Cuba and Tourism Essay - 3446 Words

Cuba and Tourism Ernest Hemingway was no tourist, but his attraction to Cuba was much like that of the rest of America. The beautiful beaches and tropical climate helped him write novels, but he also loved the daiquiris at the Floridita, the fishing, and the adventurous bootleggers from Florida. Cuba has its beautiful beaches and fish-filled waters, but part of the attraction as well has historically been the plentiful rum and the anything goes atmosphere. The casinos and nightclubs frequented by tourists bring with them an unsavory element in the form of organized crime and prostitution. Tourism has its benefits, but in Cuba it is a clear reminder of the islands dependence on wealthy foreign nations for its survival, and the†¦show more content†¦This trade tied the interests of Cubans to Americans, even though the island was under Spanish control. When the Cuban people were fighting Spain for their independence in the 1890s, the U.S. military happily intervened to ensure that the Spaniards would lose of the last remnants of their global empire. After 1898, Cuba was technically a free republic, but it was subject to the constant military intervention of the United States, through the use of the 1902 Platt Amendment in the islands constitution. This amendment made it impossible for Cuba to negotiate treaties with other countries, and allowed the United States to impose martial law if its interests were threatened. For all intensive purposes, Cuba was an American colony. The U.S. was deeply involved in Cuban politics. The leaders of Cuba were hand-picked by the U.S., which had tremendous say in domestic affairs through its ambassador. Despite the political instability created by the Platt Amendment, Cubas new relationship with the U.S. brought about an increase in travel to the island. By 1915 Cuba had 72 hotels, one-third of which were in the Havana province. As most of the wealth of Cuba was concentrated in Havana, there existed the best infrastructure to support tourists. In 1930 there were 130,000 tourists heading to Cuba each year, bringing the country $12 million, behind only tobacco ($14 million) and of course, sugar ($116). The importance of tourism toShow MoreRelatedCub A Long Time952 Words   |  4 PagesINTERNAL LOGICAL For a long time, Cuba faces the facts that the basic industries in Cuba lags, that 80% of food relies on imports, and that implements long-term rationing, the pillar industries and important economic sources of finance in Cuba are tourism and the exports of sugar and nickel. With the advancement of economic reforms, while maintaining macroeconomic stability, Cuba tried to expand domestic growth sources within its capacity. 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Improving relations with Cuba will benefit American Government because of what it can learn about health care, disaster preparedness, tourism and Trade. On March 20, 2016 President Obama arrived in Havana, Cuba with his familyRead MoreThe Revolution Of The United States1020 Words   |  5 Pagesultimately would stop again within the nation of Cuba. In 1990, the Soviet Union would collapse, causing Cuba to go dark called the â€Å"Special Period†. Cuba lost power, fuel, money and other essential in order to run a country. When a country is lacking resources, tension would more than likely increase. However, after the collapse, they became a special development within the Cuba for tourism. The revolution was designed against the ideas of tourism. Yet, tourism would create jobs and enable dollars to comeRead MoreAdvantages And Disadvantages Of Tourism1661 Words   |  7 PagesIntroduction This report will analyse the relative advantages and disadvantages of tourism priorities in Libiza. Tourism has become a significant sector that has an impact on development of economics of the countries with touristic cities in the world. Libiza consists 180 big and small islands located in the Mediterranean Sea with a warm weather. All the islands are separated by canals and connected by bridges with an impressive design and full of history. The history of the country consists inRead More‘Sustainable Tourism Is a Myth.’ to What Extent Do You Agree with This Statement?1116 Words   |  5 Pages‘Sustainable Tourism is a Myth.’ To what extent do you agree with this statement? (15 Marks) Sustainable Tourism is essentially an industry committed to making a low impact on the natural environment and local culture, while helping to generate income and employment for local people. As Global economists forecast continuing international  tourism  growth, this continuous growth will place great stress on remaining biologically diverse habitats and indigenous cultures, which are often used to supportRead MoreCuba Is A Unique Nation In Which It’S Culture Has Been1622 Words   |  7 PagesCuba is a unique nation in which it’s culture has been defined as a result of incorporating different customs from various nations over time. Beginning in the 1500s, the Spanish would be the first migrants to inhabit the island. Not only did the Spanish bring their customs along with them, but fifteen years after their arrival they also brought African slaves onto the island. Even through the hardships of slavery and oppression, the African’s maintained practices and preserved aspects of their cultureRead MoreCub A Very Amazing Country With An Interesting Culture And History943 Words   |  4 PagesCuba Cuba is a very amazing country with an interesting culture and history. The island of Cuba was discovered by Columbus in 1492 and was claimed for the Kingdom of Spain. When Columbus discovered Cuba, he actually thought he was in India. The Cuban Revolution took place in 1959. This led to the downfall of the regime of General Fulgencio Batista. The Revolution refers to the social and economic programs implemented by the new government and the execution of the Marxist policies. Fidel Castro wouldRead MoreCensorship Freedom Of The Press1746 Words   |  7 Pagescommunist countries such as Cuba and North Korea have ranked very close to the bottom of the list (Press Freedom Index 2013 ). Freedom of press and expression (or the lack of) is an eminent issue in communist countries. These countries fear the power of the press and the message it might deliver. However, even a dictatorship does not have the power to completely minimize the role of the press. The press is used for the reflectio n of the dictator’s ideas and rules. Cuba and North Korea are known byRead MorePersonal Narrative: Visiting Cuba Essay786 Words   |  4 PagesPersonal Narrative: Visiting Cuba Getting ready for landing was a new experience this time. Although I have flown to many places on many different size planes, this landing was different. I could see the houses and buildings below. The cars and people were like ants moving around. This is actually the typical site from the window seat of any plane that is about to land. To me it was very different. We were about to touch ground in Havana, Cuba. The place where my parents were born, raised

Great Expectations †Charles Dickens Free Essays

The evolution of a person can be complicated when one has â€Å"great expectations. † In Charles Dickens’ finest novel, â€Å"Great Expectations,† a young boy named Phillip Pirrup known as Pip who’s great expectations are a dramatized exploration of human growth and the pressures that distort the potential of an ordinary individual, especially in the process of growing up. Pip is a simple blacksmith’s boy who aspires to cross social boundaries when he realizes his own upbringing is common; however, he has no means to change; mysteriously, he is given the means, but wealth only brings him arrogance. We will write a custom essay sample on Great Expectations – Charles Dickens or any similar topic only for you Order Now He learns that happiness in life can be achieved only by hard work and the great expectations not grounded in reality can only lead to tragedy and heartache. Uncommonness on the inside is more important than uncommoness on the outside. Pip progresses through three stages of life, all of which he goes through different goals. In Pip’s first stage of life he is an innocent boy with a good heart, whose goals are to be apprenticed as a blacksmith with his friend and guardian, Joe Gargery. Perhaps, he doesn’t have very many goals as a seven-year-old because he doesn’t know what the world has to impact upon him. This shows that Joe is a role model to Pip and is a factor of his life. In Pip’s second stage of life, his goals change a bit to which makes him change his attitude toward his loved ones; he meets Estella, a rich snobby, but beautiful girl, whom rejects Pip, therefore Pip has a goal to become a gentleman to be in the company of Estella. This shows that Estella is an influence to his goals and affects his attitude in life. This also reveals that Pip becomes arrogant because of the predominance of Estella because he wants to be at the same level as her to with her. Pip’s third stage in life has soon to come, his goal is to still be with Estella, but mostly he wants to help out his benefactor, Abel Magwitch, known as the â€Å"convict;† he also learns that his expectations are all one big sham. This shows how is attitude has changed from a cold hearted arrogant person to a warm hearted caring person. This also reveals that he has to help his benefactor in order to feel a level of satisfaction. Ultimately, Pip learns that his goal in life is out of reach and is full of haughtiness. Undergoing his three stages of life, he has many different values toward himself and others. In Pip’s first stage, his values are very primitive, the only values he has is for Joe, his values for Joe are very father-son like, he feels equal to Joe. Perhaps, Pip has very primitive values because he has very little knowledge about how life works. This also reveals that he might have felt this value because of the way Joe treated Pip. In Pip’s second stage of life, his values for Joe change tremendously because of the money he receives while getting an education. This shows how money can change a person’s values for the people around him. This also reveals that he thinks he is better than Joe is because he is now wealthier and is high class. In Pip’s third stage of life his values change dramatically, he realizes how is arrogance and selfishness affect the way he treats other people, like the time he is disgusted to be educated by a convict. This shows how Pip and society put a tag on people and it can never change. This also reveals that Pip learns from his mistakes once it has backfired on himself. Pip’s values dramatically change, he learns from his mistakes and his worth of being a human become clear. How to cite Great Expectations – Charles Dickens, Essay examples

What led to the downfall of the Tokugawa shogunate free essay sample

The Tokugawa Shogunate came into power in 1603 when Tokugawa Ieyasu, after winning the great battle of Sekigahara, was able to claim the much sought after position of Shogun. They continued to rule Japan for the next 250 years. There was a combination of factors that led to the demise of the Tokugawa Shogunate. The advantages that the rule of the Tokugawa bought to Japan, such as extended periods of peace and therefore the growth of trade and commerce was also the catalyst that brought this ruling family to its demise.As the Merchant class grew wealthy the samurai who had always been the ruling class were sinking into poverty, this was caused as a direct result of the now peaceful conditions the country was experiencing. No longer needed to defend their local lords and emperor the samurai had to find other occupations to practice in, as they also found themselves in debt because of this change in profession they were obliged to borrow from the despised merchant class. We will write a custom essay sample on What led to the downfall of the Tokugawa shogunate or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This led to a breakdown in the social hierarchy that was so firmly entrenched in Japanese culture, as the merchants because of their newfound wealth began to marry above their designated class. Along with the fall of the samurai from their once exalted position, the daimyo role also changed because of constrictions and expectations placed on them by the Tokugawa government.Trying to maintain this expensive way of life led to an increase of tax on the peasant class combined with famine and debt it was not surprising that uprisings became more frequent . As well as growing internal unrest within the country, Japan was now being targeted by foreign interest. This reached a climax in 1853 when Commodore Perry delivered a letter to Japan requesting (demanding) friendship and trade. The eventual capitulation of the Shogun to resume trade with westerns outraged many Japanese who saw it as sign of weakness and loss of political power. Opposition clans banded together to overthrow the Shoguns who had lost the respect of most Japanese.This loss of control of the populace through all classes and the increasing presence the western world eventually proved too much and allowed the Satsuma and Choshu opposing clans to restore imperial administration. This led after some minor warfare to the resignation of the last Shogun. I think we can determine from this slice of history that a ridged government does not necessary cause things to stay stagnant but almost because of it inflexible position eventually brings about its own decline.

