation of the person’s rights that caused him harm. Any sudden or not explained death. Any death in circumstances characterized by suspicion that something is wrong. Any death that an accident may have caused or in some way contributed to. Any indication that the death may be caused by neglect Any death that occurred in police custody Any death that occurred during an operation or anaesthetic. Medical examiner must acquire information about a person who is dead. Medical examiner obtains this information by conducting examinations, analysis of blood, analysis of DNA evidence, and analysis of documents associated with injury. The medical examiner determines the time and cause of death, and presents a formal death certificate and autopsy report. In case the death is concluded to be a murder, the information gathered by the medical examiner will serve as important evidence in the case. Nearly all deaths in the community are reported by the police, who are informed by the ambulance services when they are present at the scene of a sudden death. They also inform when crime is probable, a serious accident has taken place, or a body or remains, considered to be human, have been discovered. Any member of the community, who has suspicions about a death, may convey his feelings of anxiety to the medical examiner. Crime need not necessarily be suspected. It may also be a civil case, for instance a suspicion of medical negligence. The last is often reported by a relative or friend of the dead. When the accident has occurred, a medical examiner or representative of the medical examiner’s office picks up a deceased person from the site where he or she was discovered and brings the body back to the medical examiner’s office for examination (Hickman, M. J. et al. ). Much information is got through autopsies. When the medical examiner’s office orders an autopsy, it is usually performed by a pathologist. The pathologist’s report must be very detailed. A full account of the external appearances of the dead body must be presented. The information should include height, weight, and any distinctive features. After the autopsy is completed, the cause of death is determined. If the cause of death cannot be immediately made certain, or is unnatural, some delay is unavoidable, but attempts are made by medical examiner to keep this to a minimum. If, for instance, samples are directed for analysis in a case of possible drug overdose, the medical examiner will at most times open an inquest to take formal identification. In case medical examiner is sure that no further examination of the body is needed, he will issue an order for disposal (Rhine 1998). It is the duty of the medical examiner to hold an inquest when the conditions of time, place, etc. surrounding a death are of such a character as to make it seem likely to be a murder or other unlawful violet acts. In this case the medical examiner will refer the case to the court. The medical examiner enters on a list a jury, usually consisting of seven to eleven persons. When a medical examiner serves as a court officer, he or she presides over a court hearing that makes a decision regarding the cause of death and what should be done further. Conclusion As discussed in this paper, the medical examiner must investigate any death where there is uncertainty about the circumstances or its cause. For this purpose each medical examiner has an office, so that someone is always available to obtain required information. In addition, medical examiners employ the police as their investigative arm to gather evidence. Information presented by medical examiners is of great importance to any trial. References ‘An Overview of Medical Examiner/Coroner Systems in the United States-Development, Current Status, Issues, and Needs’, The National Academies: Forensic Science Needs Committee, Atlanta, GA. Available from: http://209. 85. 129. 132/search? q=cache:TDW1gjAjq7kJ:www7.nationalacademies. org/stl/June%2520Forensics%2520Hanzlick. pdf+Medical+Examiner/coronerhl=ukct=clnkcd=2gl=ua Hickman, M. J. et al. (2007). â€Å"Medical Examiners and Coroners’ Offices, 2004†, Bureau of Justice Statistics Special Report, U. S. Department of Justice Office of Justice Programs. Available from: http://209. 85. 129. 132/search? q=cache:d-hXXdwBaHoJ:www. ojp. usdoj. gov/bjs/pub/pdf/meco04. pdf+Medical+Examiner/coroner+dutieshl=ukct=clnkcd=19gl=ua Rhine, S. (1998). Bone Voyage: A Journey in Forensic Anthropology. University of New Mexico Press: Albuquerque.