Obesity Obesity And Overweight - 1755 Words

In the past decade, more people are becoming overweight or obese including children and adults of all ages. Obesity is â€Å"defined as the weight in kilograms divided by the square of the height in metres (kg/m2). A BMI over 25 kg/m2 is defined as overweight, and a BMI of over 30 kg/m2 is obese,† BMI standing for body mass index (â€Å"Obesity and Overweight† 1). While some people may disagree regarding whether or not there is a growing obesity epidemic, research proves indeed that the number of people that are becoming either obese or overweight has doubled in the past 30 years. All around, people are getting heavier. Weight issues are on the rise with â€Å"more than 1 billion adults overweight- at least 300 million of them clinically obese† and â€Å"an estimated 17.6 million children under five are estimated to be overweight worldwide† (â€Å"Obesity and Overweight† 2). Without proper and consistent exercise along with healthy eating habits, be coming overweight is more likely to affect you. Those that are overweight have increased health risks. The quantity of obese children is on the rise with food deserts and fast foods joints becoming more popular for better or worse. Being aware of the growing epidemic allows for preventative actions to be taken to slim the numbers back down. Health risks typically include, but are not limited to morbidity, hypertension, type 2 diabetes, osteoarthritis, sleep apnea and respiratory problems, coronary heart disease, and different types of cancer (â€Å"NHLBIShow MoreRelatedObesity : Obesity And Overweight1893 Words   |  8 PagesIn the last 35 years, obesity has nearly doubled worldwide. According to the world health organisation (WHO), over 1.4 billion adults were overweight in 2008. More than 200 million men out of these were obese and just less than 300 million women were obese. Of the world’s population, countries holding 65% of the population have more deaths due to obesi ty than underweight. As a result of obesity, every year 2.8 million adults die from destructive consequential burdens like diabetes that has 44% ofRead MoreObesity Prevalence Of Overweight And Obesity Essay2083 Words   |  9 Pagesprevalence of overweight and obesity has increased in the United States of America. Many of the results related to obesity considered to be an adult disease in the past, now obesity also affects young peoples body healthy. In children and adolescents, obesity increases the risk of adult obesity with complications. For example, hypertension, diabetes and heart disease are well known. Obesity in children and adolescents will be a prevalent and costly disease. Overweight and obesity are highly prevalentRead MoreChildhood Obesity And Overweight And Obesity Essay1138 Words   |  5 PagesObesity has become one of the number one factors affecting today’s youth. Numerous factors contribute to childhood obesity such as, poor lifestyle choices and the la ck of exercise. In the article Harrison et al. (2011) indicates in order to understand why childhood obesity and overweight are on the rise, we first need to establish the factors that contribute to this dilemma. There is no doubt that nature and nurture contribute to childhood overweight and obesity; that is why researchers developedRead MorePrevalence Of Overweight And Obesity Essay1249 Words   |  5 PagesThe aim of this study was to investigate the prevalence of overweight/obesity among parents of children entering childhood obesity treatment and to evaluate changes in the parents’ weight during their child’s treatment (Trier, 2016). The study included the parents of 1,125 children and adolescents (aged 3-22) who were enrolled in a children obesity treatment program. They began by taking the heights and weights of the children and the BMI scores were calculated. After 2.5 years of treatment, theRead MoreThe Prevalence Of Overweight / Obesity1616 Words   |  7 PagesStatement: POPULATION/PATIENT PROBLEM: Both researchers studied the incidence of overweight/obesity in African-American children. One related it to the low socioeconomic status of the caregivers (SEP) and this study/research was conducted in Pitt County, North Carolina. The other research, four childhood obesity perceptions among African-American caregivers in a rural area Georgia community relates overweight/obesity on the parents’ level of education, income, eating habits and lack of physical activitiesRead MoreEssay On Overweight And Obesity1032 Words   |  5 Pagesthrough approaches that emphasize collaboration with communities in exploring and acting on locally identified concerns (Minkler et al, 2003). There is no doubt that success and sustainability of the proposed research study on the prevalence of overweight and obesity among African immigrants in the United States using CBPR approach will likely benefit and depend on the collaboration of non-scientific trained community members. Yet, the argument cont inues to center on why non-scientifically trained communityRead MorePrevalence Of Overweight And Obesity935 Words   |  4 PagesThe prevalence of overweight and obesity in children is increasing worldwide at an alarming rate in both developing and developed countries.1 Obesity is associated with a heterogeneity of metabolic abnormalities, e.g., dyslipidemia, insulin resistance, hyperglycemia, and hypertension that may provide a plausible biologic link between obesity and the increased risk of cardiovascular morbidity and mortality. Metabolic syndrome (MS) has been defined as a cluster of risk factors for atherosclerosis thatRead MoreOverweight and Obesity in Australia842 Words   |  3 PagesAustralian’s should put more effort into stopping declining fitness levels and it should start with our youth. The youth of this generation is lacking a healthy amount of physical activity; growing evidence shows that the occurrence of overweight and obesity is dramatically increasing in Australian children and adolescents. If more Australians increased the amount of physical activity they did, and also decided to eat healthier then declining fitness levels would reduce. Australians would benefitRead MoreThe Prevalence Of Overweight And Obesity1910 Words   |  8 PagesAbstract: The prevalence of overweight and obesity in America has increased and with it so has the effort find ways to lose weight and maintain a healthy weight. Different diets with varying macronutrient contents are being investigated as to find out which are most effective for weight maintenance. This study sought out to demonstrate that the addition of plant-derived saturated fats high in medium chain fatty acids can aid in weight management in mammals. Twenty-four mice were fed isocaloric dietsRead MoreEssay On Prevention Of Overweight And Obesity729 Words   |  3 PagesA systematic review by Wofford (2008) identified the current state of the evidence related to the prevention of overweight and obesity in children. The results indicate five areas of emphasis or threads in the literature: prevalence of the problem; prevention as the best option; preschool population as the target; crucial parental involvement; and numerous guidelines. So far, many behavioral/nutrition interventions in s chools, communities or within the home have been considered. But the literature

Carr and the Thesis free essay sample

Edward Carr begins What is History? By saying what he thinks history is not†¦by being negative. In Carr’s words, what history is not, or should not be, is a way of constructing historical accounts that are obsessed with both the facts and the documents which are said to contain them. Carr believes that by doing this the profoundly important shaping power of the historian will surely be downplayed. Carr goes on to argue – in his first chapter- that this downgrading of historiography arose because mainstream historians combined three things: first, a simple but very strong assertion that the proper function of the historian was to show the past as ‘it really was’; second, a positivist stress on inductive method, where you first get the facts and then draw conclusions from them; and third – and this especially in Great Britain – a dominant empiricist rationale. Together, these constituted for Carr what still stood for the ‘commonsenseà ¢â‚¬â„¢ view of history: The empirical theory of knowledge presupposes a complete separation between subject and object. Facts, like sense-impressions, impinge on the observer from outside and are independent of his consciousness. The process of reception is passive: having received the data, he then acts on them†¦This consists of a corpus of ascertained facts†¦First get your facts straight, then plunge at your peril into the shifting sands of interpretation – that is the ultimate wisdom of the empirical, commonsense school of history. 