Watergate Essays (934 words) - Watergate Scandal,

Watergate Watergate, designation of a major U.S. political scandal that began with the burglary and wiretapping of the Democratic party's campaign headquarters, later engulfed President Richard M. Nixon and many of his supporters in a variety of illegal acts, and culminated in the first resignation of a U.S. president. The burglary was committed on June 17, 1972, by five men who were caught in the offices of the Democratic National Committee at the Watergate apartment and office complex in Washington, D.C. Their arrest eventually uncovered a White House-sponsored plan of espionage against political opponents and a trail of complicity that led to many of the highest officials in the land, including former U.S. Attorney General John Mitchell, White House Counsel John Dean, White House Chief of Staff H. R. Haldeman, White House Special Assistant on Domestic Affairs John Ehrlichman, and President Nixon himself. On April 30, 1973, nearly a year after the burglary and arrest and following a grand jury investigation of the burglary, Nixon accepted the resignation of Haldeman and Ehrlichman and announced the dismissal of Dean. U.S. Attorney General Richard Kleindienst resigned as well. The new attorney general, Elliot Richardson, appointed a special prosecutor, Harvard Law School professor Archibald Cox, to conduct a full-scale investigation of the Watergate break-in. In May 1973 the Senate Select Committee on Presidential Activities opened hearings, with Senator Sam Ervin of North Carolina as chairman. A series of startling revelations followed. Dean testified that Mitchell had ordered the break-in and that a major attempt was under way to hide White House involvement. He claimed that the president had authorized payments to the burglars to keep them quiet. The Nixon administration vehemently denied this assertion. The White House Tapes The testimony of White House aide Alexander Butterfield unlocked the entire investigation. On July 16, 1973, Butterfield told the committee, on nationwide television, that Nixon had ordered a taping system installed in the White House to automatically record all conversations; what the president said and when he said it could be verified. Cox immediately subpoenaed eight relevant tapes to confirm Dean's testimony. Nixon refused to release the tapes, claiming they were vital to the national security. U.S. District Court Judge John Sirica ruled that Nixon must give the tapes to Cox, and an appeals court upheld the decision. Nixon held firm. He refused to turn over the tapes and, on Saturday, October 20, 1973, ordered Richardson to dismiss Cox. Richardson refused and resigned instead, as did Deputy Attorney General William Ruckelshaus. Finally, the solicitor general discharged Cox. A storm of public protest resulted from this ?Saturday night massacre.? In response, Nixon appointed another special prosecutor, Leon Jaworski, a Texas lawyer, and gave the tapes to Sirica. Some subpoenaed conversations were missing, and one tape had a mysterious gap of 181 minutes. Experts determined that the gap was the result of five separate erasures. In March 1974 a grand jury indicted Mitchell, Haldeman, Ehrlichman, and four other White House officials for their part in the Watergate cover-up and named Nixon as an ?unindicted co-conspirator.? The following month Jaworski requested and Nixon released written transcripts of 42 more tapes. The conversations revealed an overwhelming concern with punishing political opponents and thwarting the Watergate investigation. In May 1974 Jaworski requested 64 more tapes as evidence in the criminal cases against the indicted officials. Nixon refused; on July 24, the Supreme Court voted 8-0 that Nixon must turn over the tapes. On July 29-30, 1974, the House Judiciary Committee approved three articles of impeachment, charging Nixon with misusing his power in order to violate the constitutional rights of U.S. citizens, obstructing justice in the Watergate affair, and defying Judiciary Committee subpoenas. Further Revelations Soon after the Watergate scandal came to light, investigators uncovered a related group of illegal activities: Since 1971 a White House group called the ?plumbers? had been doing whatever was necessary to stop leaks to the press. A grand jury indicted Ehrlichman, White House Special Counsel Charles Colson, and others for organizing a break-in and burglary in 1971 of a psychiatrist's office to obtain damaging material against Daniel Ellsberg, who had publicized classified documents called the Pentagon Papers. Investigators also discovered that the Nixon administration had solicited large sums of money in illegal campaign contributions?used to finance political espionage and to pay more than $500,000 to the Watergate burglars?and that certain administration officials had systematically lied about their involvement in the break-in and cover-up. In addition, White House aides testified that in 1972 they had falsified documents to make it appear that President John F. Kennedy had

Wild Swans essays

Wild Swans essays Wild Swans: Three Daughter of China Wild Swans is a gripping account of the lives of three generations of women in 20th century China. Jung Chung is the author of this book, and the third of these heroic women. Born in China in 1952, she has successfully and vividly documented the lives of herself, her mother, and her grandmother during the many changes China has endured. The story starts off with the life of Jung Chungs grandmother born in 1909. After years of preparation for marriage, which included the inhumane practice of binding feet, her father uses her to better his life by marrying her off to a northern warlord. Women in those days had no say so in whom they married, it was prearranged and love was rarely involved. She was not made his wife, but a disposable concubine. She did not live in the same household as he and his family did, she lived elsewhere and was made to wait for his return. Confined to a house she nearly lost her sanity but eventually managed to have a daughter named Yu Fang. The warlord she was enslaved to eventually died and miraculously she was allowed to be free again thanks to good fortune. She eventually married a well known doctor much older then herself. After an ugly disagreement with his family, which objected to their marriage, they decided to take the child and start life over again. They brought up their child, Yu Fang, who is the second generation of this story, from shear poverty. The war with Japan began, and the civil war between the Communists and the Nationalists grew fierce. Against this brutal backdrop, Yu Fang grew up becoming involved in the Communist cause. As a young girl she was a revolutionist that stood up for her beliefs. She eventually met a man by the name of Wang Yu who was a very well known Communist. They eventually got married and shared in their victory over the Nationalists. Eventually Wang Yu became ...