2 Clearly, however, commonsense doesn’t work for Mr.Carr. For he sees this as precisely the view one has to reject. Unfortunately things begin to get a little complicated when Carr tries to show the light, since while it seems he has three philosophical ways of going about his studies one being epistemological and two ideological his prioritizing of the epistemological over the ideological makes history a science too complex for comprehension to anyone other than himself. Carr’s epistemological argument states that not all the ‘facts of the past’ are actually ‘historical facts. Furthermore, there are vital distinctions to be drawn between the ‘events’ of the past, the ‘facts’ of the past and the ‘historical’ facts. That ‘historical facts’ only become this way is by being branded so by recognized historians. Carr develops this argument as follows: What is a historical fact? †¦According to the commonsense view, there are certain basic facts which are the same for all historians and which form, so to speak, the backbone of history the fact, for example, that the battle of Hastings was fought in 1066. But this view calls for two observations. In the first place, it is not with facts like these that the historian is primarily concerned. It is no doubt important to know that the great battle was fought in 1066 and not 1065 or 1067†¦The historian must not get these things wrong. But when points of this kind are raised, I am reminded of Housman’s remark that ‘accuracy is a duty, not a virtue’. To praise a historian for his accuracy is like praising an architect for using well-seasoned timber. It is a necessary condition of his work, but not his essential function. It is precisely for matters of this kind that the historian is entitled to rely on what have been called the ‘auxiliary sciences’ of history archaeology, epigraphy, numismatics, chronology, and so-forth. 3 Carr thinks that the insertion of such facts into a historical account, and the significance which they will have relative to other selected facts, depends not on any quality intrinsic to the facts ‘in and for themselves,’ but on the reading of events the historian chooses to give: It used to be said that facts speak for themselves. This is, of course, untrue. The facts speak only when the historian calls on them: it is he who decides to which facts to give the floor, and in what order or context†¦The only reason why we are interested to know that the battle was fought at Hastings in 1066 is that historians regard it as a major historical event. It is the historian who has decided for his own reasons that Caesar’s crossing of that petty stream, the Rubicon, is a fact of history, whereas the crossings of the Rubicon by millions of other people†¦interests nobody at all†¦The historian is [therefore] necessarily selective. The belief in a hard core of historical facts existing objectively and independently of the historian is a preposterous fallacy, but one which it is very hard to eradicate. 4 Following on from this, Carr ends his argument with an illustration of the process by which a slight event from the past is transformed into a ‘historical fact’. At Stalybridge Wakes, in 1850, Carr tells us about a gingerbread seller being beaten to death by an angry mob; this is a well documented and authentic ‘fact from the past. But for it to become a ‘historical fact,’ Carr argues that it needed to be taken up by historians and inserted by them into their interpretations, thence becoming part of our historical memory. In other words concludes Carr: Its status as a historical fact will turn on a question of interpretation. This element of interpretation enters into every fact of history. 5 This is the substance of Carr’s first argument and the first ‘positionâ€⠄¢ that is easily taken away after a quick read his work. Thereby initially surmising that Carr thinks that all history is just interpretation and there are really no such things as facts. This could be an easily mislead conclusion if one ceases to read any further. If the interpretation of Carr stops at this point, then not only are we left with a strong impression that his whole argument about the nature of history, and the status of historical knowledge, is effectively epistemological and skeptical, but we are also not in a good position to see why. It’s not until a few pages past the Stalybridge example that Carr rejects that there was too skeptical a relativism of Collingwood, and begins a few pages after that to reinstate ‘the facts’ in a rather unproblematical way, which eventually leads him towards his own version of objectivity. Carr’s other two arguments are therefore crucial to follow, and not because they are explicitly ideological. The first of the two arguments is a perfectly reasonable one, in which Carr is opposed to the obsession of facts, because of the resulting common sense view of history that turns into an ideological expression of liberalism. Carr’s argument runs as follows. The classical, liberal idea of progress was that individuals