MD Programs in the US

Complete List BA/MD and BS/MD Programs in the US SAT / ACT Prep Online Guides and Tips Do you dream of becoming a doctor? If you’re set on going to medical school, then a combined BS/MD or BA/MD program might be for you. The majority of thesecombined programs allow motivated high school students to go right from undergraduate to medical school without having to go through another application process. While there aren’t a ton of spots available in combined programs, there are schools throughout the country that offer them. Before we look at those, however, let’s review what BA/MD and BS/MD programs entail, as well as the pros and cons for high school and young undergraduate applicants. What Are Combined BA/MD and BS/MD Programs? Combined programs allow students to earn a bachelor’s degree- either a Bachelor of Arts (BA) or a Bachelor of Science (BS)- and then proceed directly into a medical program for a Doctor of Medicine (MD). Since students are already accepted to medical school, they can forgo the typical medical school admissions process near the end of undergrad. Instead of applying separately to medical school, students just go through one major admissions process at the end of high school (or, occasionally, a condensed application process early in college). Programs that askstudents to apply after first getting admitted to the collegeare typically referred to as early assurance programs. Students in combined programs commit to a specific college and medical school or network of schools. This medical school is usually part of the same institution or a partner school in the same region or college network. For instance, the SUNY and University of Texas systems, along with the Eastern Virginia network, offer students various choices of medical schools among their connected or partner colleges. On the other hand, students in Boston University’s combined program would have to attend BU for both undergraduate and medical school. While combined programs offer students early assurance, some of them still require applicants to take and do well on the MCAT. Students must also maintain a certain GPA as they work their way through required college classes. Manyoffers are conditional on the student's undergraduate and testing performance. Most combined programs are the same length as non-combined ones: eight years. In other words, most students in direct medical programs will still go to college for four years and then to medical school for four years. Afew programs offer accelerated programsbycompressing the amount of time spent as an undergraduate; these may be seven or even just six years in length. For example, Drexel University College of Medicine offers both an eight-year combined program and a seven-year combined program. It has eight-year BA/MD and BS/MD programs for students majoring in biomedical engineering or engineering. It also offers a fast-tracked seven-year BA/BS/MD program for students majoring in biological sciences, chemistry, psychology, or engineering. Most schoolshave either an eight-year or accelerated program, while others like Drexel offer both choices depending on your field of study as an undergraduate. Before taking a closer look at accelerated programs, let’s go over some of the pros and cons of combined medical programs for students. Pro: you'll get to impress people by adding MD after your name whenever you sign it. Con: you might not be able to watch shows like Grey's Anatomy anymore because of all their medical inaccuracies. Want to build the best possible college application fpr BS/MD programs? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Combined BA/MD and BS/MD Programs: Pros and Cons Now that we've covered what exactly combined medical programs are, it's time to take a look at the pros and cons of entering one. Pros of a Combined Medical Program Applying to medical school is a competitive and stressful process, so the major pro of getting into a combined program is that you won’t have to go through all that application stress! Rather, you’ll be able to rest easy and focus on your academics, knowingyou’ve already been accepted. What's more, a combined program allows you to commit fully to your goals, and pursue medicine in your academic and professional path. You’ll be focused on medicine throughout your education and graduate with an MD. Not only will you have a steadyeducational and career path, but you can also benefit from the stability of studying at one school or in one system of schools. Through a combined program, you’ll get deeply immersed in a community and can get to know your professors and facilities well during your studies. Finally, in addition to offering students a stable and challenging program in their chosen fields, many combined programs offer scholarship money. Since they tend to be extremely selective, direct medical programs often offer financial aid to high-achieving students who get in. Getting this money can greatly assist you in achieving your educational goals. Of course, there are somedownsides to think aboutforcombined medical programs. Let’s consider some of the cons of committing to a six- to eight-year program. Cons of a Combined Medical Program First, there's time: most combined programs involve eight years of intensive study. Although these programs do eliminate the hurdle of a stressful med school application process, they also demand a huge commitment from high school students. Your goals could very well shift as you grow and have new experiences in college. Combined programs call for a great deal of dedication and commitment from young students whose aimsmight change as they grow older. Of course, dropping out of the program is always an option if your goals change. If you do drop out but later change your mind and decide to reapply to med school, you might end up stuck at a school that wasn’t your first choice or find yourself lacking required courses. On the flip side, if you switch your major from pre-med to something else, you might have to add more semesters as an undergrad. As you can see, though possible, giving up such a selective program you worked hard to get into would almost certainly be a stressful and nerve-wracking ordeal in itself! Another potential con of some combined programs is the commitment to the same location for eight years. Some students might be ready to experience a new city after undergrad, but those in combined programs will likely have to stick around for another four years. Though some combined programs involve relocating to a partner school, most are at the same university. Just as combined programs limit your choices in terms of medical schools and location, they also typically don’t offer much flexibility in curriculum. While your fellow students might discover different fields or participate in study abroad programs, your own course schedule might not allow for as much exploration. This kind of intensive, structured program might be a pro for some students and a con for others. Just be aware that combined programs call for a big commitment at a young age, and carefully consider whether you’re readyto make that leap. Before we check out the full list of schools offering combined medical programs, let’s take a moment to go over accelerated programs and how they’re unique. Acceleratedprograms take an already intense track of study and send it into hyperspeed. What Are Accelerated BA/MD and BS/MD Programs? An accelerated program is a type of combined medical program that's shorter than the typical eight years. Most of these programs are seven, but a few are as short as six years. Usually, the undergraduate portion,rather than the medical school portion, is shortened. These programs might combine two required classes into one, or have students attend year-round by taking intensive courses throughout the summer. Aswith combined programs, students will move directly from undergrad into a medical school program to which they’ve already been accepted- they might just be a little younger than their peers. Accelerated BA/MD and BS/MD Programs: Pros and Cons In addition to the considerations discussed above, what are some of the pros and cons specific to accelerated combined medical programs? Pros of an Accelerated Program As a combined program, an accelerated program shares all the pros discussed above, such as the opportunity to get early acceptance to medical school and to commit to a field of study you’re passionate about. Furthermore, the shorter time means you can enter medical school and earn your MD even faster,giving you a leap ahead into your profession by a year or more. Because these programs are shorter, they might also have a lower cost than the traditional eight-year path. Note that accelerated programs are by no means easier than non-acceleratedones; in fact, they’re usually even more challenging because they compress the same material and requirements into a shorter amount of time. If you’re a high-achieving, motivated student, an accelerated medical program may be just the kind of challenging and intensive experience you’re looking for. Cons of an Accelerated Program The accelerated nature of these programs means that they demand even more of a commitment from applicants, who are often young high school students. These fast-paced programs are a huge challenge and offer even less flexibilitythan the regular eight-year combined programs. If you commit to an accelerated program, not only do you have to be absolutely sure about your decision to earn your MD in a shortened period of time, but you also have to be prepared to miss out on some normal undergraduate experiences. As someone studying on the fast track, you won’t have as much time to explore, socialize, or perhapsstudy abroad. Such experiences as these can be enriching parts of college, so think deeply about whether you’re ready to limit them. Additionally, accelerated programs often require students to study year-round, limiting the potential for summer jobs, travel, and/or internships. These programs can be grueling, packing already tough classes like Organic Chemistry I and II into one semester. The main risk here is that the stress could turn you away from a path you would've otherwise enjoyed had you instead taken the slower route. Finally, because the program is shorter than others, you need to do your research to make sure it’s high quality. Whether you’re committing to a combined or accelerated program, it's important to do extensive research to ensure you’re committing the next six to eight years of your life to the best program for you. Choose a medical school already! Your cat is tired of playing patient. Combined BS/MD and BA/MD Programs: The Full List Below is our most updated list of combined BS/MD and BA/MD programs in the US. We’ve divided the list as follows: Programs you apply to as a high school student Early assurance programs you apply to after you get accepted to or enter undergrad Some schools have several medical programs lasting six, seven, or eight years. You can click on the name of each school to learn more about its combined medical programs and admissions process. Note that there are a few combined programs on the list that are only available to state residents(or require students to become state residents once they matriculate as an undergrad). These programs have been marked with an asterisk. Combined BA/BS/MD Programs for High School Applicants With these combined programs, you apply as a high school student and get guaranteed admission to medical school. To keep the offer valid, you’ll have to take required courses and maintain a certain GPA. Despite your guaranteed admission to medical school, you might still have to take the MCAT for some of these BA/MD or BS/MD programs. School Program Length in Years Albany Medical College 7 or 8 Baylor College of Medicine 8 Boston University School of Medicine 7 or 8 Brown University Warren Alpert School of Medicine 8 California Northstate University School of Medicine 6 or 7 Case Western Reserve University School of Medicine 8 City College of New York (Brooklyn College) 7 or 8 City College of New York (Sophie Davis School of Biomedical Education) 7 Drexel University College of Medicine 7 or 8 Florida Atlantic University Charles E. Schmidt College of Medicine* 7 or 8 Florida State University College of Medicine 7 or 8 George Washington University School of Medicine and Health Sciences 7 or 8 Hofstra North Shore- LIJ School of Medicine 8 Howard University College of Medicine 6 Indiana State University* 8 Medical College of Georgia* 8 Meharry Medical College 7 or 8 Northeast Ohio Medical University* 6 or 7 Northwestern University Feinberg School of Medicine 7 or 8 Pennsylvania State University College of Medicine 8 Rowan University- Cooper School of Medicine 8 Rutgers New Jersey Medical School 7 or 8 Sidney Kimmel Medical College 6, 7, or 8 Stony Brook University School of Medicine 8 St. Louis University School of Medicine 8 Temple University School of Medicine 8 Texas AM Health Science Center College of Medicine* 8 Texas Tech University Health Sciences Center School of Medicine* 8 The Commonwealth Medical College 8 University of Alabama School of Medicine 8 University of Cincinnati College of Medicine 8 University of Connecticut School of Medicine* 8 University of Illinois at Chicago School of Medicine* 8 University of Hawaii School of Medicine* 8 University of Missouri-Kansas City School of Medicine 6 University of Nevada School of Medicine* 7 University of New Mexico School of Medicine* 8 University of Oklahoma School of Medicine 7 or 8 University of Pittsburgh School of Medicine 8 University of Rochester School of Medicine and Dentistry 8 University of South Alabama College of Medicine* 8 University of South Florida College of Medicine 7 University of Toledo School of Medicine 7, 8, or 9 Washington University in St. Louis School of Medicine 8 Wayne State University School of Medicine 8 *State residents only, or state residents preferred So your preferred program wants you to wait and apply as an undergraduate? I guess your pets can put up with this doctor-patient make-believe game just a little longer. Combined BA/BS/MD Programs for Undergraduate Applicants The following schools offer programs you apply to once you’ve already been accepted there as an undergrad. They might ask you to apply as a freshman or sophomore. Like the list above, you can click on the name of each school to read more about its BA/MD and BS/MD programs, in addition to its admissions process. School Program Length in Years Boston University School of Medicine 8 Drexel University College of Medicine 8 East Carolina University 8 George Washington University School of Medicine and Health Sciences 7 or 8 Hampden-Sydney College 7 or 8 Loyola University, Stritch School of Medicine 8 Marshall University- Joan C. Edwards School of Medicine 8 Meharry Medical College 8 Mount Sinai School of Medicine 8 Pennsylvania State University College of Medicine 7 Robert Wood Johnson Medical School 8 Rowan University 8 Rutgers New Jersey Medical SchoolState 7 or 8 Temple University School of Medicine 7 Texas A M Health Science Center College of Medicine* 8 The Commonwealth Medical College 8 Tufts University School of Medicine 8 Tulane University School of Medicine 8 University of California, Los Angeles, School of Medicine 8 University of Central Florida College of Medicine 8 University of Florida College of Medicine 7 University of Miami School of Medicine 7 or 8 University of New York Upstate Medical School 8 University of South Florida College of Medicine 7 Virginia Commonwealth University School of Medicine 8 *State residents only Now that you’ve seen the full lists of combined medical programs, let’s review some points to consider if you’re deciding whether or not to apply to a BS/MD or BA/MD dual degree program. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. A combined medical program isn't exactly "until death do us part," but it's still a big commitment! Make sure you're ready to make it. Deciding on a Combined BA/MD or BS/MD Program Applying to college requires a lot of research, and applying to a combined medical school program requires even more. When you agree to a dual degree program, you’re not just committing to a school for four years of undergraduate coursework- you’re committing to six to eight years of both undergraduate and graduate education. Because of the nature of this commitment, you must carefully consider your reasons for wanting to attend medical school. Make sure you understand your program’s requirements and are comfortable pursuing an intensive track of study in the same city for the foreseeable future. Combined programs are highly selective, and they tend to expect applicants to have some experience, oftenthrough an internship or volunteer work in the medical field. Any kind of firsthand experience working in a medical setting or shadowing a doctor can help you determine whether an MD is the right degree for you. If you feel ready to commit to this path, then it's critical to put together the strongest application you can. 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COMPARE TWO POTENTIAL RIVER OR SEA FRONT DEVELOPMENTS FOR ONE CITY Assignment

COMPARE TWO POTENTIAL RIVER OR SEA FRONT DEVELOPMENTS FOR ONE CITY WITH THE INTENTION OF ATTRACTING TOURISTS - Assignment Example West Pier was Brighton's second pier, connecting The 1823 Royal Suspension Chain Pier and was considered one of only two Grade I documented piers in the UK, apart from Clevedon Pier (Royal Town Planning Institute 1900). The necessity to restore glory has seen Brighton i360 conception. The i360 is a designed 183-metre (600Â  ft) watching tower constructed within the seafront of Brighton, next to the West Pier. Strategy and plan were submitted in June 2006 and were accepted by Brighton and Hove City committee on 11 October 2006 with building projected to commence in 2007. The comparison is drawn in that while Brighton and Hove's i360 seafront observing tower develops the West Pier strategies to be reassessed. 2. Background Due to adversity of weather pattern that has been limiting tourism industry or limiting tourist to particular seasons. The building of i360 would cut the barriers and allow tourism throughout the year. This would be possible due to an aerodynamic pod, heated in wint er, air-conditioned in the summer and accommodating more than 200 persons at a time. This is an opportunity to allow growth in Brighton and Hove after the fall of West Pier (Best 1974). A conservation team searched for new concepts to salvage Brighton and Hove’s deteriorated West Pier. The West Pier Trust drew up a brief for architectures to submit new plans to save the construction on Brighton’s sea front. At the trust’s yearly general conference, Chairman Glynn Jones supposed a successful strategy must harmonize the proposed i360 watching tower had to be constructed and become successful (Leo 2013). 3. Presentation of options Presentation choices involve assessment why the tower building would be recommendable as a tourist site. In this section, the concept of view is put under consideration and the new pier compared with the old one. 3.1. The Observation Tower An observation tower is a construction applied to view events from an extensive reserve and to gener ate a full 360 degree variety of vision. These structures are typically at least 20 metres (65.6Â  ft) high and constructed of iron, stone, and wood. Many contemporary towers are also utilized as restaurants, TV towers, or churches. At 175 metres tall and incorporated with an observation pod approximately 141 metres, the i360 will be Britain's uppermost observation tower remote of London – higher compared to the London Eye (Else 2013). At about four metres broad, the i360 has a willowy, elegant plan. Located on the edge of the Grade II* Regency Square, this structure will make an optimistic benefit to the Regency Square Conservation region, adding optical interest and improving its appearance and character. At the base of the pier will be a shop and hospitality structure and a restaurant and cafe serving for up to 400 persons. Intended to use as little power as necessary over its existence, the Brighton i360 is not merely a great experience for tourists, but will avail socia l and ecological benefits to Brighton & Hove. The observation tower will be a stylish 21st

Dq 8-Sheila Essay Example | Topics and Well Written Essays - 1250 words

Dq 8-Sheila - Essay Example Thus, a knowledge worker information system is the combination of data, computer hardware and software and processes that the knowledge worker uses to arrive at decisions in the course of their worker. The purpose of this paper is to illustrate the importance of the knowledge worker information system, together with its relevant aspects, in the work of the knowledge worker and to the organization that employs the knowledge worker as a whole. In todays competitive business environment, information is a major success factor for an organization(Brinkley, Fauth, Mahdon, & Theodoropoulou, 2013). For instance, the marketing manager needs information on the plans and actions of their competitors. These have an effect on whether or not a company succeeds. At the same time, the manager must ensure that their information system is secure and cannot be hacked into by rivals. Thus, a good knowledge worker information system must take into consideration the security of the system. Privacy is an important element of a good information system(Petter, DeLone, & McLean, 2013). The users of an information system should not worry about their personal and secret information getting into the wrong hands. This is especially important in the so-called Information Age in which cybercrime is rampant. For instance, a professor who uses Skype to deliver their lectures does not wish to have their personal information leak to their students. A proper information system can deliver useful information when it is needed(Hsu, Chu, Lin, & Lo, 2014). This is crucial because some of the decisions that the knowledge worker makes are urgent yet they far-reaching implications for the organization. For example, a production manager whose organization uses just-in-time delivery of raw materials risks losing a customer if the information system fails to inform the supplier of the need to deliver raw

Boy in the Striped Pyjamas Film Essay Example for Free

Boy in the Striped Pyjamas Film Essay I am very distressed about living in this dreadful place. I absolutely hate it; I can’t believe we moved from the best house EVER!!! With 5 floors if you included the basement and the top floor with the window where if I stand on the end of my toes I could see the whole of Berlin, to this place which I’m pretty sure is the worst house ever. I miss Berlin so much but most of all I miss you and grandfather. This house is really small too, and I mean it is tiny! It only has 3 floors which means there is not a lot of exploring to be done like in Berlin, in Berlin I had explored every single place I could think of but then I find something new all of a sudden. Also mother and father don’t let me explore in the new back garden because it is ‘out of bounds’. What ever that means. There’s nothing to explore in the front garden either because it’s so small. Perplexed, I stood and gazed through my bedroom window. There were so many farmers working on one huge field with little huts that disappeared into the distance†¦ The thing that horrified me most of all was that even kids starting from the age of about 4 were working and they looked so anorexic. Each time the soldiers shouted the kids would huddle closer and closer together. They all seemed so scared as if they were being forced to, hmmm All of the farmers looked really skinny, almost anorexic. One of the farmers’ even works in our kitchen peeling all of the vegetables. I found it really tedious with nothing to do so I decided to make a swing. To make the swing I needed some rope which was easy to find, and a tire which was a little trickier I interrupted Gretel whilst she was flirting so I could ask lieutenant Kotler if he had a spare tire. After a long and boring chat he gave me one and I made my swing. Once I had finished building the swing, I enjoyed it really well. But then I fell and hurt my knee really bad. I thought I would bleed to death but then a farmer called Pavel that worked in our kitchen ran over and helped me. After he had cleaned and bandaged my cut mother had finally arrived. She had figured out what happened almost immediately, she did not look pleased.

Chivalry in Edmund Burkes Reflections on the Revolution in France Essa

Chivalry in Edmund Burke's Reflections on the Revolution in France ...But the age of chivalry is gone... Amidst a wealth of metaphors and apocalyptic maxims, this line is perhaps the most memorable from Edmund Burke's Reflections on the Revolution in France. He masterfully employs the concept of chivalry to express his anti-revolutionary sentiment, and he dramatically connects it to images of land, sex, birth and money to express the widespread disorder that accompanies a loss of chivalry. Nowhere is this idea more explicit than in the following passage: ...–But the age of chivalry is gone. —That of sophisters, oeconomists, and calculators, has succeeded and the glory of Europe is extinguished for ever. Never, never more, shall we behold that generous loyalty to rank and sex, that proud submission, that dignified obedience, that subordination of the heart, which kept alive, even in servitude itself, the spirit of an exalted freedom. The unbought grace of life, the cheap defence of nations, the nurse of manly sentiment and heroic enterprize is gone! It is gone, that sensibility of principle, that chastity of honour, which felt a stain like a wound, which inspired courage while it mitigated ferocity, which ennobled whatever it touched, and under which vice itself lost half its evil by losing all its grossness... (Mellor and Matlack, 16). To fully understand this passage, one must recognize Burke's rhetorical strategy as well as his choice of words beginning with the "age of chivalry" line. First, instead of declaring that this age of chivalry is "dead," he merely asserts that it is "gone." The temporality of this word is important as it sustains potential for chivalry to return. Burke l... ...rals and sentiments, no longer mix or when one takes over the other, as evinced by the French Revolution. Burke makes it explicitly clear that this divorce endangers order in all realms of life. And though the revolution does not exemplify a tragi-comedy, perhaps Burke's writing does. If his society heeds his forewarning and renews chivalry instead of adopting the infant-spirit of rebellion, it will avoid imminent tragedy and end happily in the comedic marriage of reason and emotion. Bibliography of Works Cited Brown, Lesley, ed. The New Shorter Oxford English Dictionary on Historical Principles. Oxford: Clarendon Press, 1993. Holman, C. and William Harmon, eds. A Handbook to Literature. New York: MacMillan Publishing, 1986. Mellor, Anne K. and Richard E. Matlack, eds. British Literature: 1780-1830. Fort Worth; Harcourt Brace College Publishers, 1996.

Reproductive System Essay

Discuss the purpose of the lesson. 2. Brainstorm with the class about body parts. 3. Use Reproductive System Visuals 1-6 to continue reviewing the male and female reproductive systems including the location and function of each part. . Lead the activity labeling parts of the reproductive system. 5. Assign homework. This lesson was most recently edited on March 23, 2011. Public Health – Seattle & King County  ©1988; revised 2011 www. kingcounty. gov/health/flash Lesson 2 – Page 1 Family Life and Sexual Health, High School FLASH Materials Needed Student Materials †¢ Reproductive System Worksheets (1 copy per student) †¢ Individual Homework: Anatomy (1 copy per student) †¢ Family Homework: Talking about the Reproductive System (1 copy per student) Classroom Materials †¢ Reproductive System Visuals 1-6 (contained in this lesson & also available online as a PowerPoint slide: www. ingcounty. gov/health/FLASH) †¢ Labeled body parts for classroom acti vity, one set per class †¢ Seven pairs of scissors Teacher Preparation Well in advance †¦ †¢ Review lecture notes due to the large number of terms and definitions. The day before the lesson †¦ †¢ Make copies of Materials Needed (see above) †¢ Prepare visuals for use on a SMART Board or projector. Note: When the lesson says â€Å"board,† use whatever is available in your classroom. Standards National Health Education Standard: †¢ Standard 3: Students will demonstrate the ability to access valid information, products and services to enhance health. Performance Indicator 3. 12. 4: Determine when professional health services may be required. Washington State Health Education Standard: †¢ Essential Academic Learning Requirement (EALR) 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely. Component 2. 2: Understands stages of growth and development. Grade Level Expectations (GLE) 2. 2. 1: Analyzes the physiological and psychological changes throughout the lifetime. Public Health – Seattle & King County  ©1988; revised 2011 www. kingcounty. gov/health/flash Lesson 2 – Page 2 Family Life and Sexual Health, High School FLASH Activities NOTE: Instructions to you are in regular font. A suggested script is in italics. Feel free to modify the script to your style and your students’ needs. 1. Discuss the purpose of the lesson. Identify the lesson as, primarily, a review of information that many students learned in earlier grades. Explain that being well-grounded in knowledge about the reproductive system will help them make sense of discussions later in the unit about pregnancy, birth control, and sexually transmitted diseases. Also, if they have health problems in the future, knowing body parts helps them explain to a health provider what they think the problem may be. 2. Brainstorm with the class about body parts. Write on the board in three columns: Male / Female / Both. Ask students to name reproductive system body parts, both internal and external, in the three columns. Fill in from the Teacher Master List (below) the parts that students don’t mention. As you list the parts on the board, briefly define each body part, where it is in the body and what it does. 3. Use Reproductive System Visuals 1-6 to continue reviewing the male and female reproductive systems, including the location and function of each part. Use a document camera (or SMART Board, overhead projector, etc) to project the images on the board. Explain that the parts labeled as male, female, or both are for most people, but when people are intersex (i. e. , they have a disorder of sex development), there may be some differences †¦ differences that were present at birth. NOTE: Briefly review â€Å"what it does† (each part’s function, below) if students are unfamiliar with the physiology, as you point to the visuals. Please do not feel that you must convey every bit of information in the Teacher Background chart, below. Find more suggested language regarding the hymen and circumcision in Lesson 16, p 5. Teacher Background Male Part penis (made up of shaft, glans, and sometimes foreskin) foreskin †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Public Health – Seattle & King County What it Is / What it Does allows passage of urine and of semen provides sensation (has many nerve endings) the average penis measures 3-4† when it’s not erect (flaccid) and 5-7† when erect 1 protects the glans of the penis provides sensation males who’ve been circumcised don’t have one muscular sac which is shorter when cold, longer when warm holds testes controls temperature provides sensation ww. kingcounty. gov/health/flash scrotum  ©1988; revised 2011 Lesson 2 – Page 3 Family Life and Sexual Health, High School FLASH †¢ †¢ produce sperm and sex hormones (androgens, testosterone) each is made of 500-1,200 feet 2 of tightly coiled tubes allows maturation of sperm cell from a man (commonly called â€Å"sperm†) they carry strings of genes (called â€Å"chromosomes†) or DNA instructions in case the sperm cell meets with an egg cell and fertilizes it. uspend the testis supply blood to the testis provide sensation carry sperm from the testis provides storage for sperm allow passage of sperm as big around as sewing thread they lead into the abdomen, where (behind the bladder) they widen into storage sacs contribute fructose (sugar) to semen for nourishing the sperm helps sperm live longer and travel better about a teaspoon full per ejaculation produces most of the fluid that makes up semen pair of glands produce fluid called pre-ejaculate or â€Å"pre-cum† that cleanses the urethra of acid (from urine) to protect the sperm estes (also called testicles) singular = testis epididymis (plural = epididymes) spermatazoan (plural = spermatozoa) †¢ †¢ †¢ †¢ †¢ †¢ †¢ spermatic cords vas deferens (plural = vasa deferentia †¦ also called sperm ducts) †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ seminal vesicles semen prostate gland Cowper’s glands (also called bulbourethral glands) Female Part uterus (made up of muscular walls, a lining called the endometrium, and a cervix. The uterus is also called â€Å"womb†) cervix What it Is / What it Does †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ ouses and protects embryo/fetus/baby allows nutrient ; waste exchange with placenta nourishes an embryo, before a placenta grows the bottom section of the uterus produces fluids to help sperm travel produces a mucous plug to keep germs out during pregnancy allows passage of sperm produces fluids to cleanse and lubricate itself and to help sperm travel allows passage of shed endometrium during menstruation allows passage of baby provides sensation (has many nerve endings especially in the outer third) a collapsed tube, like a deflated balloon www. ingcounty. gov/health/flash vagina Public Health – Seattle ; King County  ©1988; revised 2011 Lesson 2 – Page 4 Family Life and Sexual Health, High School FLASH †¢ †¢ †¢ †¢ †¢ †¢ 3† long when not aroused, 5-6† wh en aroused, 3 but very stretchy is the middle of female’s three openings membrane partly covering vaginal opening ome girls are born without a hymen may be stretched during sexual intercourse or by using a tampon or with fingers carry strings of genes called chromosomes which mix with chromosomes of sperm to direct fetal development if fertilized and implanted in the uterus they dissolve in the Fallopian tube after about 24 hours if not fertilized.