would, in exercising their freedom in ways which took ‘account’ of the competing claims of others somehow and without too much intervention, move towards a harmony of interests resulting in a greater, freer harmony for all. Carr thinks that this idea was then extended into the argument for a sort of general intellectual laissez-faire, and then more particularly into history. For Carr, the fundamental idea supporting liberal historiography was that historians, all going about their work in different ways but mindful of the ways of others, would be able to collect the facts and allow the ‘free-play’ of such facts, thereby securing that they were in harmony with the events of the past which were now truthfully represented. As Carr puts this: The nineteenth century was, for the intellectuals of Western Europe, a comfortable period exuding confidence and optimism. The facts were on the whole satisfactory; and the inclination to ask and answer awkward questions about them correspondingly weak†¦The liberal†¦view of history had a close affinity with the economic doctrine of laissez-faire – also the product of a serene and self-confident outlook on the world. Let everyone get on with his particular job, and the hidden hand would take care of the universal harmony. The facts of history were themselves a demonstration of the supreme fact of a beneficent and apparently infinite progress towards higher things. 6 Carr’s second argument is therefore both straightforward and ideological. His point is that the idea of the freedom of the facts to speak for themselves arose from the happy coincidence that they just happened to speak liberal. But of course Carr did not. Thereby knowing that in the history he wrote the facts had to be made to speak in a way other than liberal (i. e. in a Marxist type of way) then his own experience of making ‘the facts’, his facts, is universalized to become everyone’s experience. Historians, including liberals, have to transform the ‘facts of the past’ into ‘historical facts’ by their positioned intervention. And so, Carr’s second argument against ‘commonsense’ history is ideological. For that matter, so is the third. But if the second of Carr’s arguments is easy to see, his third and final one is not. This argument needs a little ironing out. In the first two critiques of ‘commonsense’ history, Carr has effectively argued that the facts have no ‘intrinsic’ value, but that they’ve only gained their ‘relative’ value when historians put them into their accounts after all the other facts were under consideration. The conclusion Carr drew is that the facts only speak when the historian calls upon them to do so. However, it was part of Carr’s position that liberals had not recognized the shaping power of the historian because of the ‘cult of the fact’ and that, because of the dominance of liberal ideology, their view had become commonsense, not only for themselves, but for practically all historiography. It appeared to Carr that historians seemed to subscribe to the position that they ought to act as the channel through which ‘the facts of the past for their own sake’ were allowed self-expression. But Carr, not wanting to go the route of his fellow historians, nor wanting to succumb to the intellectual complaints about the demise of the experience of originality, says: In the following pages I shall try to distance myself from prevailing trends among Western intellectuals†¦to show how and why I think they have gone astray and to stake out a claim, if not for an optimistic, at any rate for a saner and more balanced outlook on the future. 7 It is therefore this very pointed position which stands behind and gives most, if not all, of the reason for Carr’s writing What is History? Carr himself seems to be quite clear that the real motive behind his text was the ideological necessity to re-think and re-articulate the idea of continued historical progress among the ‘conditions’ and the doubters of his own ‘skeptical days’. Carr’s ‘real’ concern was ‘the fact’ that he thought the future of the whole modern world was at stake. Carr’s own optimism cannot be supported by ‘the facts’, so that his own position is just his opinion, as equally without foundation as those held by optimistic liberals. Consequently, the only conclusion that can arguably be drawn is that ‘the past’ doesn’t actually enter into historiography, except rhetorically. In actuality there should be no nostalgia for the loss of a ‘real’ past, no sentimental memory of a more certain time, nor a panic that there are no foundations for knowledge other than rhetorical conversation.