Silent Spring Essay

The Death of Beauty Albert Einstein once said, â€Å"Our task must be to free ourselves by widening our circle of compassion to embrace all living creatures and the whole of nature and its beauty. † Similar to Einstein, the author Rachel Carson believed that human kind should embrace nature's and help preserve its beauty and life . In the passage from the book Silent Spring by Rachel Carson, the author informs and persuades her audience against the dangers and misuse of pesticides.Rachel Carson is a renowned writer, ecologist, and scientist who dedicated her life to the conservation of the environment. Throughout her career as an editor in chief, marine biologist, and environmental activist, Carson continued to educate the public about the wonder and beauty of the living world. She emphasized humanity's power to alter the environment, but in â€Å"Silent Spring† she begins to challenge the traditional practices that disrupt the balance of nature.Carson not only blames f armers for unnecessary violence towards the environment, reveals the dangers on pesticides to her audience, and blames higher authorities, for the damage to wildlife through the use of pesticides in order to persuade her audience to take action against the mistreatment and abuse of the environment. Through war like diction, Carson exaggerates the farmer's violence towards blackbirds, misguidance in the use of dangerous pesticides, and lack of emotion for bloodshed.Aiming to weaken the pesticide users reputation, Carson introduces her main argument by referring to the â€Å"habit of killing† as,† the resort to â€Å"eradicating† any creature that may annoy or inconvenience†(paragraph1). The word â€Å"eradication† is the word used by farmers to justify the use of pesticides. The farmers find it necessary to use dangerous chemicals for the sole purpose to wipe out a species entirely, a species who merely were an â€Å"inconvenience†. The word â €Å"eradicate† is a euphemism used by the farmers to cover up the severity of pesticide use.The word was meant to be less offensive, but ironically what the word implied was used to Carson's advantage. Carson instills fear among her audience at the farmer's lack of emotion towards bloodshed, leaving the reader to question who is to blame. Sparking the reader's interest, Carson introduces an authority, who she describes as having a direct affiliation with the farmers who were, â€Å"persuaded of the merits of killing by poison† (paragraph 2). The farmers are misinformed and act without reason, only following what was told to them.The violence against blackbirds provides benefits or â€Å"merits† of death that outweigh moral reasoning and the consequences of using â€Å"poison†. The war between an unknown authority and animals is a one sided one, which involves exterminating the helpless and the innocent with a substance that has deadly effects. Acting on o rders, without emotion, farmers made the fatal decision and, â€Å"they sent in the planes on their mission of death† (paragraph 2). Carson uses the term â€Å"mission of death† to symbolize the authorities sending in soldiers in a war who are ordered to kill anything in sight.Comparing a war to the farmer's actions brings memories of blood, fear, and endless suffering to the reader. Carson relates to the reader's experiences of war and uses the negative associations to connect it the farmers. Armed with planes, the farmer's â€Å"mission of death† resulted in the â€Å"deaths of over 65,000 victims of blackbirds and starlings†. Carson writes that â€Å"casualties most likely gratified the farmers†, that the deaths were the spoils of war. Just like a war, the birds were not the only ones caught in the crossfire.Countless rabbits, raccoons, and opossums who had never visited a cornfield were disposed of and forgotten. As the war and mission of exter mination intensifies, parathion's poison begins to spread, affecting everything it touches. Carson appeals to the audience's sense of guilt and urgency by using death imagery to show pesticide's potential to reach far beyond the destruction of nature's beauty and affect every animal, man, woman, and child. The destruction of pesticides is overwhelming, what was once a flock of colorful birds is eradicated, leaving behind the, â€Å"pitiful heaps of many hued feathers† (paragraph 5).The viewer is subject to the imagery of pesticides, destroying a beautiful creature until not even a body remains. There is a play with emotions, a beautiful bird should not be the victim of greed and ignorance. A bird a symbol of the freedom and serenity in nature; for it to be targeted means that nature itself is under attack. Those who are innocent are able to see the beauty in nature and children often are drawn to forests and streams, but what prevents pesticides reaching, â€Å"boys who roam through the woods or fields† (paragraph 4).Not only are animals affected by pesticides, but also blameless children who have always enjoyed nature as a place to explore and discover. Parents are immediately alarmed by the prospect of children being harmed and see pesticides as a threat to health, safety, and innocence. Nature is a part of childhood and it is imperative that parents protect what is precious to children. If it can reach children, it can reach anyone in the proximity of the, â€Å"widening wave of death that spreads out, like ripples when a pebble is dropped into a still pond† (paragraph 5).The imagery of a pebble being dropped into a pond is like a large bomb, dropped and resulting in the disturbance of the peaceful and still pond. The ripples of the pebble symbolize pesticides reaching much farther than the targeted area, spreading through water sources and fields. The metaphor of the pebble and pond suggests that no matter how the problem may seem, it can spread and endanger anything or anyone. In order to stop the spread, the public must take action.After analyzing the dangers and abuse of pesticides, Carson uses rhetorical questions to gain support from the audience against the questionable figures whose actions caused devastation towards nature. Carson involves the reader into her argument by directly addressing the audience and asking, â€Å"Who has made the decision that sets in motion these chains of poisonings? † (paragraph 4). Carson uses rhetorical questions to translate fear and guilt towards the harm of nature into feelings of urgency to know the authority's identity.Carson directly addresses the audience to imply that she knows the answer to who is activating these â€Å"chains† of deaths. Using parallel structure, Carson continues to ask questions, â€Å"Who guarded the poisoned area to keep out any who might wander in? † (paragraph 3). Both the audience and author know the answer. No one. Neithe r farmer nor authority cared about the public's, audience's, or children's safety. He was entrusted power by the people and has abused it, he has made the decision to benefit himself, â€Å"He has made it during a moment of inattention by millions† (paragraph 5).Whose fault is it really for causing it in the first place? Cason uses the phrase â€Å"inattention by millions† to point her finger at the very people she is trying to persuade. The ignorance towards nature has allowed power to be put into the hands of the untrustworthy. Carson uses the word â€Å"inattention† to suggest that the audience let the abuse of power happen, but now have a choice to take the power back and prevent the mistreatment of the environment. By revealing the harm to the environment and the harmful effects of pesticides, Carson convinces readers to take action against farmers and a higher authority.Through the power of language, Carson appeals to the audiences emotions, logic, and eth ics in order to persuade them to support her argument. Carson also informs the public about the importance and beauty of the environment and warns against its mistreatment. Through Carson's literary work, she ensures that the beauty of nature will remain. In modern times where life is disconnected from nature, it can be easy to forget all that the environment provided and still provides; but if everyone works together, this beauty can be protected and conserved for future generations.

Reasons Why Teens Choose to Have an Abortion

Reasons Why Teens Choose to Have an Abortion Teens facing an unplanned pregnancy choose abortion for similar reasons as women in their twenties and thirties. Teens ask the same questions: Do I want this baby? Can I afford to raise a child? How will this impact my life? Am I ready to be a mother? Coming to a Decision A teen considering abortion is influenced by where she lives, her religious beliefs, her relationship with her parents, access to family planning services, and the behavior of her peer group. Her educational level and socioeconomic status also play a role. According to the Guttmacher Institute, the reasons teens most often give for having an abortion are: Not wanting their lives changed by the birth of a babyNot being able to afford a babyNot feeling mature or responsible enough to raise a child Parental Involvement Whether or not a teen opts for abortion often hinges on a parents knowledge and/or participation in the decision-making. Thirty-four states require some form of parental permission or notification for a minor to obtain an abortion. For teens whose parents are unaware that their daughter is sexually active, this is an additional obstacle that makes a difficult decision even more stressful. The majority of teen abortions involve a parent in some way. 60% of minors who have abortions do so with the knowledge of at least one parent, and a large majority of parents support their daughters choice. Continuing Education...or Not The teen who worries that having a baby will change her life has a good reason for concern. Most teen mothers lives are negatively impacted by the birth of a baby; their educational plans are interrupted, which subsequently limits their future earning potential and puts them at greater risk of raising their child in poverty. In comparison, teens who choose abortion are more successful in school and are more likely to graduate and pursue higher education. They typically come from a higher socioeconomic family background than those who give birth and become teen mothers. Even when socioeconomic factors are taken into consideration, pregnant teens are at a huge educational disadvantage. Teen mothers are significantly less likely to complete high school than their peers; only 40% of young women who give birth before age 18 earn a high school diploma as compared to other young women from similar socioeconomic situations who delay childbearing until age 20 or 21. In the long run, the prospects are even grimmer. Less than 2% of teen mothers who give birth before age 18 go on to earn a college degree by the time they turn 30. Access to Abortion Providers Choice is not a choice when theres little or no access to abortion. For many teens in the U.S., obtaining an abortion involves driving out of town and even sometimes out of state. Limited access shuts the door on abortion for those without transportation or resources. According to the Guttmacher Institute, in 2014 90% of counties in the United States had no abortion provider. Estimates of women who obtained abortions in 2005 indicate that 25% traveled at least 50 miles, and 8% traveled more than 100 miles. Eight states were served by fewer than five abortion providers. North Dakota has only one abortion provider. Even when physical access is not an issue, the parental consent/parental notification laws which exist in 34 states in effect limit access for an underage teen unwilling to discuss the decision with a parent. Teen Pregnancy Before Legalized Abortion The fear and hesitancy teens express at the thought of discussing pregnancy with their parents is deeply rooted in our culture. Past generations regarded teen pregnancy as something deeply shameful. Prior to the legalization of abortion, a pregnant girl or young woman was often sent by her family to a home for unwed mothers, a practice that began in the early 20th century and remained until the 1970s. To maintain the secret, friends, and acquaintances were told that the girl in question was staying with a relative. Teens who were afraid to tell their parents they were pregnant often grew desperate to end their pregnancies. Some attempted self-induced abortions with herbs or toxic substances or sharp implements; others sought out illegal back alley abortionists who were rarely medical professionals. Many girls and young women died as a result of these unsafe abortion methods. Lingering Shame With the legalization of abortion with the Roe v. Wade decision in 1972, safe and legal medical means became available to most of the population, and the procedure could be done discreetly and quietly. Although the shame of teen pregnancy lingered, abortion was a way for a teen or young woman to hide her sexual activity and pregnancy from her parents. High school-aged girls who kept their babies were the subject of gossip and pity among students and parents. Media Depictions of Teen Pregnancy and Abortion Today, those views seem strange and outdated to the many teens who choose to become teen mothers. Mainstream media has come a long way in normalizing the idea of teen pregnancy. Films such as Juno and TV series such as The Secret Life of an American Teen feature pregnant teens as the heroines. Much rarer are depictions of teens choosing abortion- a taboo subject in the eyes of Hollywood. Because teen pregnancy has become almost commonplace in many high schools, the pressure to keep it a secret no longer exists as it did in past generations. More and more teens are choosing to give birth, and a type of reverse pressure now exists, with many teens believing that teen motherhood is a desirable situation. The very public pregnancies of famous teens such as Jamie Lynn Spears and Bristol Palin have added to the glamour of teen pregnancy. Thus for some teens, the decision to have an abortion may be a choice that is criticized by peers who only see the excitement of being pregnant and having a baby. Children of Teen Mothers Teens who choose abortion because they recognize their own immaturity and inability to care for a baby are making a responsible decision; it may not be one that everyone agrees with, but it also cuts short a cycle that is on the rise in the U.S. children giving birth to children. More and more studies indicate that children born to teen mothers begin school with significant disadvantages in learning, do poorer in school and on standardized tests, and are much more likely to drop out of school than the children of women whove delayed childbearing until they reach their twenties. Abortion remains a controversial topic, and a pregnant teen considering abortion often finds herself in the proverbial situation of being between a rock and a hard place. But when finances, life circumstances and rocky personal relationships prevent a teen mother from being able to raise her child in a loving, safe, and stable environment, terminating a pregnancy may be her only viable choice. Sources: In Brief: Facts on American Teens Sexual and Reproductive Health. Guttmacher.org, September 2006.Stanhope, Marcia and Jeanette Lancaster. Foundations of Nursing in the Community: Community-oriented Practice. Elsevier Health Sciences, 2006.Why It Matters: Teen Pregnancy and Education. The National Campaign to Prevent Teen Pregnancy, retrieved 19 May 2009.

Enallage Definition and Examples

Enallage Definition and Examples In rhetoric, a figure of syntactic substitution in which one grammatical form (person, case, gender, number, tense) is replaced by another (usually ungrammatical) form. Also known as the figure of exchange. Enallage is related to solecism (a deviation from conventional word order). Enallage, however, is usually regarded as a deliberate stylistic device, whereas a solecism is commonly treated as an error of usage. Nonetheless, Richard Lanham suggests that the ordinary student will not go far wrong in using enallage as a general term for the whole broad range of substitutions, intentional or not (Handbook of Rhetorical Terms, 1991). See Examples and Observations below. Also see: AnthimeriaConversionHendiadysHistorical PresentHypallage Etymology From the Greek, change, exchange Examples and Observations Emphasis is what enallage can give us; it draws reaction by shifting the function of a word from that of its usual part of speech to an uncharacteristic function, thereby thwarting the predictable. . . .Heres a classic case of enallage: When a credit agency identifies a deadbeat debtor, the nonpayer is referred to not merely as a bad risk or bad person, but as a bad. Shifting the adjective bad into a noun is like saying, once a bad, always a bad, and bad through and through.(Arthur Plotnik, Spunk Bite. Random House, 2005)Got milk? is substandard speech. So is Subway’s Eat fresh. . . .It’s a trick called enallage: a slight deliberate grammatical mistake that makes a sentence stand out.We was robbed. Mistah Kurtz- he dead. Thunderbirds are go. All of these stick in our minds because they’re just wrong- wrong enough to be right.(Mark Forsyth, Rhetorical Reasons That Slogans Stick. The New York Times, November 13, 2014)The hyssop doth tree it in Judea.(Thomas Fuller , quoted by John Walker Vilant Macbeth in The Might and Mirth of Literature: A Treatise on Figurative Language, 1875) Whose scoffed words he taking halfe in scorne,Fiercely forth prickt his steed as in disdaine . . ..(Edmund Spenser, The Faerie Queen, Book 4, Canto 2)Bid them farewell, Cordelia, though unkind;Thou losest here, a better where to find.(William Shakespeare, King Lear)Being now awake, Ill queen it no inch further,But milk my ewes, and weep.(William Shakespeare, The Winters Tale) . . . how wickedly and wretchedly soever a man shall live, though he furs himself warm with poor mens hearts . . ..(Thomas Adams, The Three Divine Sisters)Enallage as a Rhetorical FigureIn narrative texts, a substitution of the past tense by the present tense (praesens historicum) takes place, when the intended effect is a vivid representation (enargeia). Not merely a solecism or a grammatical mistake, enallage is employed with a functional intentionality, which gives it the status of a rhetorical figure.(Heinrich F. Plett, Enallage, Encyclopedia of Rhetoric, edited by Thomas O. Sloane. Oxford University Press, 2002) The Figure of Exchange: From Latin To EnglishOf all the disorderly figures of speech I have considered thus far, enallage proves to be the most resistant to translation into English. The figure manipulates grammatical accidents, substituting one case, person, gender, or tense for another, and it does not have any obvious function in an uninflected language apart from the system of pronouns. Yet despite its basic unworkability in the vernacular, enallage and its subfigure antiposis appear in four English rhetorics published between 1550 and 1650. . . . In order to make enallage speak Englishto turn it into the Figure of exchangethese rhetorics redefine it as a mode of pronoun substitution, turning enallage into a figure that exchanges he for she. Like the costumes of the early modern stage, the figure allows English words to change their case, or garments.(Jenny C. Mann, Outlaw Rhetoric: Figuring Vernacular Eloquence in Shakespeares England. Cornell University Press, 2012) Also Known As: figure of exchange, anatiptosis​ Pronunciation: eh-NALL-uh-gee

Progress paper Essay Example | Topics and Well Written Essays - 1000 words

Progress paper - Essay Example Also, the project is worth undertaking given the huge potential that it has. Thus the E-coin project will be well out thought venture for Goldman Sachs given the numerous investments. Moreover, the internet usage of E-coin continues to show a tremendous sign of growing over the past few years. The return for Goldman to investment in E-coin is invaluable if E-coin becomes one of the most popular online payment systems. Strategy on putting the advert about E-coin technology that Goldman seeks to introduce was crafted. This involved how the technology would be advertised. In doing this, some of the reputable media organizations were approached to do the advert. The department involved in executing this task was the marketing department. The advert was to be done in a full-page paper in magazines as well as through TV adverts and radio adverts. Further, also, negotiations were done with the supplier companies that would be tasked with the production of the technology. The negotiations entailed a meeting at the company headquarters where resolutions were arrived at. Among others, the resolutions included the manner in which the technology would be secured and made easy to use, that is, user friendly. The down payments for the technology were done. Further, an agreement was made that the IT team from Goldman Sachs would work collaboratively with the company’s IT team. The work at this stage is more of transition work that I am doing to ensure that Goldman Sachs properly adopts the E-coin payment system. At this stage, we have acquired a number of equipment to see the adoption and implementation of technology. We are bringing experts also on board at this stage so as to implement the technology successfully. Therefore, lots of resources are bing deployed at this stage to ensure successful execution of task. Deploying resources means that we

Those Winter Sundays Poem Essay Example | Topics and Well Written Essays - 500 words - 1