Nuclear Weapons Essays - Nuclear Weapons, Nuclear Warfare

Nuclear Weapons A major problem concerning the world today is the disposal of nuclear weapons. With the Cold War, we have seen a massive build up of nuclear weapons, and no, that we are no longer in a state of global warfare, what is to be done with them? As a result of the build-up in nuclear weapons during the cold war the world is now facing major environmental problems trying to deactivate them, and in addition major debate are occurring on the policies of disarmament and deterrence as solutions to this global problem. Countries are becoming more aware of the fact that their citizens do not want to have to worry about a nuclear attack or environmental effects of nuclear weapons testing. The people of the world are calling for an end to this senseless destruction of the earth. The explosive power of a nuclear weapon comes from nuclear fission or nuclear fusion, or both in the case of the Hydrogen bomb. A typical small nuclear weapon has the explosive yields of tens of thousands of tons of the conventional explosive TNT. A large nuclear weapon can kill hundreds of thousands of people, and when carried on a ballistic missile, can travel intercontinental distances in less than half an hour. The deployment of tens of thousands of these weapons, primarily by the United Sates and the Soviet Union, has threatened annihilation of millions of people with little or no warning. Strategic (long-range) nuclear weapons include land-based intercontinental ballistic missiles (ICBM), submarine-launched ballistic missiles (SLBMs) and bombs and cruise missiles carried on long-range bombers. Tactical nuclear weapons are shorter-range weapons allocated for regional use or for use in support of battlefield operations. As a result of the Cold War, the build-up of nuclear weapons today has never been greater. The term "Cold War" refers to the strategic and political struggle that developed after World War II between the United States and its Wester European allies on one side, and the former USSR on the other. The Soviet leaders considered the objections of the United States to Soviet actions in Poland, Hungary, and Romania a betrayal of wartime understandings about spheres of influence in Europe. Therefore the Soviet Union was placed under a military and political barrier. The stockpile of nuclear weapons that available today is the direct result of the arms race which was the highlight of the cold war. Nuclear arms at the time of the cold war were considered to be a way for countries to discourage other countries from attacking, mainly the United States and the USSR, which were the key players in the arms race of the 1950's and 60's. While the dissolution of the Soviet Union has r! educed the concern about nuclear war waged with strategic weapons between the Russia and the U.S., other issues have become more pressing. As far as is known, only eight countries now have nuclear weapons. "The five declared nuclear powers are : the United States, over 9,000 warheads deployed and some 11,000 in reserve or awaiting dismantling; Russia, over 10,000 warheads deployed and some 18,000 in reserve or awaiting dismantling; France, over 500 warheads; China, about 450 warheads; U.K., about 300 warheads." "In addition to the key countries there are 'threshold' states which have not officially confirmed the possession of nuclear weapons: Israel, India and Pakistan," all countries in which there is great possibilities of a civil war breaking out and the nuclear weapons being utilized. The realization by the people of the massive amounts of nuclear weapons stockpiled and disastrous environmental hazards has caused much protest among the people. During the cold war thoughts of massive destruction and human suffering dominated people's minds, but no one really knew how grave the situation would be after a nuclear bomb was dropped. Until recently, scientific research had not addressed the potential long-term climatic and environmental damage of a nuclear conflict. Scientific research suggests that a nuclear conflict could inject enough smoke and dust particles into the atmosphere to block out sunlight and cause severe drops in surface temperatures over a significant period of time. This, in turn could adversely affect plants, animals, and humans. The term "nuclear winter" has been coined to describe these effects. Nuclear Weapons Essays - Nuclear Weapons, Nuclear Warfare Nuclear Weapons A major problem concerning the world today is the disposal of nuclear weapons. With the Cold War, we have seen a massive build up of nuclear weapons, and no, that we are no longer in a state of global warfare, what is to be done with them? As a result of the build-up in nuclear weapons during the cold war the world is now facing major environmental problems trying to deactivate them, and in addition major debate are occurring on the policies of disarmament and deterrence as solutions to this global problem. Countries are becoming more aware of the fact that their citizens do not want to have to worry about a nuclear attack or environmental effects of nuclear weapons testing. The people of the world are calling for an end to this senseless destruction of the earth. The explosive power of a nuclear weapon comes from nuclear fission or nuclear fusion, or both in the case of the Hydrogen bomb. A typical small nuclear weapon has the explosive yields of tens of thousands of tons of the conventional explosive TNT. A large nuclear weapon can kill hundreds of thousands of people, and when carried on a ballistic missile, can travel intercontinental distances in less than half an hour. The deployment of tens of thousands of these weapons, primarily by the United Sates and the Soviet Union, has threatened annihilation of millions of people with little or no warning. Strategic (long-range) nuclear weapons include land-based intercontinental ballistic missiles (ICBM), submarine-launched ballistic missiles (SLBMs) and bombs and cruise missiles carried on long-range bombers. Tactical nuclear weapons are shorter-range weapons allocated for regional use or for use in support of battlefield operations. As a result of the Cold War, the build-up of nuclear weapons today has never been greater. The term "Cold War" refers to the strategic and political struggle that developed after World War II between the United States and its Wester European allies on one side, and the former USSR on the other. The Soviet leaders considered the objections of the United States to Soviet actions in Poland, Hungary, and Romania a betrayal of wartime understandings about spheres of influence in Europe. Therefore the Soviet Union was placed under a military and political barrier. The stockpile of nuclear weapons that available today is the direct result of the arms race which was the highlight of the cold war. Nuclear arms at the time of the cold war were considered to be a way for countries to discourage other countries from attacking, mainly the United States and the USSR, which were the key players in the arms race of the 1950's and 60's. While the dissolution of the Soviet Union has r! educed the concern about nuclear war waged with strategic weapons between the Russia and the U.S., other issues have become more pressing. As far as is known, only eight countries now have nuclear weapons. "The five declared nuclear powers are : the United States, over 9,000 warheads deployed and some 11,000 in reserve or awaiting dismantling; Russia, over 10,000 warheads deployed and some 18,000 in reserve or awaiting dismantling; France, over 500 warheads; China, about 450 warheads; U.K., about 300 warheads." "In addition to the key countries there are 'threshold' states which have not officially confirmed the possession of nuclear weapons: Israel, India and Pakistan," all countries in which there is great possibilities of a civil war breaking out and the nuclear weapons being utilized. The realization by the people of the massive amounts of nuclear weapons stockpiled and disastrous environmental hazards has caused much protest among the people. During the cold war thoughts of massive destruction and human suffering dominated people's minds, but no one really knew how grave the situation would be after a nuclear bomb was dropped. Until recently, scientific research had not addressed the potential long-term climatic and environmental damage of a nuclear conflict. Scientific research suggests that a nuclear conflict could inject enough smoke and dust particles into the atmosphere to block out sunlight and cause severe drops in surface temperatures over a significant period of time. This, in turn could adversely affect plants, animals, and humans. The term "nuclear winter" has been coined to describe these effects.

AP US History Essays - League Of Nations, Free Essays, Term Papers

AP US History Essays - League Of Nations, Free Essays, Term Papers AP US History March 1, 1997 Period 4 Treaty of Versailles: Who was at fault for its denial? The Treaty of Versailles, which was a peace treaty that called for the end of World War 1(between Germany and the Allies), was defeated in the Senate by an unknown alliance of two forces. The two forces were President Wilson?s ?all or nothing? attitude and the strong opponents of the Treaty in the Senate. William Borah (Sen, Idaho), one of the ?irreconcilables?, brings out a clear weakness in the Covenant of the League of Nations in his speech to the Senate. The weakness is that will any country really feel comfortable, or approve of, another country?s government dealing with their domestic affairs and concerns, especially if they have an army to support whatever they decide. He also brings up a point that no one would approve of a tribunal, with 41 other nations in it, to settle a problem that might arise between members of the nation because what one nation sees a vital, another nation may see as wasteful, which might just lead to another World War. The League as he describes it is contradictorial in all that it is to accomplish (?force to destroy force, conflict to prevent conflict, militarism to destroy militarism, war