Those Winter Sundays Poem - Essay Example This comparison of a cold winter day with the father’s endeavors contributes to the writer’s use of harsh imagery. The consonants are bravely spread out over the poem making it a powerfully illustration of love and fury. The poem is mixed with images contrasting a son’s journey of remembering his father’s actions that were completely overlooked in his childhood but now as a man, he recalls them with respect. The poem presents the theme of love that is not returned and the theme of regret which the speaker feels after his father is no more. Robert Hayden has presented the love of a father for his child who does not care about the fact whether his son loves him in return for it or not. This unconditional love is explained as the father does not care about his own fatigue and he maneuvers to light up the fireplace to make the house warm for his family. The poet expresses the fact that this act of devotion of the father was driven by his love for his family as he sacrificed his own rest for the sake of his family’s comfort. This is explained by the poet in these lines, â€Å"then with cracked hands that ached/ from labor in the weekday weather made/ banked fires blaze. No one ever thanked him.† These lines express the deep love of the father who did not care about his pain and suffering and his family’s comfort was his highest priority. The regret of the poet for not being thankful to his father has been explained in the poem as well. The poet explains that his father had faced many difficulties but despite of all his hardships, he wanted to make his family comfortable. The poet regrets for not loving his father back in return and for not being grateful to him for the sacrifices he gave for his family. The poet feels sad when he remembers how he had been unmoved and uncaring to the efforts made by his father to express his love for his family. The last

Soviet Sports and the relation to politics in the cold war Research Paper

Soviet Sports and the relation to politics in the cold war - Research Paper Example Similarly, this spirit of competition was not merely limited to those states/actors that supported the West/NATO with reference to capitalism over communism. Instead, the Soviet Union actively sought to promote the superiority of its system of government through the use of its various techniques to include: the arms race, the space race, advances in technology, and prowess displayed through expertise in sporting events. This analysis will work to research the level and extent to which the Soviet Union promoted sport as a means of spreading ideology throughout the world.1 Furthermore, the analysis will seek to answer the question of how this â€Å"threat† was understood by the United States and its allies. Similarly, the understanding of sport as a means towards a political end will be examined as a function of how the Soviet Union viewed these activities. However, before such an analysis is thoroughly performed, it is necessary to delve into an explanation of how the Soviet Un ion developed and fielded some of the most talented athletes that the 21st century has had to offer. Similarly, the research will work to show how the Soviet Union used sport as a means to domestically foster ideas relating to Communism, teamwork, collectivism, physical education, resourcefulness, as well as encouraging elements of national pride and patriotism. In this way, the paper will analyze the extent to which Soviet policies and ideologies directly affected the cultivation and development of the raw talent that it subsequently introduced to the world. Similarly, the scope of desired outcomes that the Soviet Union hoped to achieve from the implementation of such a broad and overarching commitment to sports will be analyzed. Development, Ideology and Vision Prior to the end of the Second World War, the Soviet Union was only represented in two international sporting unions. This was mainly due to the fact that the Soviet Union had been dedicating all its resources to marshal ac tivities involving preparing troops for the front lines. However, the arrival of peace after 1945 allowed the Soviet Union to continue to focus on building up their armed forces while fostering a robust sporting and physical fitness culture. These activities were noticed by the remainder of the world and many American observers of the time noted the rapid growth and dynamism that was portrayed by the Soviet sporting teams. One observer noted, â€Å" The Central Committee of the Soviet Union had the following to say with regards to the role that sport should play in the lives of the citizen, â€Å"Physical culture must be considered not only from the standpoint of physical education and health and as an aspect of the cultural, economic and military training of youth (the sport of rifle marksmanship and others), but also as one of the methods of educating the masses (in as much as physical culture develops will power and builds up endurance, teamwork, and resourcefulness and other v aluable qualities), and in addition, as means of rallying the broad masses of workers and peasants around the various Party, soviet, and trade union organizations, through which the masses of workers and peasants are to be drawn into social and political activity†

Effect of Liquid Tumeric Extract on Carcass Production

Effect of Liquid Tumeric Extract on Carcass Production The effect of liquid tumeric extract supplementation on carcass production and chemical quality of broiler meat M. Hidayat, Zuprizal, Sundari, A. Kurniawati, A. K. Wati and A. Kusmayadi ABSTRACT The purpose of this research was to find out the effects of liquid turmeric extract (LTE) supplementation as a phytobiotic on carcass production and chemical quality of broiler chicken meat. The research is conducted with a directional pattern completely randomized design. Eighty-four broiler chickens were raised from day old (DOC) to 42 days old chick. From DOC to 14 days old chicks were fed with commercial feed (ME 3,100 kcal/kg; CP 22%; Ca 1%; P 0.75%). During 15-21 days of age given a commercial feed mixture and basal feed (ME 3,201.77 kcal/kg; CP 20.21%; Ca 0.90%; and P 0.43%). At 22-42 days old given treatments. Seven treatments were replicated 3 times consisted of 4 broiler chickens for each replication. The treatments were positive control (P1), negative control (P2), water + LTE 2% (P3), water + LTE 4% (P4), water + LTE 6% (P5), water + LTE 8% (P6), and water + LTE 10% (P7). The results showed that LTE 10% significantly decreased (P0.05) on the carcass weight, carcass percen tage, meat protein and fat content. Keywords: broiler chicken, phytobiotic, liquid turmeric extract, carcass production, meat INTRODUCTION The contribution of Indonesias animal farm in providing sufficient feed as a source of animal protein, especially meat, greatly depends on poultry meat, more specifically broiler meat. Data from the Badan Pusat Statistik (2015) reveal that the average production of broiler meat in Indonesia from 2012 until 2014 was 52.03% of total national meat production with a broiler meat consumption of 86 g/capita/week, so that Indonesian society will lose more than half of animal protein feed from domesticated meat whenever there is no production of broiler meat. Broilers in Indonesia usually are reared using antibiotics as a feed additive produced by local feed companies in Indonesia. The antibiotics added in feed are usually used as a treatment and prevention of infections (Barton, 2000) and growth promoter (Barton, 2000; Dono, 2012; Daud et al., 2007; Hartadi et al., 2008) to improve the growth of broilers. Dono (2012) clarified that the effect of growth promoting antibiotics is strongly correlated with its ability to inhibit pathogenic microbes in the digestive tract. As a consequence, by inhibiting the growth of pathogens and reducing the toxic compounds from bacteria metabolism, it can stimulate the digestive efficiency and support the acceleration of the growth. In addition, according to Ajit et al. (2016), the beneficial effects of using antibiotics include the thickening of the intestine which leads to more nutrient absorption. Antibiotics that are frequently used as growth promoters include zinc bacitracin (Daud et al., 2007; Bintan g et al., 2008), oxytetracycline (Hintono et al., 2007), virginiamycin (Sinurat et al., 2009), flavomycin (Ashayerizadeh et al., 2009; Gunal et al., 2006), and enrofloksasin (Widiastuti, 2008). However, using antibiotics as a growth promoter in feed has various deficiencies. Widiastuti (2008) explained that the use of antibiotics as a growth promoter produces antibiotic residue in broiler liver, breast, and thigh meat. Antibiotic residue tends to be dangerous when considering that the antibiotics used in poultry are the same as those used by humans. Several kinds of medicinal plants can beused as antibiotic replacements in poultry. This is caused by the presence of active compounds in the plants that have a positive effect on the human bodys health. Turmeric is one of the plant containing curcumin that functions as anti- bacteria (Rahmawati et al., 2015; Fitoni et al., 2013). Bhawana et al. (2011) stated that the curcumin anti-bacteria working mechanism is examined with a transmission electron micrograph (TEM) analysis, which reveals that these particles enter bacteria cell walls by completely damaging the cell walls, resulting in cell death. The presence of this curcumin anti- bacteria characteristic is expected to have the same function as an antibiotic characteristic in inhibiting pathogenic bacteria in the small intestine, which will then result in better broiler growth. Curcumin, according to Prasanth et al. (2012), also has an antihiperlipidemic function. They elaborated further that curcumin has a derivative compound from the hydrogenation process that is called tetrahydrocurcumin (THC), which is an antioxidative substance that possesses an anti-hyperlipidemic effect by reducing peroxide lipids and lipid compounds (cholesterol, triglyceride, free fatty acid, and phospholipid). This function will be beneficial when considering that broiler have a high fat content, so that the presence of additional curcumin is expected to be able to improve the carcass quality by reducing the broiler meat fat content. The curcumin active compound still has a deficiency related to its minimal systemic bioavailability (absorption) in digestion (Sundari, 2014). Other compounds need to be added in turmeric extract to optimize the function of curcumin. Research by Sundari (2014) shows that adding the compounds chitosan and sodium tripoliphosfate (STPP) are known to be able to cover the weaknesses of curcumin in the digestion process. Chitosan functions to improve the solubility and bioavailability of curcumin, while STPP acts to stabilize turmeric extract and chitosan by performing as a cross-linker. Sundari (2014) also reported that the formulation of turmeric extract + chitosan + STPP with turmeric extract dissolvent and ethanol dissolvent produces high production cost of Rp 6,060.00/g, so that water could replace ethanol to reduce the production cost. The purpose of this research is to discover the influence of adding liquid turmeric extract as a phytobiotic towards carcass production and broiler meat chemical quality as well as to find out the best concentration of liquid turmeric extract to produce carcass production and broiler meat chemical quality. MATERIALS AND METHODS Instruments The instruments used in this research consisted of a group of 21 square cages measuring p x l x t = 80 x 50 x 50 cm, a chicken scale, food containers, drink containers, a thermometer and room hygrometer, a chicken and feed scale, a 500 ml measuring glass, a 50 ml measuring glass, a set of chicken slaughtering equipment, and a set of meat proximate chemical analysis equipment. Materials The materials used in this research were one day old chicks (DOC) of male broilers, commercial feed, starter and finisher broiler formulation basal feed, drinking water, vitamins, ND 1 and ND 2 vaccines, fumigation material, fresh turmeric, chitosan, citric acid, and sodium tripolyphosphate (STPP). Process of Making Liquid Turmeric Extract The steps of making liquid turmeric extract were as follows: 1) fresh turmeric was peeled; 2) the peeled turmeric was bleached with citric acid solution of 0.05% until it was all submerged in a temperature of 100oC for 5-10 minutes, and then it was thinly sliced; 3) the sliced turmeric was then mixed with distilled water and blended (a mixture of 400 g of fresh turmeric dissolved in 500 ml of distilled water); 4) the blended turmeric was then filtered, the dregs separated, and put through a filtrate; 5) the turmeric extract filtrate was then added with 5 g of chitosan that had previously been dissolved in a 400 ml buffer of pH 4 citric acid using magnetic stirrer; 6) the extract filtrate of turmeric + chitosan was added with 2.5 g of STPP, which previously had already been dissolved in 100 ml of distilled water using magnetic stirrer. In vivo Test of Liquid Turmeric Extract Male broilers were raised for 42 days. From day old chick (DOC) to 14 days of age, thebroilers were given commercial feed with ME nutrient content of: 3,100 Kcal/kg; CP 22%; Ca 1%; P 0.75%. From 15 to 21 days of age, the broilers were given commercial feed and starter basal feed (Table 1) to adapt with the consumption of basal feed that was free of antibiotics, so that it could all be used in basal feed when given turmeric extract. Eighty-four broilers of 22 days old were divided randomly into 7 treatment groups. Each treatment consisted of 3 replications with 4 broiler in every replication. The treatments were applied for 21 days until the chickens reached 42 days old. The broiler grower basal feed (Table 1) was given ad libitum during the treatments. Seven treatments were differentiated based on the addition of turmeric extract in the drinking water, including: T1: positive control (water + antibitotic Zinc Bacitracin 12 mg /1000 ml) T2: negative control (water) T3: water + 2% liquid turmeric extract T4 : water + 4% liquid turmeric extract T5 : water + 6% liquid turmeric extract T6 : water + 8% liquid turmeric extract T7 : water + 10% liquid turmeric extract Parameters Observed Parameter observed included carcass production (slaughter weight, carcass weight, and carcass percentage) and meat chemical quality (water content, meat protein content, and meat fat content). The slaughter weight was obtained by weighing the chickens before being slaughtered. Two broilers were slaughtered in every replication of each treatment. The carcass weight was obtained by slaughtering the chickens until all the blood was removed and then separated from the feathers, head, internal organs, and feet, then it was weighed. The carcass percentage was obtained by dividing the carcass weight by the slaughter weight and multiplied by 100%. Meat from the right thigh was sampled and blended for chemical analysis included water content, crude protein content, and crude fat content using AOAC (2005). Data were analyzed with a directional pattern method using SPSS-16 program, and if there was a significant difference (P The slaughter weight of broilers given liquid turmeric extract and positive control (T1) were relatively higher compared to those of broilers in the negative control treatment (T2), which was only given plain drinking water. The results revealed that broilers given liquid turmeric extract with a dosage of 8% (T6) produced the highest slaughter weight and those given turmeric extract dosage of 10% (T7) produced the lowest slaughter weight. Fitoni et al. (2013) reported that turmeric with a curcumin active compound could inhibit the growth of coliform bacteria with a total of 108 cfu colonies compared with treatment without turmeric that contained more than 300 cfu of coliform bacteria. The curcumin antibacterial mechanism was that these particles entered the bacteria cell walls by completely damaging the cell walls, so that it resulted in the cell death (Bhawana et al., 2011). There was an inhibition of pathogen bacteria, resulting in a reduction of nutrients in the intestine that were eaten by the pathogen bacteria, so that the absorbed nutrition by intestinal villi increased. The research also showed that giving a 10% dosage of liquid turmeric extract (T7) could reduce the broiler slaughter weight, after the previous T6 (dosage of 8%) showed the highest    *Nutritional requirements needs standards for 3-6  week old broiler chickens (NRC, 1994): protein 20%; Lys 1.0%; Met 0.38%; energy 3,200 kcal/kg,  Ca 0.9%; P av 0.35%. ** Masamix composition per kilogram: vit A 810000 IU, D3 212000 ICU, E 1.8g, K3 0.18g, B1 0.112g, B2 0.288g, B6 0.3g, B12 0.0036 g, Co 0.028 g, Cu 0.5g, Fe 6.0g; Mn 6g; Iod 0.1g; Zn 5g, Se 0.025g, DL-Met 212.5g, L-Lys 31g, Folic Acid 0.11g, As. panthotenat 0.54g. Niacin (vit B3) 2.16g, CholinCl 60% 75g. RESULTS AND DISCUSSIONS Carcass Production The broiler carcass production included slaughter weight, carcass weight, and carcass percentage, are presented in Table 2. Slaughter Weight The slaughter weight of broilers given liquid turmeric generally had the same as those of  slaughter weight. The same research results were reported by Pratikno (2010) that giving a turmeric extract dosage of 400 mg/kg body weight had the highest body weight (2,320.833 g). However, giving a turmeric extract dosage of 600 mg/kg body weight actually reduced the body weight (2,251.667 g). Curcumin was found to experience a character shift from an antioxidant to become a prooxidant when it was given in a high dosage (Saefudin et al., 2014). Research by Syamsudin et al. (2006) revealed that giving a curcumin dosage of 3,600  µM in rat liver mitochondria isolate reduced the glutathione reductase (GR) enzyme activity compared with the curcumin dosage of 60 µM which was lower. The lower GR activity could be caused by an accumulation of free radical metabolites. The free radical compound could originate from curcumin which had a trait shift to become a prooxidant in a high dosage. The body need more energy to detoxify free radical compounds. The amount of energy needed  would increase the  total metabolizable energy  in broiler chicken blood (Sundari, 2014), so that it would reduce the feed consumption, resulting in a decrease of body weight. The decrease of body weight was proven from research conducted by Kusmayadi (2015), who found that the feed intake of broil er given 10% dosage of liquid turmeric extract was only 3,285 g compared to those of broiler given 8% dosage of liquid turmeric extract (3,723 g). The lower feed intake caused the insufficient broiler nutrient needs in terms of quantity, so that the growth disrupted and the body weight decrease. Table 2. Carcass Production of Broilers Given Liquid Turmeric Extract in Drinking Water  Mean at the same column with different superscript indicate significantly different (P Treatments Slaughter Weight (g) Carcass Weight (g) Carcass Percentage T1 2,917.7+ 87.36b 2,101.2+ 77.81 72.01+1.38 T2 2,774.7+126.82ab 1,974.2+127.27 71.13+2.75 T3 2,832.7+193.90b 2,105.3+206.88 74.45+7.27 T4 2,761.2+210.59b 1,987.3+148.04 72.24+6.57 T5 2,816.3+ 31.00b 2,031.3+ 78.30 72.14+2.92 T6 2,931.8+ 62.11b 2,003.0+ 69.00 68.32+1.79 T7 2,644.2+178.51a 1,869.2+161.77 71.02+8.56 Carcass Weight and Dressing Percentage The carcass weight and dressing percentage did not show a significant difference (Pet al. (2009) that the final body weight was equivalent with the carcass weight. Carcass reflected body part of the broiler production (Resnawati, 2004) and the carcass percentage reflected the size of the broiler carcass. Meat Chemical Quality The results of the broiler meat chemical quality, which are included protein content, fat content, and meat water content are presented in Table 3. Meat Protein Content The broiler meat protein content, which was  supplemented with 2% to 10% doses of turmeric extract in drinking water generally had the same protein content compared to the positive control and negative control with a range of 21.49 to 23.94%. Six-week old male broiler meat protein content was ranged from 20.21 to 22.08% (Soeparno, 2011), so that this results were relatively normal. Sundari (2014) explained that by giving turmeric extract, it would increase the nutrient absorption capacity, including protein, in the small intestine. Turmeric extract as a phytobiotic was also found to accelerate nutrient metabolism in cells (Pratikno, 2010). A smooth metabolism could be due to the curcumin activity in turmeric extract, which functions as an imunomodulator or antibody system (Dono, 2013). Jamilah et al. (2013) stated that good broiler immunity caused protein to be used to repair cell tissues, so that a high amount of protein was deposited inside meat. On another side, the bodys low immunity causes protein to be mostly used to repair cell tissues as well as form antibodies. Increasing the protein deposit in meat will be used for growth and not to increase the percentage of meat protein. Meat Fat Content The broiler meat fat content, which was supplemented with turmeric extract in drinking water with a dosage of 2% to 10%, generally had the same fat content (P>0.05) as positive control or negative control did. Sundari (2014) reported that giving turmeric extract could increase the fat nutrient absorption in the small intestine. This reflecting that fat which was absorbed in the body  would increase and deposited in the body, including meat in the form of intramuscular fat. Linder (1992) added that body fat also came from the conversion of excess glucose. On another side, Estancia  et al.  (2011) explain that curcumin had increased lipid catabolism to decrease lipid in the body. In this research, the increase of lipid metabolism did not occur due to the ration which was fulfilled with energy from glucose. This sufficiency caused the fat unable to breakdown to become physical or heat energy, so that there was no reduction in broiler meat fat content.   Table 3. Meat Chemical Content of Broiler Chickens Given Liquid Turmeric Extract in Drinking Water Treatments Protein content (%) Fat content (%) Water content (%)* T1 23.44+0.07 0.98+0.20 73.08+0.57b T2 21.49+3.00 1.74+0.23 73.41+0.33b T3 22.47+0.34 1.80+0.52 72.91+0.42b T4 22.73+0.49 2.21+0.68 73.14+0.84b T5 23.93+0.41 1.41+0.23 73.07+0.77b T6 23.74+0.33 2.13+0.51 71.80+0.80a T7 23.94+0.43 1.78+1.20 71.96+0.43a Mean at the same column with different superscript indicate significantly different (P Meat Water Content The meat water content of broiler which were given liquid turmeric extract revealed significant differences among the treatments (P In vitro research which was conducted by Sundari (2014), revealed that the addition of turmeric extract could improve the digestion of dry matter, protein, and fat, because of the increase in number and height of intestinal villi,  so that the area of the intestinal villi surface to absorb nutrients increased. A greater number of absorbed nutrients and better metabolism process because of the curcumin caused higher deposited nutrients in the meat, so that the dry matter of meat increased and the meat water content decreased. CONCLUSION Providing liquid turmeric extract in the dossage 2% to 8% had the similar results of slaughter weight. Providing liquid turmeric extract (8 to 10%) can also reduce the water content in broiler meat. However, using liquid turmeric extract with a 10% of dosage has a negative effect in the reduction of the slaughter weight. ACKNOWLEDGMENTS An expression of gratitude is conveyed to the General Directorate of Higher Education, the UGM Animal Science Faculty academic community, and especially to the UGM Animal Science Students Study Forum (FOSMAPET) for their assistance in conducting the field research. REFERENCES AOAC. 2005. Official Method of the Association of Official Analytical Chemist. 12th Edition. Published by the Association of Official Analytical Chemist. 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