to prevent war?) and it can?t work like that because it has no authority to back up its own judgment. This goes against Wilson?s idea of the League because he helped create it and it is a very important and big step to him in creating a worldwide government (Doc A) The Treaty as portrayed in The New Republic is useless, which is a strong reason it shouldn?t be passed. It wasn?t useless in the sense that it would officially end the war, but in a sense that it would not ?moralize nationalism?. The moralization of nationalism could be achieved by ending the separation of classes and ambitions that could only be enjoyed by some, not all, people in the country. According to the journalist the Treaty doesn?t make even a bland attempt to solve these problems, and that it, in fact, promotes and heightens those differences of opinion between the nations. (Doc B) In a general speech given by Wilson, he provides that Article X, which morally bound the U.S. to aid any member of the League victimized by external aggression, is the ?inevitable, logical center to the whole system of the Covenant of the League of Nations?. Although he supports it, he feels he is not at fault if the Covenant isn?t correct. On another separate occasion, Wilson defended that Article X morally, not legally, bound the U.S. to aiding other victimized nations, ergo the U.S. didn?t have to help who they didn?t want to help. Article X angered Congress because they wanted to reserve their constitutional right of declaring war to themselves. Article X also enraged the great- grandson of George Cabot, Henry Cabot Lodge (R, Idaho). He so disliked Article X that he made his own reservation to it, which provided that the U.S. has no obligation to get involved with the affairs of any other country. His reservation would later be turned down by Congress. (Doc C) Herbert Hoover correctly advises President Wilson to, in so many words, to hurry up and do something to approve the treaty in the Senate or it will never get passed. He gives this advice to President Wilson because he knows that Lodge is effectively using delay tactics, such as reading the whole 264- page treaty aloud to the Senate Foreign Relations Committee, to divide and sway public opinion about the Treaty to his favor. Although he is pleased with the concern the government is giving to the treaty, he feels their could be improvements and if these improvements aren?t quick in happening, then the very necessary public opinion of the Americans will start to go against the treaty because of the many ?wrongs imposed in the Treaty? and Lodge?s active lobbyism. When popular public opinion goes, in most cases, so does the bill. (Doc D) The cartoon (Doc E) shows how the Republicans felt about not being involved in the peace proceedings in Paris. When Wilson went to Paris, his delegation included not a single Republican which greatly infuriated them. He did not even consult the Republican leadership in the Senate about the peace negotiations, which was also an insult to the Republicans. Among the leading Republicans was Henry Cabot Lodge of Massachusetts, who was also

Athenian Democracy and Meritocracy

Athenian Democracy and Meritocracy To what extent did the Athenian democracy live up to its ideology of being a meritocracy, and to what extent was power still in the hands of the wealthy? Athenian democracy was an evolving process in the 5 th century B.C. The concentration of power in the political establishment would change considerably from when the first seeds were planted until the voting citizenship was expanded and new leaders emerged towards the end of the century. Democracy was not instituted in the name of human rights but for pragmatic purposes and it is necessary that we look at it in this light when considering whether Athens was a meritocracy and whether the wealthy still held considerable power in Democratic Athens. It is certainly true that Athenian Democracy, like all systems, on paper differed considerably to how it was implemented. In this essay I will argue that Athenian Democracy was largely successful in implementing a state democracy in which, to a large extent, there were no obvious discrepan cies over who was favoured in matters of society and the state. I will show that the Athenian constitution largely kept the city as a meritocracy, making its citizens equal before the state in matters of legality and political power. However, I will also consider the limitations of Athenian Democracy and to what extent certain functions may have limited its success. I will argue that the power of the wealthy was in most respects limited by the structure of the state but was held back to some extent by the inevitable advantages that come from wealth. I will mainly be arguing that whatever limitations there were, they were not enough to have a damaging effect on democracy as a whole. The Athenian Democracy allowed that only adult males of Athenian ancestry were part of the democratic system, which overall made up around 10-20% of the demos. Slaves, freed slaves, children, women and metics (foreigners in Athens) were excluded. It is obvious from this that to label Athens as a meritoc racy in the modern sense is absurd. In this essay, I will consider Athens as a meritocracy in terms of the rights and opportunities of those who are citizens, not from those who aren’t and will therefore consider to what extent Athenian Democracy worked the way it was supposed to. The wealthy did not hold power to the extent that it harmed the democratic process. The wealthy certainly did have many advantages compared to the poor, but this is not necessarily any comment upon Athenian democracy simply an inevitability that those with wealth will be able to achieve more than those without. The wealthy had power but not to an extent that was greatly damaging to the state. When defining wealth, I will consider Aristotle’s definition as including money, land, real estate, furniture, livestock and a high quality and quantity of slaves (Rhet. 1361a12-16). There was most definitely a significant wealth inequality amongst Athens’s citizens whereby the leisure class (thos e who didn’t need to work as a result of family fortunes, nobility etc.) made up roughly 5-10% of the populace. This class barrier was certainly realised by the lower classes who often showed their resentment at the wealthy. However despite this inequality, they did not see this as particularly affecting when it came down to the political and legal powers of the people, as this inequality was grudgingly accepted. Wealth discrepancies were not seen as unjust as potential legal or political barriers that may have affected the citizens. (see Ober ch.5)

Read the Dunkin Case Essay Example | Topics and Well Written Essays - 250 words

Read the Dunkin Case - Essay Example While the Dunkin’ Donut retail stores continue to expand, the Starbucks stores are closing by the hundreds. In the past Dunkin’ Donuts target markets where focused primarily in the Eastern part of the U.S. with little presence in the West. Starbucks already has a somewhat of a uniform distribution across the country which will constrain their growth as Dunkin’ Donuts expands into the West into untapped regions. Dunkin’ Donuts market strategy is different in that they are targeting a group of no frills, cost-conscious coffee drinkers. At Starbucks, there is a market segment that is willing to pay a premium for drinks like the ‘skinny half-caf soy caramel Macchiato’. While the market segment at Dunkin’ Donuts is focused at those who just want a consistent, well tasting, old fashioned brew of coffee that doesn’t exceed more than $3. (Mitchell, Dan). From the previously aforementioned statements, one can see how Starbucks marketing s trategy has always focused as much on the overall store experience as they have the product itself. With free Wi-Fi provided by ATT&T and a recent partnership with HP to provide music downloads in the store, Starbucks has positioned their efforts towards creating an upscale informal coffee shop and social experience. (DiCarlo, Lisa).

Journal Research Paper Example | Topics and Well Written Essays - 500 words - 3

Journal - Research Paper Example The first one, â€Å"Boys and Girls†, lets the reader know that Nenny is still too young to be a friend to her sister and yet, the unnamed older sister is already looking forward to the time when Nenny will be old enough to be her friend and enjoy each others company. The sense of sibling love is quite strong in this story because she feels protective of her younger sister and looks out for her because not all the kids in their neighborhood are nice children and she does not want her sister exposed to any bad influences. The end of the story makes one wonder what might have become of the sisters after some years had passed. That is why it was nice to see the relationship progression in the second story â€Å"Our Good Day†. In â€Å"Our Good Day†, the readers learn that Nenny is no longer a little child. She is already old enough to be the friend of her sister and that the relationship between them is one filled with trust and care. It also shows that the older sister keeps her younger sibling in mind and is very happy to be able to share any good fortune that she might come into in life with her. However, the story that shows us the greatest development in the relationship of the sisters can be seen in the story â€Å"Laughter†. Look at that house, I said, it looks like Mexico. Rachel and Lucy look at me like I am crazy, but before they can let out a laugh, Nenny says yes: Yes, thats Mexico all right. Thats what I was thinking exactly. This shows that the sisters have reached a point in their sibling-ship where they know each other so well that they trust that the other will know what the one is trying to say. Even more impressive, is that the sisters already think alike. Which is a sign that the siblings are quite in-tune with one another and share more than just a superficial relationship. I guess that is why I enjoyed reading about these stories so much. The short stories give a sense of character development and